COMPREHENSIVE COURSE OUTLINES - Glendale Community College

COMPREHENSIVE COURSE OUTLINES

Courses Presented for Board Approval March 20, 2018

COURSE PAGE

ANTHR 114 - Gender, Sexuality, and Culture

CHLDV 101 - Introduction to Elementary Classroom Teaching

ECT 210 - Programmable Logic Controllers (PLC)

ENGL 114 - Introduction to Poetry: Creative Writing

ENGL 115 - Introduction to Fiction: Creative Writing

ENGL 118 - Introduction to Creative Nonfiction: Creative Writing

HIST 141H - Honors World History from 1500 to Present

MATH 103E - Calculus and Analytic Geometry

MATH 103EH - Honors Calculus and Analytic Geometry

MATH 104E - Calculus and Analytic Geometry

MATH 104EH - Honors Calculus and Analytic Geometry

MATH 136H - Honors Statistics

MATH 220S - Intermediate Algebra Bridge

PE 142 - Badminton III

PE 296 - Walking for Health and Fitness II

PE 297 - Walking for Health and Fitness III

POLS 115 - The Politics of Race in the United States

SOC 101H - Introduction to Sociology

1

17

32

49

66

83

100

117

133

148

165

182

201

218

235

251

268

283

SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Katherine Rippel

Does this proposal include revisions that might improve student attainment of course learning outcomes?

B) JUSTIFICATION FOR PROPOSAL:

Is this proposal submitted in response to learning outcomes assessment data?

To broaden the curriculum to meet student demand and to respond to new developments in the field. Moreover, thisclass addresses emerging national issues.

C) SEEKING APPROVAL/ACTIVATION FOR WHAT TERM? Fall 2018-2019

D) SCHEDULE AND ENROLLMENT HISTORY

Census SectionYear Month Fall Int Spr Sum Fall Int Spr Sum

SECTION 2 - Course Identification

A) COURSE DISCIPLINE : ANTHR

B) COURSE NUMBER : 114

ANTHRC) COURSE EMPHASIS (SUBDISCIPLINE) :

Social Sciences DivisionD) COURSE DIVISION :

Gender, Sexuality, and CultureE) COURSE TITLE (FULL) :

Gender, Sexuality, and CultureF) COURSE TITLE (SHORT) :

G) CATALOG DESCRIPTION

For the each of the following, indicate if resources will be needed. If yes for any of the following, provide the anticipated cost and a brief description.

Cost Brief DescriptionNew EquipmentHardware or Software (include software license renewal)Remodeled Facilities (e.g. lab space, specialized classroom, etc.)Library AcquisitionsTravelConference Attendance

COURSE OUTLINE : 114 ANTHR3/2/2018

GLENDALE COMMUNITY COLLEGE--FOR COMPLETE OUTLINE OF RECORD SEE GCC WEBCMS DATABASE--

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H) CATALOG NOTES

ANTHR 114 examines how people identify and experience gender, sex, and sexuality in a variety ofcultural and historical contexts. The course considers the construction and performance of genderedidentities and sexual practices from the holistic perspective of anthropological theories and methodology.Students will consider the interplay of the biological with the cultural. Comparative materials fromindigenous, non-Western, non-industrial cultures as well as Western and globalized societies will beused to illustrate course concepts. Cultural institutions are framed as fundamental in creating, defining,and reinforcing categories of gender and sex. Economy, politics, nation/state, ethnicity, religion, kinship,worldview, language, and other categories of identity and difference will be explored as they relate togender, sex, and sexuality.

K) PEOPLESOFT ID :

L) CHANCELLOR’S OFFICE ID :

M) CCC ACADEMIC SENATE DISCIPLINE :

N) CALIFORNIA STATE UNIVERSITY SYSTEM C-ID :

O) CALIFORNIA STATE UNIVERSITY SYSTEM C-ID TITLE (FULL) :

ANTHROPOLOGY



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SECTION 3 - Course Attributes

A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY

E) PRECONDITIONS FOR ENROLLMENT (ENTRY STANDARDS)

F) CROSS LISTING STATUS

G) GENERAL EDUCATION STATUS

H) PRE-COLLEGIATE LEVEL:

I) BASIC SKILLS:

J) WORK EXPERIENCE:

K) NONCREDIT COURSE TYPE:

L) NONCREDIT COURSE STATUS :

M) NONCREDIT SPECIAL CHARACTERISTICS CODE :

N) OPEN ENTRY/EXIT STATUS:

O) GRADING BASIS:

P) CREDIT BY EXAM:

Q) SPECIAL CLASS STATUS:

R) TOP CODE:

D Credit – Degree Applicable

Transferable to both UC and CSU (A)

Required or elective course within GCC degree or certificate program (1)

None of the above

Does this course share an outline with any other course or courses?

114 Gender, Sexuality, and Culture

Fulfills CSU, IGETC, or GCC General Education requirements

Not precollegiate

Not Basic Skills Course (N)

Not part of co-op work experience education program

Grade with Pass / No-Pass Option

Not Allowed

Not Special Class (N)

220200 Anthropology

The course has required or recommended preconditions for enrollmentThe course is a required or recommended precondition for enrollment in another courseThe course has required or recommended precondtions for enrollment or can be a composite of test scores and academic backgroundNone of the above

Non Standard Requisite



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S) CIP CODE:

T) SAM CODE:

U) FUNDING AGENCY CATEGORY :

45.0204



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CONTACT HOURS 54 0 0 54

OUT OF CLASS HOURS 108 0 0 108CONTACT HOURS MINIMUM 0 0 0 0SCHEDULED HOURS 54 0 0 54TBA HOURS 0 0 0 0DE HOURS LIMIT 0 0 0 0

WORKLOAD CLASS 15 15FTEF 0.2 0 0.2

CAPACITY ENROLLMENT 0AVERAGE CENSUS ENROLLMENT TOTAL 0AVERAGE CENSUS ENROLLMENT NONRESIDENT 0AVERAGE HRS OF ATTENDANCE TOTAL 0AVERAGE HRS OF ATTENDANCE NONRESIDENT 0

Section 4 - Course Workload Values

CARNEGIE UNITS MAXIMUM 3 0 0 3

GCC UNITS MAXIMUM 3 0 0 3UNITS MINIMUM 0 0 0 0

CREDIT COURSE MATRIX [VARIABLE UNIT WITH TBA AND DE HOURS]

Requires user input

Calculated values with user override

Calculated values without override

Is this a variable unit course?

Is this course to be approved for DE scheduling?

Will this course include arranged hours?

LABFACULTY CONTACT HOURS LEC Reg Studio TOTAL



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A) ENTRY STANDARDS

Subject Number Title Description Include1 ENGL 120 Composition and

Readingcompose thesis-based essays at a first-yearcollege level;

Yes

2 ENGL 120 Composition and Reading

use detailed examples, facts, logical explanations,and other appropriate support for thesisstatements;

Yes


critically analyze selected prose works dealing withimportant contemporary issues;

Yes


summarize, analyze, and synthesize information,express and apply standards for judgment,compare and contrast, and evaluate evidence inorder to form and state reasoned opinions;

Yes


gather and organize information through libraryresearch;

Yes


demonstrate a command of grammar, diction,syntax, and mechanics sufficient for college levelwork: control of standard English at the sentencelevel, with few major errors in grammar andpunctuation.

Yes

7 ESL 151 Reading And Composition V

read and critically analyze various academicreadings;

Yes


summarize readings; Yes


organize fully-developed essays in both expositoryand argumentative modes;

Yes


compose a 500 to 550-word essay which:summarizes and cites appropriately a readingpassage; includes a clear thesis statement; usesevidence to support the thesis; shows clearorganization into an introduction, body, andconclusion;

Yes


revise writing to eliminate errors in syntax, andgrammatical constructions;

Yes


employ basic library research techniques; Yes


compose one research paper (1,000 words) or twoshort research papers (500- 700words each) withcitations.

Yes

Section 5 - Course Outline



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B) EXIT STANDARDS

1 understand the constructed categories of sex, gender, and sexuality cross-culturally and across differenthistoric eras;

2 explain sex, gender, and sexuality through the theoretical framework(s) of anthropology;

3 comprehend sex, gender, and sexuality as they intersect with social institutions and structures such as theeconomy, ethnicity, politics, nation/state, religion, and the family;

4 analyze the body as a vessel for cultural symbolism and a contested site for meaning;5 explain the impact of gender and sex based social movements in the processes of globalization.



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C) STUDENT LEARNING OUTCOMES

1 critically assess their own culture through a gained understanding of sex, gender, and sexuality in non-Western cultures;

2 demonstrate an awareness of various cultural traditions, identity formations, and a commitment to diversityand equity in society;

3 demonstrate an understanding of the theoretical frameworks of anthropology and how they may be appliedto analyses of sex, gender, and sexuality;

4 analyze ethnographic data and information and demonstrate competence in the attendant skills.



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D) COURSE CONTENT WITH INSTRUCTIONAL HOURS

Description Lecture Lab Total Hours

1

Anthropological Theory of Sex, Gender, and Sexuality

Cultural construction•Biological/evolutionary perspectives•Structuralism/post-structuralism •

6 0 6

2

Gender Acquisition

Gender norms•Cross-cultural survey of femininity/masculinity•

6 0 6

3

Third Genders

Intersex peoples across the globe•Gender fluidity within U.S. cultural groups and in non-Western settings

•

Transgender in Western and non-Western cultures•

6 0 6

4

The Body

Biology•Embodiment and representation•Body modification practices across the globe•

6 0 6

5

Kinship and Family

Kin systems•Residence patterns•The public/private divide in Western and non-Westerncultures

•

6 0 6

6

Religion

Cross-cultural survey of gender/sex ideologies in religion•Gender, sex and sexuality for religions' practitioners cross-culturally

•4 0 4

7

Political Systems

Nation and state•Gender in military cross-culturally•Colonial/imperial enterprise•

4 0 4

8

The Economy

Gender division of labor•Gender patterns and subsistence•

4 0 4

9

Violence

Systems of oppression among varied cross-cultural groups•Sexual violence•Sex trafficking•

4 0 4



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10

Queer Identities

Global LGBTQ identities•Heterosexism/heteronormativity around the world•Attitudes toward sexuality among U.S. cultural groups andacross the globe

•

4 0 4

11

Global Feminisms

Feminist ethnographic methods•Globalized activism•Human rights interventions•

4 0 4

54



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E) OUT-OF-CLASS ASSIGNMENTS

1 reading journals/online discussion forums;2 short writing assignments (e.g., analyze construction of sex and gender in a Western cultural artifact such as

an advertisement, film, or art piece.);3 research projects including ethnographic fieldwork (e.g., conduct participant observation of the dynamics of

gender relations and/or sexual identity within a given locale).



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F) METHODS OF EVALUATION

G) METHODS OF INSTRUCTION

1 class participation demonstrating course exit standards;2 in-class or online quizzes;3 student presentations or projects;4 midterm examinations5 final examinations.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study

Collaboratory Learning

Demonstration

Field Activities (Trips)

Guest Speakers

Presentations



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H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN Date

Gender in Cross-Cultural Perspective Required Routledge 6 Caroline B.

Brettell978-0205247288

2013

A World Full of Women Required Routledge 6 Monica Edelstein978-0205872800

2016

The Gender, Culture, and Power Reader Required Oxford

University Press 1 Dorothy L. Hodgson

978-0190201777

2016



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Section 6 - Course Certifications

CERTIFICATE B - UC/CSU ARTICULATION CERTIFICATION

A) DISTANCE EDUCATION CERTIFICATION

Will the course be an articulated transfer course to UC and/or CSU

CSU Projected

UC Projected

CSU Approval Date :

UC Approval Date :

A = Communication in the English Language & Critical Thinking

B = Physical Universe and its Forms

C = Arts, Literature, Philosophy, and Foreign Language

D = Social, Political, & Economic Institutions

E = Lifelong Understanding & Self-Development

English Communication

Mathematical Concepts/Quantitative Reasoning

Arts and Humanities

Social/Behavioral Sciences

Physical/Biological Sciences

Language Other Than English (UC Requirement Only)

THIS COURSE IS PROPOSED FOR IGETC

Projected Approval Date : 5/1/2019 12:00:00 AM

THIS COURSE IS PROPOSED FOR CSU BREADTH REQUIREMENTS

Projected Approval Date :


USC Transferable (Y)



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CERTIFICATE E - PRE OR CO-REQUISITE CERTIFICATION

3) GCC MAJOR OR GE REQUIREMENTS

If yes, indicate which requirement(s):

GCC Major Requirements

GCC General Education Graduation Requirements

Is the course a pre- or co-requisite for any other course; or does it require pre- or co-requisites?

This course is proposed for GCC Major or General Education Graduation requirement.

American Institutions/State & Local GovernmentU.S. HistoryMathematicsHealthPhysical EducationFirst AidCultural Diversity

Natural SciencesSocial SciencesHumanitiesInterdisciplinary HumanitiesArts, Foreign Language, Literature, and PhilosophyLanguage and RationalityEnglish CompositionCommunication and Analytical Thinking



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Requisites

& / Or Course Name Type Is Being ENGL - 120 - * Composition And Reading Recommended

PreparationAdded

Or ESL - 151 - Reading And Composition V Recommended Preparation

Added



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SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Mary Jane Biancheri




This course specifically serves students who wish to teach at the elementary-school level. It fills acurrent gap in the Child Development Department's curriculum.





A) COURSE DISCIPLINE : CHLDV


CHLDVC) COURSE EMPHASIS (SUBDISCIPLINE) :


Introduction to Elementary Classroom TeachingE) COURSE TITLE (FULL) :

Introduction to Elementary Classroom TeachingF) COURSE TITLE (SHORT) :




COURSE OUTLINE : 101 CHLDV3/2/2018


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H) CATALOG NOTES

CHLDV 101 introduces students to the concepts and issues related to teaching diverse learners intoday’s contemporary schools, Transitional Kindergarten through Grade 6. Topics include teaching as aprofession and career, historical and philosophical foundations of the American education system,contemporary educational issues, California’s content standards and frameworks, and teacherperformance standards. In addition to class time, the course requires a minimum of 45 hours ofsupervised fieldwork in public school elementary school classrooms that represent California’s diversestudent population, and includes cooperation with at least one campus approved and selectedcertificated classroom teacher.

K) PEOPLESOFT ID :





CHILD DEVELOPMENT

EDUC 200

Introduction to Elementary Classroom Teaching



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A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


101 Introduction to Elementary Classroom Teaching

Does not fulfill CSU, IGETC, or GCC General Education requirements

Not precollegiate



Non applicable


Not Allowed


080100 Education, General





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S) CIP CODE:

T) SAM CODE:


13.1202

5

Not Applicable (Y)



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Requires user input









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A) ENTRY STANDARDS

Subject Number Title Description Include1 CHLDV 135 Child Growth And

Developmentanalyze major developmental milestones forchildren from conception through adolescence inthe areas of physical, psychosocial, cognitive, andlanguage development using standard researchmethodologies

Yes

2 CHLDV 135 Child Growth And Development

analyze how cultural, economic, political, historicalcontexts affect children’s development; explorecontemporary social issues that impact children’sdevelopment

Yes


compare and contrast various theoreticalframeworks that relate to the study of human development, examine and evaluate the role ofplay and its relationship to development at variousstages

Yes


apply developmental theory to the analysis of childobservations, surveys, and/or interviews usinginvestigative research methodologies

Yes


differentiate characteristics of typical and atypicaldevelopment at various stages

Yes


analyze the importance of the early years and theinteraction between maturational processes andsocial/environmental factors and the effects onvarious areas of development

Yes

7 ENGL 101 Freshman English read critically and write critical, thesis-basedessays from the rhetorical perspective of example,comparison/cont rast, analysis, defi nition, andargument;

Yes

8 ENGL 101 Freshman English organize, develop, and revise original wr iting usingappropriate tone, style, and semantics;

Yes

9 ENGL 101 Freshman English understand induction and deduction, evalua teclaims and assumptions, identify logical fallacies,and present reasoned arguments;

Yes

10 ENGL 101 Freshman English analyze, synthesize, distinguish fact from opinionor belief, seek credible sources, and reach logicalconclusions;

Yes

11 ENGL 101 Freshman English examine values, identify bias and prejudi ce, andobjectively summarize the views of others;

Yes

12 ENGL 101 Freshman English prepare a research paper using properdocumentation and format.

Yes




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B) EXIT STANDARDS

1 state their philosophy of teaching, including demonstrating a deepening understanding of how their ownknowledge of the subject, values, beliefs, and implicit biases may inform their practice;

2 observe and record children in a diverse elementary school setting and demonstrate an understanding of thevarious types of observations and how to use them;

3 relate the history of education in the United States to the current state of education;4 recognize the impact of federal legislation having to do with elementary education;5 demonstrate an understanding of the role of education and various education philosophies on a global level;6 demonstrate knowledge of implementing an age-appropriate anti-bias curriculum;7 describe the role of the teacher in a developmentally appropriate elementary school setting;8 demonstrate skill in observing and participating in a classroom setting.

9

relate course content to real classrooms through satisfactory completion of a minimum of 45 hours ofapproved fieldwork including structured assignments, observations, and reflections that demonstrate theobserver’s ability to: recognize and describe examples of teaching events that implement some elements ofthe CSTP and TPEs; observe the use of state adopted academic content and performance standards;compare and contrast classroom environments; and recognize and describe individual differences amongstudents and identify strategies and accommodations used to address these differences.



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1 identify their philosophy of teaching as well as the role of the teacher in an elementary classroom;2 produce various types of observations and assessments used by educators;3 integrate new information on the history of education and current issues in education, both in the United

States and globally, to what they’re seeing in the elementary school classroom;4 apply what they’ve learned about how children develop to a classroom setting.



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1 Elements of effective classroom environments consistent with theCSTP and state adopted TPEs 3 0 3

2 Examination of one’s beliefs and assumptions about andexperiences with teachers and teaching 3 0 3

3 The teaching profession, including an emphasis on professionalstandards, ethics and professionalism 3 0 3

4 The history, governance and finance of public schooling 3 0 35 Purposes and roles of schooling and their community contexts 3 0 3

6

Overview of contemporary issues in schools

Standards•Inclusion•High stakes testing•Bilingual education•Social issues•Standardized curriculum•Standards and frameworks•

6 0 6

7 Roles and functions of teachers and other school personnel bothin general and in special education 2 0 2

8 Protocols for visiting schools and entering classrooms 2 0 2

9 Methods and ethics of conducting and reporting classroomobservations 2 0 2

10 Overview of the CSTPs and the TPEs 6 0 6

11 Introduction to California Academic Content and PerformanceStandards 1 0 1

12 Basic strategies for accommodating diverse learning needs 2 0 2

13

Laboratory Participation

Observations (15 hrs)•School visits (15 hrs)•Student portfolio (10 hrs)•

0 54 54

90



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1 Participating in school visits, classroom visits and observations2 Classroom environment assessment (e.g., complete appropriate environment assessment tool in laboratory

classroom)3 Observing and recording behavior of teachers during laboratory hours using a variety of observation methods

and recording strategies4 Reflective writing assignments (e.g., upon completion of three observations review your data and write a

reflection about the experience: what did you learn about the elementary school classrooms, children andteachers?)

5 Written observations of teachers and classrooms (e.g., focus on observing behaviors of teachers duringinstruction, transitions and support)

6 Online lessons completed with through a learning management system7 Presentations and projects (e.g., plan and present an electronic portfolio (PowerPoint presentation)

demonstrating the role and function of teachers in the classroom



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1 Quizzes and exams2 Field experience and reflective writing that includes how the student is processing the field experience3 Written assignments about classroom observations, reflective writing, and statement of philosophy4 Portfolio development (e.g., students will create a “child study” portfolio, where they will observe a child over

the course of several weeks)5 Group presentations (e.g.,in small groups students will research, using outside sources and their experience

in the classroom, to document and present the role of the teacher in an elementary school classroom)

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS


Becoming a Teacher Required Pearson 10 Print Forrest W. Parkay

978-0134016092

2016



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CSU Projected

UC Projected

CSU Approval Date : 3/7/2018 12:00:00 AM

UC Approval Date : 8/1/2018 12:00:00 AM








Arts and Humanities











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Requisites

& / Or Course Name Type Is Being ENGL - 101 - Freshman English Recommended

PreparationAdded

& CHLDV - 135 - Child Growth And Development Prerequisite Added



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SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Chris Herwerth




Engineering and industrial technician training and additional skills for electrical engineering majors.





A) COURSE DISCIPLINE : ECT


ECTC) COURSE EMPHASIS (SUBDISCIPLINE) :

Technology & Aviation DivisionD) COURSE DIVISION :

Programmable Logic Controllers (PLC)E) COURSE TITLE (FULL) :

ECT 210F) COURSE TITLE (SHORT) :



Cost Brief DescriptionNew Equipment 100000 Lab equipment has been purchased with grant funding. No

additional funding is requiredHardware or Software (include software license renewal)Remodeled Facilities (e.g. lab space, specialized classroom, etc.)Library AcquisitionsTravelConference Attendance

COURSE OUTLINE : 210 ECT3/2/2018


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H) CATALOG NOTES

ECT 210 covers Programmable Logic Controller (PLC) operations, including PLC installationand programming techniques. It emphasizes the methods of using the programming interface totroubleshoot applications in industry. The lab activities give the student practical programmingand operating skills used in the maintenance of automated systems.

K) PEOPLESOFT ID :





ELECTRONICS TECHNOLOGY



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A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:


Transferable to CSU only (B)

Not a required or elective course within GCC degree or certificate program (2)

None of the above


210 Programmable Logic Controllers (PLC)

Not precollegiate



Grade Only

Allowed


093400 *Electronics and Electric Technology





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S) CIP CODE:

T) SAM CODE:


15.0406

3

Not Applicable (Y)



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WORKLOAD CLASS 15 15FTEF 0.1333 0.15 0.2833




GCC UNITS MAXIMUM 2 1 0 3UNITS MINIMUM 1 0.5 0 1.5


Requires user input









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A) ENTRY STANDARDS

Subject Number Title Description Include1 ECT 110 Electricity and

Electronics Principlesdescribe basic laboratory equipment andcomponents;

Yes

2 ECT 110 Electricity and Electronics Principles

determine the value of resistors from their colorcode, measure DC (Direct Current) and AC(Alternating Current) voltage;

Yes


identify conductors and insulators, and testcommon types of switches;

Yes


measure current in a circuit, verify ohms law,investigate errors in measurement;

Yes


design a series and parallel circuit that will meetspecified resistance requirements;

Yes


develop a general rule for calculating the voltageacross each resister in an unloaded and loadedresistive voltage divider;

Yes


develop methods of troubleshooting circuits usingvoltage, current, capacitor and resistancemeasurements;

Yes


identify the operating controls of an oscilloscope; Yes


identify the controls and features of an audiofrequency generator;

Yes


describe the effect of AC and DC electrical motorsand inductance;

Yes


identify and measure affect transformers andmagnetic relays and contactors.

Yes

12 ENGL 191 * Writing Workshop II analyze short essays (approximately 2-6paragraphs in length) to identify thesis, topic,developmental and concluding sentences, as wellas transitional expressions used to increasecoherence;

Yes

13 ENGL 191 * Writing Workshop II evaluate compositions for unity, sufficiency ofdevelopment, evidence, coherence, and variety ofsentence structure;

Yes

14 ENGL 191 * Writing Workshop II organize and write an essay which addresses thetopic and is directed by a thesis statement;

Yes

15 ENGL 191 * Writing Workshop II organize and write an essay which has anintroduction, body, and conclusion anddemonstrates a basic understanding of essayorganization;

Yes

16 ENGL 191 * Writing Workshop II organize and write an essay which shows someawareness of critical thinking and linkage ofevidence with assertion;

Yes

17 ENGL 191 * Writing Workshop II organize and write an essay which develops ideas,moving from general to specific;

Yes

18 ENGL 191 * Writing Workshop II organize and write an essay which is easy to readand follow, though some errors in grammar,mechanics, spelling, or diction may exist;

Yes

19 ENGL 191 * Writing Workshop II organize and write an essay which uses a varietyof sentence types.

Yes




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20 ESL 141 Grammar And Writing IV

compose a 400 to 450-word thesis-based essaywhich:

Yes


a. summarizes and cites appropriately a readingpassage provided as a prompt;

Yes


b. includes a clear thesis statement; Yes


c. uses evidence to support the thesis; Yes


d. shows clear organization into an introduction,body and conclusion;

Yes


e. uses appropriate rhetorical modes such ascomparison/contrast, cause/effect and persuasionin order to support a thesis;

Yes


demonstrate control of verb tenses in active andpassive voice, gerunds and infinitives, conditionalsreal and unreal, adjective, noun, and adverbclauses, and transitional expressions;

Yes


comprehend multi-paragraph reading passages intextbooks.

Yes



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B) EXIT STANDARDS

1 apply safety considerations when working on PLC systems;2 demonstrate the electrical properties associated with PLCs;3 identify the use of symbols in PLC’s software for programing the PLCs;4 understand the functions and different variation of the PLC sections;5 identify the installation consideration regarding electrical properties and PLCs;6 operate the maintenance process for PLC’s hardware and software;7 employ troubleshooting principles and test instruments for PLCs.



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1 understand the purpose, functions, and operations of PLCs;2 demonstrate the installation procedure for PLC enclosures and power supplies;3 operate and troubleshoot PLC’s hardware and software.



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1

PLC and Electrical Safety

PLC definition •Electrical properties •Grounding system •Safety consideration •Personal protection •Inspecting a PLC system•

4 0 4

2

Electrical Principles and PLCs

PLC power supply •Input/output voltage rating •Input/output current rating •Input switches •PLC series circuit properties •PLC parallel circuit properties •

3 4 7

3

Electrical Circuits and PLCs

Electrical symbols and diagrams •Logic functions •Logic gate circuits •PLC wiring methods •

3 4 7

4

PLC Hardware

PLC input/output sections •PLC central processing units •PLC programming devices •PLC operating cycle •

3 5 8

5

PLC Programming Instructions

Programming diagrams •File addresses •Scan execution •

3 4 7

6

Programming PLC Timers and Counters

Timer and Counter instructions •Special applications •

2 4 6

7

PLC and System Interfacing

Primary systems •System interfacing •

Electromechanical relays •Solid-state relays •Motor starter interfaces •Electric motor drive interfacing •

3 5 8



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8

PLC Installations and Startup

PLC installation safety •Input/output checks •Program checks •

2 4 6

9

PLC and System Maintenance

Visual inspection •Energized PLC maintenance •Software and program verification •

3 4 7

10

Troubleshooting Principles and Test Instruments

Troubleshooting methods •Measurement precautions •Tester measurement procedures •

2 4 6

11Troubleshooting PLC Hardware

Troubleshooting input/output modules •2 4 6

12

Troubleshooting with PLC Software

Viewing PLC programs •Debugging PLC programs •Temporary end instruction •Software help features•

2 4 6

13

Analog Principles

Analog and digital circuits •Variable frequency drive circuits •Analog input/output devices •

2 4 6

14

Analog Device Installation and PLC Programming

Wiring analog input/output devices •Analog device programming setup •PLC actuator installation •Troubleshooting PLC actuators and actuator wiring•

2 4 6

90



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1 individual project (e.g. create a relay ladder logic, output for controlling a motor);2 group project (e.g. create automation project using PLC for power consumption);3 calculations (e.g. given logic ladder input and output current of controlled system, calculate time delay of

sequential processing).



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1 regular quizzes;2 mid-term examination;3 final examination;4 laboratory practical examination;5 evaluation of final project.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateProgrammable Logic Controllers Required McGraw-Hill 5 Print Petruzella, Frank

D.978-0-07-337384-3 2017

Introduction to Programmable Logic Controllers

RequiredAmerican Technical Publishers

2 Print Mazur, Glen A. 978-0-8269-1385-2 2011



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CSU Projected

UC Projected


UC Approval Date :








Arts and Humanities








Transferable to CSU only (B)

Not USC Transferable



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46












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47

Requisites

& / Or Course Name Type Is Being ECT - 110 - Electricity and Electronics Principles Prerequisite

& ESL - 141 - Grammar And Writing IV Recommended Preparation

Or ENGL - 191 - * Writing Workshop II Recommended Preparation



Page 17 of 17

48

SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Joanna Parypinski




ENGL 114 Introduc on to Poetry: Crea ve Wri ng is a transfer-level course to follow insequence from English 103 Crea ve Wri ng Workshop and is a more advanced study ofcrea ve wri ng with a focus on poetry. This course is a response to an expressed interest bystudents in English 103 who want to con nue their studies in crea ve wri ng, including thosewho want to transfer to a university and community members who are returning to studycrea ve wri ng.





A) COURSE DISCIPLINE : ENGL


ENGLAC) COURSE EMPHASIS (SUBDISCIPLINE) :

English DivisionD) COURSE DIVISION :

Introduction to Poetry: Creative WritingE) COURSE TITLE (FULL) :



COURSE OUTLINE : 114 ENGL3/2/2018


Page 1 of 17

49

Intro to PoetryF) COURSE TITLE (SHORT) :


H) CATALOG NOTES

ENGL 114 is an introduction to the craft and practice of poetry, including study of thestructural, stylistic, and thematic elements of various poetic forms, such as lyric, narrative, freeverse, and experimental. In addition to studying strategies and techniques of poetry, attention isgiven to authorial subject position, the historical and social contexts of writing, and creativewriting theory. The course takes contemporary literature as its focus, highlighting bothcanonical and marginalized and underrepresented voices. In addition to composing their ownworks of poetry, students read, discuss, and write extensively about contemporary works.

K) PEOPLESOFT ID :





ENGLISH



Page 2 of 17

50


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


114 Introduction to Poetry: Creative Writing


Not precollegiate



Credit Course (A or I)

Non applicable


Not Allowed


150100 English (writing)





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51

S) CIP CODE:

T) SAM CODE:


5

Not Applicable (Y)



Page 4 of 17

52



WORKLOAD CLASS 15 15FTEF 0 0 0






Requires user input









Page 5 of 17

53

A) ENTRY STANDARDS

Subject Number Title Description Include1 ENGL 103 Creative Writing

Workshoprecognize and appreciate the elements of effectiveimaginative writing through examples studied in theclass;

Yes

2 ENGL 103 Creative Writing Workshop

develop and apply effective concepts for creativepieces in the various creative forms;

Yes


. synthesize critical commentary from the instructorand classmates in the process of revision;

Yes


maintain a journal comprised of regular entriesdrawing from life experiences;

Yes


conceive and execute several fully developed,entirely original imaginative pieces;

Yes


evaluate the work of classmates and participate inthe process of mutual criticism.

Yes




Page 6 of 17

54

B) EXIT STANDARDS

1 recognize, analyze and evaluate various creative writing techniques in contemporary poetic genres, such aslyric, experimental/postmodern, formal, confessional, spoken word, narrative and prose poetry;

2 apply creative writing techniques to the invention and development of poetry;3 differentiate cultural, historical and political values around creative writing practices, theory and institutions;4 synthesize criticism from instructor and classmates in the process of revision;5 generate and complete finished drafts of original poetry;6 evaluate the work of classmates to develop editing and revising skills for creative writing.



Page 7 of 17

55


1 read critically to recognize elements that make up a poem and the forms, patterns, and structure of poetry2 interpret literary, cultural, and political influences that contribute to a poem. In doing so, students will

analyze and synthesize philosophical and historical ideas reflecting the application of critical thinking as itpertains to the central ideas

3 write critical, analytical thesis centered essays in order to compare and contrast the central ideas of majorpoets and poems through distinct time periods and to compare and contrast analytical, secondary sources.



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56



1

Forms of Poetry

Formal poetry

Language poetry

Postmodern

Confessional

Prose poetry

Spoken word

Ekphrastic

Experimental

Found poem

Narrative

Concrete

Dramatic monologue

Epistle

Occasional

18 0 18



Page 9 of 17

57

2

Craft of Poetry

Figurative Language

Point of view

Cliché and hyperbole

Symbolism

Voice and tone

Style: word choice, sentence structure, conciseness

Theme and purpose

Musical devices: alliteration, consonance, direct and indirectrhyme, anaphora

Meter and rhythm: foot/metrical units, caesura, enjambment,stanzaic structure

Compression

Description

18 0 18

3

The Writer, Society and Power

Identity and Power: what we write, how we read; writing about,for and as the “other”

Marginalized voices

Aesthetic values in poetry

Creation of the literary canon

Use of stereotypes in writing: hazards of, subverting or resistingstereotypes

Poetic forms

Truth, facts and invention in poetry

Literary theory

10 0 10



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58

4

Workshop Guidelines and Practice

Establishing common language and guidelines for discussingstudent writing

Collaboration on purpose of the workshop

Limits and possibilities of the creative writing workshop

Making space for all, but especially marginalized voices

2 0 2

5

Research Methods

Conducting interviews

Library databases

Online research

Field research: observation, participant-observation, field trips

4 0 4

6

Writing Process

Keeping a notebook

Examples of writer’s notebooks

Strategies for invention

Writing schedules

Writing exercises

2 0 2

54



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59


1 reading responses (e.g. discuss what language, images, metaphors, tone, etc. you found most surprising ormemorable in the poems for this week and explain why or how they were surprising);

2 writer’s notebook;3 portfolios (e.g. a portfolio of student’s poetry including a self-reflection on the approaches, success and

insight gained on the pieces);4 critiques (e.g. a written critique of a classmate’s poetry);5 field activities (e.g. attendance at and evaluation of a public literary reading of poetry, interview with an

author or panel discussion);6 writing exercises (e.g. write an entirely new version of your poem as a numbered list).



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1 instructor evaluation of student portfolio of work;2 peer review or critique of student work;3 writing exercises in different forms of poetry;4 at least five finished drafts of poems.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 13 of 17

61

H) TEXTBOOKS


Ordinary Genius: A Guide for the Poet Within Required W.W. Norton &

Company Kim Addonizio978-0393334166

2009

Writing Poetry: Creative and Critical Approaches Required Palgrave

Macmillan Chad Davidson 978-0230008120

2008

The Triggering Town: Lectures and Essays on Poetry and Writing

Supplemental W.W. Norton & Company Richard Hugo

978-0393338720

2010

Anthology of Modern American Poetry: Volume 1 Required Oxford

University Press 2 Cary Nelson978-0199920723

2014

A Poetry Handbook Required Mariner 1 Mary Oliver978-0156724005

1994

The Autumn House Anthology of Contemporary American Poetry

Required Autumn House Press 3 Michael Simms

978-1-932870-99-2

2015



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CSU Projected

UC Projected










Arts and Humanities












Page 15 of 17

63












Page 16 of 17

64

Requisites

& / Or Course Name Type Is Being ENGL - 103 - Creative Writing Workshop



Page 17 of 17

65

SECTION 1 - BASIS





English 115 Introduc on to Fic on: Crea ve Wri ng is a transfer-level course to follow in sequence from English103 Crea ve Wri ng Workshop and is a more advanced study of crea ve wri ng with a focus on fic on. Thiscourse is a response to an expressed interest by students in English 103 who want to con nue their studies increa ve wri ng, including those who want to transfer to a university and community members who are returningto study crea ve wri ng.









Introduction to Fiction: Creative WritingE) COURSE TITLE (FULL) :

Intro to FictionF) COURSE TITLE (SHORT) :





Page 1 of 17

66


H) CATALOG NOTES

ENGL 115 is an introduction to the craft and practice of fiction, including study of thestructural, stylistic, and thematic elements of various fictional forms, such as short stories,novels, plays, and screenplays. In addition to studying strategies and techniques of fiction,attention is given to authorial subject position, the historical and social contexts of writing, andcreative writing theory. The course takes contemporary literature as its focus, highlighting bothcanonical, marginalized and underrepresented voices. In addition to composing their own worksof fiction, students read, discuss, and write extensively about contemporary works.

K) PEOPLESOFT ID :





ENGLISH



Page 2 of 17

67


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


115 Introduction to Fiction: Creative Writing


Not precollegiate




Non applicable


Not Allowed







Page 3 of 17

68

S) CIP CODE:

T) SAM CODE:


5

Not Applicable (Y)



Page 4 of 17

69









Requires user input









Page 5 of 17

70

A) ENTRY STANDARDS



Yes



Yes


synthesize critical commentary from the instructorand classmates in the process of revision;

Yes



Yes



Yes



Yes




Page 6 of 17

71

B) EXIT STANDARDS

1 recognize, analyze and evaluate various creative writing techniques in contemporary fiction genres, such asnarrative, experimental, postmodern, formal, flash, and surreal

2 apply creative writing techniques to the invention and development of fiction;3 differentiate cultural, historical and political values around creative writing practices, theory and institutions;4 synthesize criticism from instructor and classmates in the process of revision;5 generate and complete finished drafts of original works of fiction;6 generate and complete finished drafts of original works of fiction;7 evaluate the work of classmates to develop editing and revising skills for creative writing.



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1 understand critical concepts in fiction such as realism, naturalism, minimalism, and fabulism2 read critically in order to analyze literary works for themes and other literary elements3 write thesis-centered essays which analyze and interpret works of fiction



Page 8 of 17

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1

Forms of Fiction

Drama

Comedy

Horror/Sci-Fi/Fantasy

Realism

Romanticism

Satire

Tragedy

Tragicomedy

Fabulism

Mythology

18 0 18



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2

Craft of Fiction

Plot

Establishing Scenes

Characterization

Cliché, hyperbole, stereotypes, flowery prose

Dialogue

Description

Exposition

Sensory Details

Point of view

Voice and tone

Style: word choice, sentence structure, conciseness

Theme and purpose

Authenticity (Realism)

Summary

Show vs. tell

Theme and purpose

Narrator vs. protagonist

18 0 18



Page 10 of 17

75

3


Identity and power: what we write and how we read; writingabout, for and as the “other”

Marginalized voices

Where do aesthetic values come from?



History of fiction forms

Truth, facts and invention in fiction

Literary theory

10 0 10

4


Establishing common language for discussing student writing




2 0 2

5

Research Methods

Authenticating characters, settings, plot, historical details

Library databases

Online research


4 0 4

6

Writing Process


Keeping a notebook

Examples of writer’s notebooks

Writing schedules

Writing exercises

Revision

2 0 2

54



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1 reading responses (e.g. discuss what language, images, metaphors, plot devices, etc. you found mostsurprising or memorable in the fiction pieces assigned for this week and explain why or how they weresurprising);

2 writer’s notebook; (responses that are kept for writer’s own reference)3 portfolios (e.g. a portfolio of student’s writing, including a self-reflection on the approaches, success and

insight gained on the pieces);4 critiques (e.g. a written critique of a classmate’s work);5 field activities (e.g. attendance at and evaluation of a public literary reading of fiction, interview with an

author or panel discussion);6 writing exercises (e.g. write a narrative from another point-of-view; set a story thirty years in the future;

start a story with one character privileged over another; write dialogue in a fictional language).



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1 instructor evaluation of student portfolio of work;2 peer review or critique of student work;3 writing exercises in different forms of fiction;4 at least five finished works of fiction.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 13 of 17

78

H) TEXTBOOKS


Method and Madness: The Making of a Story Required Norton and

Company Alice LaPlante978-0393928174

2008

The Writing Life Required Harper Perennial Annie Dillard

978-0060919887

2013

On Writing Well Required Harper Collins William Zissner978-0060891541

2016

Naming the World: And Other Exercises for the Creative Writer

Required Random House Bret Anthony Johnston

978-0812975482

2008

On Writing: A Memoir of the Craft Required Scribner Stephen King

978-1439156810

2010



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CSU Projected

UC Projected










Arts and Humanities











Page 15 of 17

80












Page 16 of 17

81

Requisites

& / Or Course Name Type Is Being ENGL - 103 - Creative Writing Workshop Prerequisite



Page 17 of 17

82

SECTION 1 - BASIS





ENGL 118 Introduc on to Crea ve Nonfic on: Crea ve Wri ng is a transfer-level course to follow in sequencefrom English 103 Crea ve Wri ng Workshop and is a more advanced study of crea ve wri ng with a focus oncrea ve nonfic on. This course is a response to an expressed interest by students in English 103 who want tocon nue their studies in crea ve wri ng, including those who want to transfer to a university and communitymembers who are returning to study crea ve wri ng.









Introduction to Creative Nonfiction: Creative WritingE) COURSE TITLE (FULL) :

Intro to Creative NonfictionF) COURSE TITLE (SHORT) :





Page 1 of 17

83


H) CATALOG NOTES

ENGL 118 is an introduction to the craft and practice of creative nonfiction, such as memoir, literaryjournalism, profiles, and flash, lyric or researched essays. In addition to studying strategies andtechniques of nonfiction, attention is given to authorial subject position, the historical and social contextsof writing, and creative writing theory. The course takes contemporary literature as its focus, highlightingcanonical, marginalized and underrepresented voices. In addition to composing their own works ofcreative nonfiction, students read, discuss and write extensively about contemporary works.

K) PEOPLESOFT ID :





ENGLISH



Page 2 of 17

84


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


118 Introduction to Creative Nonfiction: Creative Writing


Not precollegiate




Non applicable


Not Allowed







Page 3 of 17

85

S) CIP CODE:

T) SAM CODE:


5

Not Applicable (Y)



Page 4 of 17

86









Requires user input









Page 5 of 17

87

A) ENTRY STANDARDS



Yes



Yes


. synthesize critical commentary from the instructorand classmates in the process of revision;

Yes



Yes



Yes



Yes




Page 6 of 17

88

B) EXIT STANDARDS

1 recognize, analyze and evaluate various creative writing techniques in nonfiction genres, such as memoir,lyric essays, literary journalism, micro essays and researched essays;

2 apply creative writing techniques to the invention and development of creative nonfiction pieces; 3 differentiate cultural, historical and political values around creative writing practices, theory and institutions;4 synthesize criticism from instructor and classmates in the process of revision;5 generate and complete finished drafts of original creative nonfiction pieces;6 evaluate the work of classmates to develop editing and revising skills for creative writing



Page 7 of 17

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1 read critically in order to recognize the elements that make up a piece of nonfiction and the forms, patternsand structures of nonfiction;

2 recognize social, cultural and institutional influences on writers and creative writing;3 identify and apply major technical and stylistic elements of creative nonfiction;4 generate a sustained body of work in creative nonfiction;5 evaluate their own work and that of their peers.



Page 8 of 17

90



1

Forms of creative nonfiction

Memoir

Lyric Essays

Research-based Writing

Literary Journalism

Short Forms: flash nonfiction, prose poetry

Profiles

Cultural Criticism

Travel Writing

Book Review

Humor Writing

Nature Writing

Experimental Forms

18 0 18



Page 9 of 17

91

2

Craft of nonfiction

Metaphor

Imagery

Point of view

Cliché, hyperbole, stereotypes, flowery prose

Characterization: establishing voice, character development

Prose style: word choice, sentence structure, conciseness

Dialogue

Narrative structure: pacing, beginnings, endings, flashbacks

Description

Exposition

Summary

Show vs. tell (pros/cons of each)

Theme and purpose

Narrator vs. protagonist in creative nonfiction

Insight in creative nonfiction

18 0 18

3


Identity and power: what we write and how we read; writingabout, for and as the “other”

Marginalized voices

Where do aesthetic values come from?



History of nonfiction forms

Truth, facts and invention in nonfiction

Literary theory

10 0 10



Page 10 of 17

92

4


Establishing common language for discussing studentwriting




2 0 2

5

Research Methods

Conducting interviews

Library databases

Online research


4 0 4

6

Writing process

Keeping a notebook and examples of writer’s notebooks


Writing schedules

Writing exercises

2 0 2

54



Page 11 of 17

93


1 reading responses (e.g. compare and contrast the presentation of self in a marginalized vs. canonical work,such as Maxine Hong Kingston’s The Woman Warrior vs. Joan Didion’s The White Album);

2 writer’s notebook;3 portfolios (e.g. a portfolio of student’s creative nonfiction pieces including a self-reflection on the

approaches, success and insight gained on the pieces);4 critiques (e.g. a written critique of a classmate’s creative nonfiction);5 field activities (e.g. attendance at and evaluation of a public literary reading of creative nonfiction, interview

with an author or panel discussion);6 writing exercises (e.g. imitating the Peter Balakian essay, write a few paragraphs exploring an important

artifact in your life)



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94



1 instructor evaluation of student portfolio of work;2 peer review or critique of student work;3 writing exercises in different forms of creative nonfiction;4 three finished drafts of creative nonfiction of 1500 words each, or a combination of shorter works totaling

the same amount of words.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 13 of 17

95

H) TEXTBOOKS


You Can’t Make This Stuff Up Required Da Capo

Lifelong Books Lee Gutkind978-0738215549

2012

The Art of the Personal Essay: An Anthology from the Classical Era to the Present

Required Anchor Books 1 Phillip Lopate978-0385422987

1997

Tell It Slant Required McGraw-Hill Education Brenda Miller

978-0071781770

2012

Crafting the Personal Essay Required Writer's Digest Books Dinty Moore

978-1582977966

2010

On Writing Well Required Harper Collins William Zissner978-0060891541

2016



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96





CSU Projected

UC Projected

CSU Approval Date :

UC Approval Date :








Arts and Humanities











Page 15 of 17

97












Page 16 of 17

98

Requisites

& / Or Course Name Type Is Being ENGL - 103 - Creative Writing Workshop



Page 17 of 17

99

SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Kevin Mack




Addresses the need coming from the Scholars Program

C) SEEKING APPROVAL/ACTIVATION FOR WHAT TERM? 2018-2019




A) COURSE DISCIPLINE : HIST

B) COURSE NUMBER : 141H

HISTC) COURSE EMPHASIS (SUBDISCIPLINE) :


Honors World History from 1500 to PresentE) COURSE TITLE (FULL) :

World HistoryF) COURSE TITLE (SHORT) :




COURSE OUTLINE : 141H HIST3/2/2018


Page 1 of 17

100

H) CATALOG NOTES

HIST 141H is a general political survey of the world from the 1500s to the present, with emphasis on thedevelopment of human ideas, arts, and institutions. The characteristics of the medieval and modernworlds are examined. The principles—cultural, social, economic, and political—which brought themodern world into being are analyzed. The honors course is enhanced in one or more of the followingways: 1. Students have an increased responsibility for leading class discussions and facilitating groupactivities inside and outside the classroom. 2. Writing assignments are focused on critical thinking, theinterpretation of primary sources, and the application of historical concepts.

K) PEOPLESOFT ID :





SOCIAL SCIENCE

HIST 160

World History since 1500



Page 2 of 17

101


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


141H Honors World History from 1500 to Present


Not precollegiate



Grade Only

Not Allowed


220500 History





Page 3 of 17

102

S) CIP CODE:

T) SAM CODE:


54.0101

5

Not Applicable (Y)



Page 4 of 17

103









Requires user input









Page 5 of 17

104

A) ENTRY STANDARDS

Subject Number Title Description Include1 ENGL 101 Freshman English read critically and write critical, thesis-based

essays from the rhetorical perspective of example,comparison/cont rast, analysis, defi nition, andargument;

Yes

2 ENGL 101 Freshman English organize, develop, and revise original wr iting usingappropriate tone, style, and semantics;

Yes

3 ENGL 101 Freshman English understand induction and deduction, evalua teclaims and assumptions, identify logical fallacies,and present reasoned arguments;

Yes

4 ENGL 101 Freshman English analyze, synthesize, distinguish fact from opinionor belief, seek credible sources, and reach logicalconclusions;

Yes

5 ENGL 101 Freshman English examine values, identify bias and prejudi ce, andobjectively summarize the views of others;

Yes

6 ENGL 101 Freshman English prepare a research paper using properdocumentation and format.

Yes




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B) EXIT STANDARDS

1 demonstrate the ability to interpret primary and secondary sources and to compose an argument which usesthem, as appropriate, for support;

2 analyze broad patterns of change on both interregional scales and within complex societies;

3 demonstrate an understanding of civilization through multiple analytical categories such as race, class,gender and ethnicity;

4 explain ways in which the world’s physical and natural environment has affected and been affected bydevelopments in human history;

5 analyze ways in which human groups have interacted with one another, including trade, migration, warfare,cultural exchange, and biological exchange, from 1500 to the present;

6 compare distinctive forms of political, social, and economic organizations in the world and explain theirhistorical significance;

7 explain the historical significance of major discoveries, inventions, and scientific achievements;8 explain the historical significance in art, music, architecture, literature, and religion;9 compare ideals, practices, and historical developments of major belief systems and philosophical systems;10 analyze historical developments across national, regional, and cultural boundaries.



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1 compare distinctive forms of the roots of political, social, and economic organization in the world andexplain their value-orientation;

2 identify, summarize and assess the effect of major trends and their component events in cultural, social,economic, and political history;

3 recognize, identify, and describe the cultural contributions to world civilization made by each of thesegroups and their territorial subdivisions.



Page 8 of 17

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1

Global Connections and the Remaking of Europe

Overseas expansion and capitalism •Renaissance •Reformation •State-building •Scientific Revolution •Enlightenment •

3 0 3

2

New Challenges for Africa and the Islamic World

Sub-Saharan societies •European imperialism and the trans-Atlantic slave trade •The Ottomans and Islamic imperial revival •Persia, Morocco, and Central Asia•

3 0 3

3

New Societies in the Americas

Early American-European-Pacific encounters•The European conquest of the Americas •The Consequences of American colonization •Slavery and the Atlantic system•

3 0 3

4

South Asia, Southeast Asia, and East Asia

Mughal India, South Asia, and new encounters •Southeast Asia and Global Connections •Early Modern China and new challenges •Continuity and change in Korea and Japan•

3 0 3

5

Modern Transitions: Revolution, Industries, Ideologies, Empires

The age of revolution: North America and Europe •The age of revolution: the Caribbean and Latin America •The industrial revolution and economic growth •Nationalism, liberalism, and socialism •The Resurgence of Western Imperialism•

5 0 5

6

Changing Societies in Europe, the Americas, and Oceania

The reshaping of European societies •The United States: A rising global power •Latin America and the Caribbean in the global system •New societies in Canada and the Pacific Basin•

3 0 3

7

Africa, Middle East and Imperialism

The colonization of sub-Saharan Africa•The making of settler societies •The colonial reshaping of sub-Saharan Africa •Imperialism, reform, and the Middle Eastern societies •Middle Eastern thought and culture•

3 0 3



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8

South Asia, Southeast Asia, and Colonization

Forming British India •The reshaping of Indian society •Southeast Asia and colonization •The reshaping of Southeast Asia•

4 0 4

9

East Asia and the Russian Empire

The zenith and decline of Qing China •From imperial to republican China •Japan and Korea under challenge •The remaking of Japan and Korea •Russian’s Eurasian empire•

2 0 2

10

World Wars, European Revolutions, and Global Depression

The roots and course of World War I•The Armenian genocide •The revolutionary path to Soviet communism •Interwar years and the Great Depression •The rise of Fascism and the renewal of conflict •World War II: A global transition•

3 0 3

11

Imperialism and Nationalism in Asia, Africa, and Latin America

Western imperialism and its challengers •Nationalism and communism in China •British colonialism and the Indian response •Nationalist stirrings in southeast Asia and sub-SaharanAfrica

•

Remaking the Middle East and Latin America•

4 0 4

12

The Remaking of the Global System, Since 1945

Decolonization, new states and the global system •Cold wars, hot wars, and world politics •Globalizing economies, underdevelopment, andenvironmental change

•

New global networks and their consequences•

3 0 3

13

East Asian Resurgence since 1945

Mao’s revolutionary China •Chinese modernization •The remaking of Japan •The Little Dragons in the Asian resurgence•

3 0 3

14

Rebuilding Europe and Russia Since 1945

Western Europe: revival and unity •Western European societies and cultures •Communism in the Soviet Union and Eastern Europe •Communist collapse: A new Russia and Europe•

3 0 3



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15

The Americas and the Pacific Basin: New Roles in theContemporary World, Since 1945

The United States as a superpower •The changing societies of North America and the Pacificbasin

•

Political change in Latin America and the Caribbean •Changing Latin America and Caribbean societies•

3 0 3

16

The Middle East, Sub-Saharan Africa, and New Conflicts in theContemporary World, Since 1945

The Middle East: new nations and old societies •Change and conflict in the Middle East •Political change in sub-Saharan Africa •Changing African economies, societies, and cultures•

3 0 3

17

South Asia, Southeast Asia, and Global Connections

The reshaping of South Asia •South Asian politics and societies •Revolution, war, and reconstruction in Indochina •New nations in Southeast Asia•

3 0 3

54



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1 outside reading of reserve books and articles from scholarly journals;2 essay (e.g., an argumentative essay to establish the significance of globalization to East Asia and to

demonstrate the application of concepts, use of sources, and the ability to critically analyze information);3 individual project (e.g., a poster talk to highlight the changes that came in Mao’s revolutionary China);4 critique (e.g., a critique of the role of the United States as a superpower in the twentieth century, using

library, electronic, and other primary sources research);5 historiographical paper (e.g., an analysis of the leading scholarship of the French Revolution and its

transformation during the twentieth century).



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1 class participation demonstrating course exit standards;2 written assignments demonstrating course exit standards;3 three to five one-hour in class examinations;4 final examination requiring demonstration of course exit standards;5 term project demonstrating one of the student learning outcomes.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 13 of 17

112

H) TEXTBOOKS


World History, Vol. 2 Required Wadsworth 8 Print Duiker, William978-1305091221

2015

The World: A History, Vol. 2 Required Pearson 3 Print Fernandez-

Armesto, Felipe978-0134162374

2015

A History of World Societies, Vol. 2 Required Bedford/St.

Martin's 10 Print McKay, John P. 978-1-457-65995-9 2015



Page 14 of 17

113





CSU Projected

UC Projected










Arts and Humanities











Page 15 of 17

114












Page 16 of 17

115

Requisites

& / Or Course Name Type Is Being ENGL - 101 - Freshman English Recommended

PreparationAdded



Page 17 of 17

116

SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Carol Paxton




The transcendental functions have applications in biology, ecology, economics, and finance. Some ofthose majors only require Math 103, which does not cover calculus of transcendental functions. Math103E will expose those students to the calculus of transcendental function, which will be more applicableto their major.

Moreover, Physics 101 requires students to do calculus with transcendental functions, which is taught inMath 103 (the prerequisite for Physics 101). Math 103E will teach the calculus of transcendentalfunction. As a result, students who Math 103E will be better prepared for Physics 101.





A) COURSE DISCIPLINE : MATH

B) COURSE NUMBER : 103E

MATHAC) COURSE EMPHASIS (SUBDISCIPLINE) :

Mathematics DivisionD) COURSE DIVISION :

Calculus and Analytic GeometryE) COURSE TITLE (FULL) :



COURSE OUTLINE : 103E MATH3/2/2018


Page 1 of 16

117

Calculus and Analytic GeometryF) COURSE TITLE (SHORT) :


H) CATALOG NOTES

MATH 103E is the first of a sequence of three courses combining the subject matter of analytic geometry andcalculus. Functions and their graphs are studied with special attention to differentiation, limits, rules and integrationusing various techniques. The calculus of inverse functions and transcendental functions as well as applications ofdifferentiation is also covered.

K) PEOPLESOFT ID :





MATHEMATICS

MATH 210

Single Variable Calculus I Early Transcendentals



Page 2 of 16

118


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


103E Calculus and Analytic Geometry


Not precollegiate



Grade Only

Not Allowed


170100 Mathematics, General





Page 3 of 16

119

S) CIP CODE:

T) SAM CODE:


27.0101

5

Not Applicable (Y)



Page 4 of 16

120









Requires user input









Page 5 of 16

121

A) ENTRY STANDARDS

Subject Number Title Description Include1 MATH 110 Precalculus solve equations including rational, linear,

polynomial, exponential, absolute value, radical,and logarithmic;

Yes

2 MATH 110 Precalculus apply functions to model real world applications; No3 MATH 110 Precalculus solve linear, non-linear, and absolute value

inequalities;Yes

4 MATH 110 Precalculus graph the following types of functions and relations:polynomial, rational, exponential, logarithm, andconic section;

Yes

5 MATH 110 Precalculus graph the basic trigonometric functions and applychanges in period, phase and amplitude togenerate new graphs;

Yes

6 MATH 110 Precalculus apply transformations to the graphs of functionsand relations;

No

7 MATH 110 Precalculus recognize the relationship between functions andtheir inverses graphically and algebraically;

No

8 MATH 110 Precalculus evaluate and graph inverse trigonometric functions; No9 MATH 110 Precalculus solve exponential and logarithmic equations; Yes10 MATH 110 Precalculus apply the Fundamental Theorem of Algebra and

related theorems to find the roots of a polynomial;Yes

11 MATH 110 Precalculus solve linear and non-linear systems of equationsand inequalities;

No

12 MATH 110 Precalculus apply the method of partial fraction decomposition; No13 MATH 110 Precalculus apply the Binomial Theorem; No14 MATH 110 Precalculus prove various trigonometric identities; Yes15 MATH 110 Precalculus evaluate a trigonometric function at an angle

whose measure is given in degrees and radians;No

16 MATH 110 Precalculus simplify trigonometric expressions; No17 MATH 110 Precalculus solve trigonometric equations; Yes18 MATH 110 Precalculus apply the basic definitions of trigonometry to solve

right triangle application problems;Yes

19 MATH 110 Precalculus apply the laws of sines and cosines to solveapplication problems;

Yes

20 MATH 110 Precalculus graph both polar and parametric equations; Yes21 MATH 110 Precalculus convert between polar and rectangular

coordinates;No

22 MATH 110 Precalculus use De Moivre’s Theorem to find powers and rootsof complex numbers;

No

23 MATH 110 Precalculus represent a vector (a quantity with magnitude anddirection) in the form <a,b> and ai+bj;

No

24 use mathematical induction to prove formulas. Yes




Page 6 of 16

122

B) EXIT STANDARDS

1 find limits of functions at real values and at infinity using numerical, graphical, and algebraic approaches;2 determine and prove continuity and differentiability of a function at a real value;3 find the derivative of a function as a limit;4 use the derivative for rate of change problems;5 find the equation of a tangent line to a function at a point;

6 compute derivatives using differentiation formulas: constants, power rule, product rule, quotient rule andchain rule. Calculate higher order derivatives;

7 use differentiation to solve applications such as related rate problems and optimization problems;8 use implicit differentiation with applications, including in differentiation of inverse functions;9 find derivatives of transcendental functions: trigonometric, exponential, logarithmic, and others;10 determine relative and absolute maximum and minimum points of functions and points of inflection;11 graph functions using the methods of calculus;12 use the Mean Value Theorem;13 evaluate a definite integral as a limit of Riemann sums;14 apply integration to find areas, apply properties of integrals;15 evaluate antiderivatives and indefinite integrals;16 evaluate integrals using the Fundamental Theorem of Calculus;17 use substitution to integrate;18 apply l’Hospital’s rule to find limits of indeterminate forms.



Page 7 of 16

123


1 graph functions using first and second derivative analysis;2 find both derivatives and integrals of a variety of transcendental functions and their inverses;3 assess limits;4 use the Fundamental Theorem of Calculus to evaluate integrals;5 demonstrate the ability to solve applications using derivatives.



Page 8 of 16

124




Page 9 of 16

125


1

Review and Preview

Four Ways to Represent a Function•Mathematical Models•New Functions from Old Functions •Exponential Functions •Inverse Functions and Logarithms•

12 0 12

2

Limits and Rates of Change

The Tangent and Velocity Problems •The Limit of a Function •Calculating Limits using the Limit Laws •The Precise Definition of a Limit •Continuity •Limits at Infinity; Horizontal Asymptotes •Derivatives and Rates of Change •The Derivative as a Function•

18 0 18

3

Differentiation Rules

Derivatives of Polynomials and Exponential Functions •Differentiation Formulas •Derivatives of Trigonometric Functions •The Chain Rule •Implicit Differentiation •Derivatives of Logarithmic Functions •Rates of Change in the Natural and Social Sciences•Exponential Growth and Decay •Related Rates •Linear Approximations and Differentials •Hyperbolic Functions•

22 0 22

4

Applications of Differentiation

Maximum and Minimum Values •The Mean Value Theorem •How Derivatives Affect the Shape of a Graph •Indeterminate Forms and l’Hospital’s rule •Curve Sketching Summary •Graphing with Calculus and Calculators (Optional) •Optimization Problems •Newton’s Method •Antiderivatives•

22 0 22

5

Integrals

Areas and Distances •The Definite Integral •The Fundamental Theorem of Calculus •Indefinite Integrals and the Net ChangeTheorem

•

The Substitution Rule•

16 0 16

90



Page 10 of 16

126


1 • homework (e.g. problem sets related to course content);2 • assignments and/or projects (e.g. group projects to solve a “challenging” application problem from the

textbook).



Page 11 of 16

127



1 • four or more chapter examinations are required;2 • quizzes;3 • a comprehensive final examination.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 12 of 16

128

H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateCalculus, Early Transcendentals Required Cengage

Learning 8 Print James Stewart 978-1-285-74155-0 2016



Page 13 of 16

129





CSU Projected

UC Projected










Arts and Humanities











Page 14 of 16

130












Page 15 of 16

131

Requisites

& / Or Course Name Type Is Being MATH - 110 - Precalculus

Or MATH - 110B - Precalculus II



Page 16 of 16

132

SECTION 1 - BASIS





The Calculus of transcendental function has applications in biology, ecology, economics, and finance.Some of those majors only require Math 103, which does not cover the calculus of transcendentalfunctions. Math 103E will expose those students to the calculus of transcendental functions, which willbe more applicable to their major.

Moreover, Physics 101 required students to do calculus with transcendental functions, which is nottaught in Math 103 (the prerequisite for Physics 101). Math 103E will teach the calculus oftranscendental functions. As a result, students who pass Math 103E will be better prepared for Physics101.






B) COURSE NUMBER : 103EH





COURSE OUTLINE : 103EH MATH3/2/2018


Page 1 of 15

133

Honors Calculus and Analytic GeometryE) COURSE TITLE (FULL) :

Honors Calculus and Analytic GeometryF) COURSE TITLE (SHORT) :


H) CATALOG NOTES

MATH 103EH is the first of a sequence of three courses combining the subject matter of analyticgeometry and calculus. Functions and their graphs are studied with special attention to differentiation,limits, rules and integration using various techniques. The calculus of inverse functions andtranscendental functions as well as applications of differentiation is also covered. The honors section ofthis course features more theory and proof, and one or more projects related to the topics of the course.

K) PEOPLESOFT ID :





MATHEMATICS

MATH 210

Single Variable Calculus I Early Transcendentals



Page 2 of 15

134


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




Non-credit courses


103EH Honors Calculus and Analytic Geometry


Not precollegiate



Grade Only

Not Allowed







Page 3 of 15

135

S) CIP CODE:

T) SAM CODE:


27.0101

5

Not Applicable (Y)



Page 4 of 15

136









Requires user input









Page 5 of 15

137

A) ENTRY STANDARDS

Subject Number Title Description Include1 MATH 110 Precalculus solve equations including rational, linear,

polynomial, exponential, absolute value, radical,and logarithmic;

Yes

2 MATH 110 Precalculus apply functions to model real world applications; No3 MATH 110 Precalculus solve linear, non-linear, and absolute value

inequalities;Yes

4 MATH 110 Precalculus graph the following types of functions and relations:polynomial, rational, exponential, logarithm, andconic section;

Yes

5 MATH 110 Precalculus graph the basic trigonometric functions and applychanges in period, phase and amplitude togenerate new graphs;

Yes

6 MATH 110 Precalculus apply transformations to the graphs of functionsand relations;

No

7 MATH 110 Precalculus recognize the relationship between functions andtheir inverses graphically and algebraically;

No

8 MATH 110 Precalculus evaluate and graph inverse trigonometric functions; No9 MATH 110 Precalculus solve exponential and logarithmic equations; Yes10 MATH 110 Precalculus apply the Fundamental Theorem of Algebra and

related theorems to find the roots of a polynomial;Yes

11 MATH 110 Precalculus solve linear and non-linear systems of equationsand inequalities;

No

12 MATH 110 Precalculus apply the method of partial fraction decomposition; No13 MATH 110 Precalculus apply the Binomial Theorem; No14 MATH 110 Precalculus prove various trigonometric identities; Yes15 MATH 110 Precalculus evaluate a trigonometric function at an angle

whose measure is given in degrees and radians;No

16 MATH 110 Precalculus simplify trigonometric expressions; No17 MATH 110 Precalculus solve trigonometric equations; Yes18 MATH 110 Precalculus apply the basic definitions of trigonometry to solve

right triangle application problems;Yes

19 MATH 110 Precalculus apply the laws of sines and cosines to solveapplication problems;

Yes

20 MATH 110 Precalculus graph both polar and parametric equations; Yes21 MATH 110 Precalculus convert between polar and rectangular

coordinates;No

22 MATH 110 Precalculus use De Moivre’s Theorem to find powers and rootsof complex numbers;

No

23 MATH 110 Precalculus represent a vector (a quantity with magnitude anddirection) in the form <a,b> and ai+bj.

No

24 use mathematical induction to prove formulas. Yes




Page 6 of 15

138

B) EXIT STANDARDS

1 find limits of functions at real values and at infinity using numerical, graphical, and algebraic approaches;2 determine and prove continuity and differentiability of a function at a real value;3 find the derivative of a function as a limit;4 use the derivative for rate of change problems;5 find the equation of a tangent line to a function at a point;

6 compute derivatives using differentiation formulas: constants, power rule, product rule, quotient rule andchain rule. Calculate higher order derivatives;

7 use differentiation to solve applications such as related rate problems and optimization problems;8 use implicit differentiation with applications, including in differentiation of inverse functions;9 find derivatives of transcendental functions: trigonometric, exponential, logarithmic, and others;10 determine relative and absolute maximum and minimum points of functions and points of inflection;11 graph functions using the methods of calculus;12 use the Mean Value Theorem;13 evaluate a definite integral as a limit of Riemann sums;14 apply integration to find areas, apply properties of integrals;15 evaluate antiderivatives and indefinite integrals;16 evaluate integrals using the Fundamental Theorem of Calculus;17 use substitution to integrate;18 apply l’Hospital’s rule to find limits of indeterminate forms.



Page 7 of 15

139


1 graph functions using first and second derivative analysis;2 find both derivatives and integrals of a variety of transcendental functions and their inverses;3 assess limits;4 use the Fundamental Theorem of Calculus to evaluate integrals;5 demonstrate the ability to solve applications using derivatives.



Page 8 of 15

140



1

Review and Preview

Four Ways to Represent a Function •Mathematical Models •New Functions from Old Functions •Exponential Functions •Inverse Functions and Logarithms•

12 0 12

2

Limits and Rates of Change

The Tangent and Velocity Problems •The Limit of a Function •Calculating Limits using the Limit Laws •The Precise Definition of a Limit •Continuity •Limits at Infinity; Horizontal Asymptotes •Derivatives and Rates of Change •The Derivative as a Function•

18 0 18

3

Differentiation Rules

Derivatives of Polynomials and Exponential Functions •Differentiation Formulas •Derivatives of Trigonometric Functions •The Chain Rule •Implicit Differentiation •Derivatives of Logarithmic Functions •Rates of Change in the Natural and Social Sciences •Exponential Growth and Decay •Related Rates •Linear Approximations and Differentials •Hyperbolic Functions•

22 0 22

4

Applications of Differentiation

Maximum and Minimum Values •The Mean Value Theorem •How Derivatives Affect the Shape of a Graph •Indeterminate Forms and l’Hospital’s rule •Curve Sketching Summary •Graphing with Calculus and Calculators (Optional) •Optimization Problems •Newton’s Method •Antiderivatives•

22 0 22

5

Integrals

Areas and Distances •The Definite Integral •The Fundamental Theorem of Calculus •Indefinite Integrals and the Net Change Theorem •The Substitution Rule•

16 0 16

90



Page 9 of 15

141


1 homework (e.g. problem sets related to course content);2 assignments and/or projects (e.g. group projects to solve a “challenging” application problem from the

textbook);3 individual or group reports and/or presentations (e.g. prove a theorem stated in the textbook and present

the proof to the instructor).



Page 10 of 15

142



1 quizzes;2 four or more chapter examinations are required;3 a comprehensive final examination.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 11 of 15

143

H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateCalculus. Early Transcendentals Required Cengage




Page 12 of 15

144





CSU Projected

UC Projected










Arts and Humanities











Page 13 of 15

145












Page 14 of 15

146

Requisites

& / Or Course Name Type Is Being MATH - 110B - Precalculus II

Or MATH - 110 - Precalculus



Page 15 of 15

147

SECTION 1 - BASIS












B) COURSE NUMBER : 104E







Page 1 of 17

148

Calculus and Analytic GeometryE) COURSE TITLE (FULL) :

Calculus and Analytic GeometryF) COURSE TITLE (SHORT) :


H) CATALOG NOTES

MATH 104E is a study of techniques of integration, indeterminate forms, applications of integration,differential equations, the calculus of parametric equations, polar coordinates, and conic sections, andthe study of infinite sequences and series.

K) PEOPLESOFT ID :





MATHEMATICS

MATH 220

Single Variable Calculus II Early Transcendentals



Page 2 of 17

149


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


104E Calculus and Analytic Geometry


Not precollegiate



Grade Only

Not Allowed







Page 3 of 17

150

S) CIP CODE:

T) SAM CODE:


27.0101

5

Not Applicable (Y)



Page 4 of 17

151









Requires user input









Page 5 of 17

152

A) ENTRY STANDARDS

Subject Number Title Description Include1 MATH 103E Calculus and Analytic

Geometryfind limits of functions at real values and at infinityusing numerical, graphical, and algebraicapproaches;

Yes

2 MATH 103E Calculus and Analytic Geometry

determine and prove continuity and differentiabilityof a function at a real value;

Yes


find the derivative of a function as a limit; No


use the derivative for rate of change problems; Yes


find the equation of a tangent line to a function at apoint;

No


compute derivatives using differentiation formulas:constants, power rule, product rule, quotient ruleand chain rule. Calculate higher order derivatives;

Yes


use differentiation to solve applications such asrelated rate problems and optimization problems;

No


use implicit differentiation with applications,including in differentiation of inverse functions;

Yes


find derivatives of transcendental functions:trigonometric, exponential, logarithmic, and others;

Yes


determine relative and absolute maximum andminimum points of functions and points ofinflection;

Yes


graph functions using the methods of calculus; No


use the Mean Value Theorem; Yes


evaluate a definite integral as a limit of Riemannsums;

Yes


apply integration to find areas, apply properties ofintegrals;

No


evaluate antiderivatives and indefinite integrals; No


evaluate integrals using the Fundamental Theoremof Calculus;

No


use substitution to integrate; Yes


apply l’Hospital’s rule to find limits of indeterminateforms;

Yes

19 MATH 103EH Honors Calculus and Analytic Geometry

find limits of functions at real values and at infinityusing numerical, graphical, and algebraicapproaches;

Yes



Yes








Page 6 of 17

153



No



Yes



No



Yes



Yes



Yes







Yes



No





No




apply l’Hospital’s rule to find limits of indeterminateforms;

Yes

37 graph logarithmic and exponential functions; Yes38 differentiate inverse trigonometric functions. Yes



Page 7 of 17

154

B) EXIT STANDARDS

1 determine the area between curves ,the average value and arc length of a function;

2 determine the volumes of solids of revolution using the disk method, the cylindrical shell method, and thecross-section method;

3 determine work done in applications involving liquids and springs;

4 evaluate definite and indefinite integrals using a variety of techniques, including integration by parts,trigonometric substitution, and partial fractions;

5 evaluate improper integrals;6 find approximations to definite integrals using midpoint, trapezoidal and Simpson techniques;7 model differential equations;8 solve separable differential equations;9 work with exponential and logistic models of growth and decay;10 graph equations in polar and parametric form;11 differentiate and integrate polar and parametric functions;12 graph conic sections;13 determine divergence or convergence of infinite sequences and series by applying convergence tests;14 represent functions as power series and determine their radius and interval of convergence;15 differentiate and integrate power series;16 find Taylor and Maclaurin series for a function.



Page 8 of 17

155


1 • evaluate the derivatives and/or integrals of functions;2 • apply the methods of integration to solving work, hydrostatic force and center of mass problems;3 • apply the methods of integration to calculating volumes, arc lengths and surface areas;4 • solve calculus problems using parametric equations and polar coordinates;5 • determine the convergence or divergence of sequences and series, and find the Taylor series of basic

functions.



Page 9 of 17

156



1

Applications of Integration

Applications of integration to areas and volumes •Areas between curves •Volume or a solid of revolution •Volume of solids of known cross section •Work •Average value of a function•

16 0 16

2

Techniques of Integration

Integration by parts •Trigonometric integrals •Trigonometric substitution •Integration of rational functions by partial functions •Strategy for integration •Numerical integration, including midpoint, trapezoidal, andSimpson’s rules

•

Improper integrals•

16 0 16

3

Further Applications of Integration

Arc length •Area of a surface of revolution •Moments and center of mass •Hydrostatic pressure and force•

12 0 12

4

Differential Equations

Modeling with Differential Equations •Separable Differential Equations •Exponential Growth and Decay •Logistic Equations •

8 0 8

5

Parametric Equations and Polar Coordinates

Curves defines by parametric equations •Calculus with Parametric Curves •Polar coordinates •Areas and lengths in polar coordinates •Conic sections •Conic sections in polar coordinates•

16 0 16



Page 10 of 17

157

6

Infinite Sequences and Series

Sequences •Series •The integral test •The comparison tests •Alternating series •Absolute convergence and the ratio and root tests •Strategy for testing series •Power series including radius and interval of convergence •Representation of functions and power series •Taylor and Maclaurin series •The binomial series •Applications of Taylor polynomials•

22 0 22

90



Page 11 of 17

158


1 homework (e.g. problem sets related to course content);2 assignments and/or projects (e.g. group project to solve a “challenging” application problem from the

textbook).



Page 12 of 17

159




Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 13 of 17

160

H) TEXTBOOKS





Page 14 of 17

161





CSU Projected

UC Projected










Arts and Humanities











Page 15 of 17

162












Page 16 of 17

163

Requisites

& / Or Course Name Type Is Being MATH - 103E - Calculus and Analytic GeometryMATH - 103EH - Calculus and Analytic Geometry



Page 17 of 17

164

SECTION 1 - BASIS












B) COURSE NUMBER : 104EH







Page 1 of 17

165

Honors Calculus and Analytic GeometryE) COURSE TITLE (FULL) :

Honors Calculus and Analytic GeometryF) COURSE TITLE (SHORT) :


H) CATALOG NOTES

MATH 104EH is a study of techniques of integration, indeterminate forms, applications of integration,differential equations, the calculus of parametric equations, polar coordinates, and conic sections, andthe study of infinite sequences and series. The honors section of this course features more theory andproof, and one or more projects related to the topics of the course.

K) PEOPLESOFT ID :





MATHEMATICS

MATH 220

27.0101



Page 2 of 17

166


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


104EH Honors Calculus and Analytic Geometry


Not precollegiate



Grade Only

Not Allowed







Page 3 of 17

167

S) CIP CODE:

T) SAM CODE:


27.0101

5

Not Applicable (Y)



Page 4 of 17

168









Requires user input









Page 5 of 17

169

A) ENTRY STANDARDS

Subject Number Title Description Include1 MATH 103E Calculus and Analytic

Geometryfind limits of functions at real values and at infinityusing numerical, graphical, and algebraicapproaches;

Yes



Yes







No



Yes



No



Yes



Yes



Yes







Yes



No





Yes




apply l’Hospital’s rule to find limits of indeterminateforms.

Yes


find limits of functions at real values and at infinityusing numerical, graphical, and algebraicapproaches;

Yes



Yes








Page 6 of 17

170



No



Yes



No



Yes



Yes



Yes







Yes



No





Yes




apply l’Hospital’s rule to find limits of indeterminateforms.

Yes

37 differentiate inverse trigonometric function. Yes



Page 7 of 17

171

B) EXIT STANDARDS

1 determine the area between curves ,the average value and arc length of a function;

2 determine the volumes of solids of revolution using the disk method, the cylindrical shell method, and thecross-section method;

3 determine work done in applications involving liquids and springs;

4 evaluate definite and indefinite integrals using a variety of techniques, including integration by parts,trigonometric substitution, and partial fractions;

5 evaluate improper integrals;6 find approximations to definite integrals using midpoint, trapezoidal and Simpson techniques;7 model differential equations;8 solve separable differential equations;9 work with exponential and logistic models of growth and decay;10 graph equations in polar and parametric form;11 differentiate and integrate polar and parametric functions;12 graph conic sections;13 determine divergence or convergence of infinite sequences and series by applying convergence tests;14 represent functions as power series and determine their radius and interval of convergence;15 differentiate and integrate power series;16 find Taylor and Maclaurin series for a function.



Page 8 of 17

172


1 evaluate the derivatives and/or integrals of functions;2 apply the methods of integration to solving work, hydrostatic force and center of mass problems;3 apply the methods of integration to calculating volumes, arc lengths and surface areas;4 solve calculus problems using parametric equations and polar coordinates;5 determine the convergence or divergence of sequences and series, and find the Taylor series of basic

functions.



Page 9 of 17

173



1

Applications of Integration

Applications of integration to areas and volumes •Areas between curves •Volume or a solid of revolution •Volume of solids of known cross section •Work •Average value of a function•

16 0 16

2

Techniques of Integration

Integration by parts •Trigonometric integrals •Trigonometric substitution •Integration of rational functions by partial functions •Strategy for integration •Numerical integration, including midpoint, trapezoidal, andSimpson’s rules

•

Improper integrals•

16 0 16

3

Further Applications of Integration

Arc length •Area of a surface of revolution •Moments and center of mass •Hydrostatic pressure and force•

11 0 11

4

Differential Equations

Modeling with Differential Equations •Separable Differential Equations •Exponential Growth and Decay •Logistic Equations •

9 0 9

5

Parametric Equations and Polar Coordinates

Curves defines by parametric equations •Calculus with Parametric Curves •Polar coordinates •Areas and lengths in polar coordinates •Conic sections •Conic sections in polar coordinates•

16 0 16



Page 10 of 17

174

6

Infinite Sequences and Series

Sequences •Series •The integral test •The comparison tests •Alternating series •Absolute convergence and the ratio and root tests •Strategy for testing series •Power series including radius and interval of convergence •Representation of functions and power series •Taylor and Maclaurin series •The binomial series•Applications of Taylor polynomials•

22 0 22

90



Page 11 of 17

175


1 homework (e.g. problem sets related to course content);2 assignments and/or projects (e.g. group project to solve a “challenging” application problem from the

textbook);3 individual or group reports and/or presentations (e.g. prove a theorem stated in the textbook and present

the proof to the instructor).



Page 12 of 17

176




Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 13 of 17

177

H) TEXTBOOKS





Page 14 of 17

178





CSU Projected

UC Projected










Arts and Humanities











Page 15 of 17

179












Page 16 of 17

180

Requisites

& / Or Course Name Type Is Being MATH - 103E - Calculus and Analytic GeometryMATH - 103EH - Honors Calculus and Analytic Geometry



Page 17 of 17

181

SECTION 1 - BASIS





Students in Scholars have requested an honors version of Statistics to meet one of their courserequirements. Statistics is a very good course to convert to Honors, as there are already projects built into the course, and extra topics can be easily added.









Honors StatisticsE) COURSE TITLE (FULL) :

Honors StatisticsF) COURSE TITLE (SHORT) :




COURSE OUTLINE : 136H MATH3/2/2018


Page 1 of 19

182

H) CATALOG NOTES

Mathematics 136H is a one-semester course designed for students whose major requires a course in statistics.Topics in this course include the nature of statistical methods, types of data, introductory probability, samplingtheory, experimental design, confidence intervals, hypothesis testing, regression analysis, and decision making.Emphasis is placed on the application of statistical concepts to real world data, development of statistical reasoning,and the interpretation of results. The honors section of this course features more in depth theory and one or moreprojects related to the topics of the course.

K) PEOPLESOFT ID :





MATHEMATICS

MATH 110

Introduction to Statistics



Page 2 of 19

183


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


136H Honors Statistics


Not precollegiate



Grade Only

Not Allowed







Page 3 of 19

184

S) CIP CODE:

T) SAM CODE:


27.0501

5

Not Applicable (Y)



Page 4 of 19

185






CARNEGIE UNITS MAXIMUM 0.22 0 0 0.22

GCC UNITS MAXIMUM 0.22 0 0 0.22UNITS MINIMUM 0 0 0 0


Requires user input









Page 5 of 19

186

A) ENTRY STANDARDS

Subject Number Title Description Include1 MATH 101 Intermediate Algebra solve absolute value equations and inequalities; Yes2 MATH 101 Intermediate Algebra solve linear equations and compound inequalities; No3 MATH 101 Intermediate Algebra perform operations with polynomials; No4 MATH 101 Intermediate Algebra simplify complex fractions; No5 MATH 101 Intermediate Algebra perform operations with radical expressions; No6 MATH 101 Intermediate Algebra simplify expressions with rational exponents; No7 MATH 101 Intermediate Algebra divide synthetically; No8 MATH 101 Intermediate Algebra solve rational equations; No9 MATH 101 Intermediate Algebra solve equations with radicals; No10 MATH 101 Intermediate Algebra find the equation of a line parallel or perpendicular

to a given line; No

11 MATH 101 Intermediate Algebra solve a system of linear equations usingelimination, substitution, and Cramer’s rule;

No

12 MATH 101 Intermediate Algebra solve systems of linear inequalities; No13 MATH 101 Intermediate Algebra find the composition of two functions; No14 MATH 101 Intermediate Algebra solve applied problems; No15 MATH 101 Intermediate Algebra solve quadratic equations with real and complex

solutions; No

16 MATH 101 Intermediate Algebra find the inverse of a function; No17 MATH 101 Intermediate Algebra use the properties of logarithms to simplify and

expand expressions; No

18 MATH 101 Intermediate Algebra solve logarithmic and exponential equations; No19 MATH 101 Intermediate Algebra find the nth term of arithmetic and geometric

sequences; No

20 MATH 101 Intermediate Algebra find the sum of a finite series and an infinitegeometric series;

No

21 MATH 101 Intermediate Algebra graph functions (linear, quadratic, exponential,logarithmic);

No

22 MATH 101 Intermediate Algebra graph conic sections centered at any point; No23 MATH 101 Intermediate Algebra solve a non-linear system; No24 MATH 101 Intermediate Algebra expand the power of a binomial. No25 MATH 120 Intermediate Algebra

IIsolve absolute value equations and inequalities; No

26 MATH 120 Intermediate Algebra II

solve linear equations and compound inequalities; No


perform operations with polynomials; No


simplify complex fractions; No


perform operations with radical expressions; No


simplify expressions with rational exponents; No




Page 6 of 19

187


divide polynomials synthetically; No


solve rational equations; No


solve radical equations; No


find the equation of a line; No


solve a system of linear equations; No


solve systems of linear inequalities; No


find the composition of two functions; No


solve application problems; No


solve quadratic equations with real and complexsolutions;

No


find the inverse of a function; No


use the properties of logarithms to simplify andexpand expressions;

No


solve logarithmic and exponential equations; No


find the nth term of arithmetic and geometricsequences;

No


find the sum of a finite series and an infinitegeometric series

No


graph functions (linear, quadratic, exponential,logarithmic);

No


graph conic sections centered at any point; No


solve a non-linear system; No


expand the power of a binomial. No

49 MATH 130 * Elementary & Intermediate Algebra for Statistics

factor polynomials; No




graph quadratic functions; No


solve equations with radicals; No


solve absolute value equations and inequalities; No


solve linear equations and inequalities; No


find the equation of a line and interpret the slopeand intercept;

No



Page 7 of 19

188


solve a system of linear equations usingelimination, and graphing;

No


solve applied problems; No







No


graph functions (linear, exponential, logarithmic); No


apply the Binomial Theorem; No


compute basic statistics for a variable, includingmean, median, mode, quartiles , range, varianceand standard deviation;

No


describe the distribution of a quantitative variable interms of its shape, center and spread, usinggraphical techniques;

No


apply addition and multiplication rules of probabilityin problem solving including computing expectedvalue;

No


identify probability models and compute theirareas .

No

67 MATH 131 Intermediate Algebra for Statistics



solve linear equations and inequalities; No


solve equations with radicals; No



No


solve a system of linear equations usingelimination, graphing, and matrices;

No


solve applied problems; No







No


graph functions (linear, exp onential, logarithmic); No





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189


compute basic statistics for a variable, includingmean, median, mode, quartiles, range, varianceand standard deviation;

No



No



No


identify probability models and compute theirareas.

No

82 MATH 220B Intermediate Algebra II



solve linear equations and compound inequalities; No


perform operations with polynomials; No


simplify complex fractions; No


perform operations with radical expressions; No


simplify expressions with rational exponents; No


divide polynomials synthetically; No




solve radical equations; No


find the equation of a line; No


solve a system of linear equations; No


solve systems of linear inequalities; No


find the composition of two functions; No


solve application problems; No


solve quadratic equations with real and complexsolutions;

No




use the properties of logarithms to simplify andexpand expressions;

No





No


find the sum of a finite series and an infinitegeometric series;

No


graph functions (linear, quadratic, exponential,logarithmic);

No


graph conic sections centered at any point; No


solve a non-linear system; No



Page 9 of 19

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expand the power of a binomial No



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191

B) EXIT STANDARDS

1 • describe and analyze realistic data sets both large and small from disciplines including business, socialscience, psychology, life science, health science and education using graphs and statistics;

2 • analyze real world results, interpret the output of a technology-based statistical analysis and identify flawsin statistical reasoning;

3 • identify the standard methods of obtaining data and identify advantages and disadvantages of each;4 • calculate probability using the normal distribution, the t distribution and the basic laws of probability;

5 • describe sampling distributions, distinguish them from population distributions and analyze the role playedby the Central Limit Theorem;

6 • compute confidence intervals of population means, proportions and standard deviations;

7• identify the basic concept of hypothesis testing including Type I and II errors, finding and interpreting levelsof significance including p-values, selecting the appropriate techniques for testing a hypothesis from one andtwo populations and inte

8 • perform chi-square tests using chi-square tables and statistical software or calculator;9 • use linear regression and ANOVA analysis for estimation and inference, and interpret the statistics;

10 • calculate and present results using sound statistical reasoning, accurate statistical terminology andtechnology such as spreadsheets, graphing calculators or StatCrunch.



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1 • design and analyze studies that produce sound statistical results;2 • compute basic statistics for a variable, including mean, variance, standard deviation, mode and 5 number

summaries;3 • describe the distribution of a quantitative variable in terms of its shape, center and spread, using

graphical techniques;4 • describe the distribution of a quantitative variable in terms of its shape, center and spread, using

graphical techniques;5 • apply confidence intervals and hypothesis testing (Z-test, t-test, Chi-square, ANOVA and regression) to

form conclusions about realistic data;6 • employ and demonstrate an understanding of the rules of probability, including properties of the normal

distribution.



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1

Descriptive Statistics

Graphical descriptions of data •Measures of center: mean, median, and mode •Measures of spread; standard deviation/variance,quartiles, and range

•

Density curves, including normal distributions •Linear regression, including residual analysis •Correlation •2-Way Tables •Data set analysis using statistical software and orstatistical calculators

•

Identification of confounding and lurking variables andother possible misinterpretations of statistical conclusions

•

20 0 20

2

Producing Data

Design of sampling procedures •Design of experiments •Strengths and limitations of experimental designs•

7 0 7

3

Probability and Sampling Distributions

Probability models •Computing probabilities using the addition andmultiplication rules

•

Expected value•The Central Limit Theorem•Binomial distributions•

13 0 13

4

Inferences Using Sample Means, Proportions, and StandardDeviations

Confidence intervals for the population proportion andmean

•

One and two-sample hypothesis tests of populationproportions and means; Z-test and Student’s t-test

•

Type I and Type II errors•Chi-square distribution•Linear regression and ANOVA analysis for estimation andinference

•

Accurate presentation of inferential conclusions •

32 0 32

72



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1 projects involving analysis of real-world data using statistical software (e.g. non-linear regression, thePoisson distribution, hypothesis testing for standard deviations.)



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1 • four to five chapter exams;2 • a comprehensive final examination to test problem solving.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS


Statistics: Informed Decisions Using Data Required Pearson 4 Print Michael Sullivan

000-0321757270

2013



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197





CSU Projected

UC Projected










Arts and Humanities












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198

Requisites

& / Or Course Name Type Is Being MATH - 120 - Intermediate Algebra II Prerequisite Added

Or MATH - 131 - Intermediate Algebra for Statistics Prerequisite AddedOr MATH - 130 - * Elementary & Intermediate Algebra for

StatisticsPrerequisite Added

Or MATH - 220B - Intermediate Algebra II Prerequisite AddedOr MATH - 101 - Intermediate Algebra Prerequisite Added



Page 19 of 19

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SECTION 1 - BASIS





Currently, upon completion of the developmental non-STEM sequence students would need to take MATH 101(orMATH 119/120) if they wanted to change to a STEM related major. This course will provide students with ashortened two unit bridge which covers the missing topics needed to prepare students for MATH 110, 110A, 100,or 112.






B) COURSE NUMBER : 220S

MATHBC) COURSE EMPHASIS (SUBDISCIPLINE) :


Intermediate Algebra BridgeE) COURSE TITLE (FULL) :

Intermediate Algebra BridgeF) COURSE TITLE (SHORT) :




COURSE OUTLINE : 220S MATH3/2/2018


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201

H) CATALOG NOTES

MATH 220S is a course designed to serve as a self-paced mul media bridge course. Students who have completedMATH 130 or MATH 131 and would like to switch to a STEM major may take this course to return to a STEM path.Topics include fundamental laws, curve plo ng, linear equa ons, quadra cs equa ons, frac onal exponents,radical and ra onal expressions and equa ons, factoring, func ons, Cramer’s rule, algebra of func ons, graphs offunc ons, arithme c and geometric sequences and series, the binomial theorem, conic sec ons, and systems oflinear equa ons and inequali es,. MATH 130 or MATH 131 AND MATH 220S collec vely is equivalent to MATH101.

Note: This course is designed for students who have taken MATH 130 or MATH 131 and have decidedare now majoring in science, technology, engineering, mathematics, or business.This course may not betaken for credit by students who have completed MATH 120, MATH 220B, or MATH 101. A maximum of7 units will be granted for MATH 220S and MATH 131 OR a maximum of 8 units will be granted forMATH 220S and MATH 130.

K) PEOPLESOFT ID :





MATHEMATICS

& / or Units Course Name Special Notes0 MATH 120 - Intermediate Algebra II0 MATH 220B - Intermediate Algebra II0 MATH 101 - Intermediate Algebra2.0 MATH 131 - Intermediate Algebra for

Statistics0 MATH 130 - * Elementary &

Intermediate Algebra for Statistics

CREDIT LIMITATIONS



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A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:

C Credit – Not Degree Applicable


None of the above


220S Intermediate Algebra Bridge

Not precollegiate

Basic Skills Course (B)


Not Allowed


Not Allowed






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S) CIP CODE:

T) SAM CODE:


27.0101

Not Applicable (Y)



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204



WORKLOAD CLASS 15 15FTEF 0 0.3 0.3





Requires user input









Page 5 of 17

205

A) ENTRY STANDARDS

Subject Number Title Description Include1 MATH 130 * Elementary &

Intermediate Algebra for Statistics

factor polynomials; Yes


solve rational equations; Yes


graph quadratic functions; Yes


solve equations with radicals; Yes


solve absolute value equations and inequalities; Yes


solve linear equations and inequalities; Yes



Yes


solve a system of linear equations usingelimination, and graphing;

Yes


solve applied problems; Yes


find the inverse of a function; Yes





No


graph functions (linear, exponential, logarithmic); Yes




compute basic statistics for a variable, includingmean, median, mode, quartiles , range, varianceand standard deviation;

No



No




Page 6 of 17

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No


identify probability models and compute theirareas .

No


solve absolute value equations and inequalities; Yes


solve linear equations and inequalities; Yes


solve equations with radicals; Yes



Yes


solve a system of linear equations usingelimination, graphing, and matrices;

Yes


solve applied problems; Yes


find the inverse of a function; Yes





No


graph functions (linear, exp onential, logarithmic); Yes




compute basic statistics for a variable, includingmean, median, mode, quartiles, range, varianceand standard deviation;

No



No



No


identify probability models and compute theirareas.

No



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B) EXIT STANDARDS

1 solve absolute value equations and inequalities.2 solve linear equations and compound inequalities.3 perform operations with polynomials.4 simplify complex fractions.5 perform operations with radical expressions.6 simplify expressions with rational exponents.7 divide polynomials synthetically.8 solve rational equations.9 solve radical equations.10 find the equation of a line.11 solve a system of linear equations.12 solve systems of linear inequalities.13 find the composition of two functions.14 solve application problems.15 solve quadratic equations with real and complex solutions.16 find the inverse of a function.17 use the properties of logarithms to simplify and expand expressions.18 solve logarithmic and exponential equations.19 find the nth term of arithmetic and geometric sequences.20 find the sum of a finite series and an infinite geometric series.21 graph functions (linear, quadratic, exponential, logarithmic.22 graph conic sections centered at any point.23 solve a non-linear system.24 expand the power of a binomial.



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1 solve equations and inequalities (linear, absolute value, rational, radical, quadratic, exponential, logarithmic,systems);

2 simplify algebraic expressions (polynomial/quadratic, rational, radical);3 graph various functions and relations (linear, quadratic, exponential, logarithmic, conic sections);4 use mathematical models to solve application problems (linear, rational, systems, quadratic, exponential,

logarithmic, sequences, series);5 apply the formulas of sequences and series (arithmetic, geometric, binomial).



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1

Systems of Equations and Inequalities

Solution of three equations in three variables •Determinants •Cramer’s Rule •Systems of linear inequalities •

0 12 12

2

Exponents, Polynomials, and Factoring

Multiplying polynomials and dividing polynomials•Synthetic division•The difference of two squares; the sum and difference oftwo cubes

•

Solving equations by factoring •

0 12 12

3

Rational Expressions

Simplifying rational expressions•Multiplying and dividing rational expressions •Adding and subtracting rational expressions •Complex fractions•Equations containing rational expressions•Applications•Difference quotients•

0 15 15

4

Rational Exponents and Radicals

Rational exponents•Radical expressions •Adding and subtracting radical expressions•Multiplying and dividing radical expressions•Solving equations with radicals•Applications of radicals•

Complex numbers

0 15 15

5

Quadratic Equations

Completing the square•Quadratic formula•The discriminant and its applications•Equations quadratic in form•Non-linear inequalities of one variable•Parabolas•

0 15 15

6

The Conic Sections

Circles Ellipses and hyperbolas •Second-degree inequalities •Nonlinear systems of equations and inequalities•

0 12 12



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7

Sequences and Series

Sequences•Series and summation notation•Arithmetic progressions•Geometric progressions•The binomial expansion•

0 15 15

8

Review of Exponential and Logarithmic Functions

Exponential and Logarithmic functions•Properties of logarithms•Solving exponential and logarithmic equations•

0 12 12

108



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1 homework (e.g. problems sets related to course content);2 online assignments (e.g. problems sets embedded within the approved learning management system).



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1 short mastery quizzes may be given online;2 two to three chapter tests will be given per unit;3 a cumulative final exam at the end of each unit.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS


Intermediate Algebra Required Cengage 5 Print Gustafson, David 1-111-56767-0 2013



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CSU Projected

UC Projected

CSU Approval Date :

UC Approval Date :








Arts and Humanities








Not USC Transferable



Page 15 of 17

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216

Requisites

& / Or Course Name Type Is Being MATH - 130 - * Elementary & Intermediate Algebra for Statistics

Or MATH - 131 - Intermediate Algebra for Statistics



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SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Erin Calderone




Level III Physical Education courses are currently offered in other areas of physical education, and thiscourse is being created to match other offerings in the discipline. This allows students to continue theirlifelong learning and skill development in their desired physical education course past the first 2semesters. Level III PE courses are usually offered as multi-pull courses along with the level I(beginning) and level II (intermediate) courses and so do not increase the total load, faculty, space orequipment needs, but do increase enrollment opportunities for students.





A) COURSE DISCIPLINE : PE


PEC) COURSE EMPHASIS (SUBDISCIPLINE) :

Kinesiology DivisionD) COURSE DIVISION :

Badminton IIIE) COURSE TITLE (FULL) :

Badminton IIIF) COURSE TITLE (SHORT) :



COURSE OUTLINE : 142 PE3/2/2018


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H) CATALOG NOTES

PE 142 provides instruction in advanced level techniques and strategies in badminton.Mastery of biomechanics and fitness in advanced skills is emphasized, as well asdevelopment of advanced shots and game play strategies for both singles anddoubles.

K) PEOPLESOFT ID :





PHYSICAL EDUCATION



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219


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:

C Credit – Not Degree Applicable



Non-credit courses


142 Badminton III


Not precollegiate




Non applicable


Not Allowed


083500 Physical Education





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220

S) CIP CODE:

T) SAM CODE:


31.0501

5

Not Applicable (Y)



Page 4 of 17

221








Requires user input









Page 5 of 17

222

A) ENTRY STANDARDS

Subject Number Title Description Include1 PE 141 Intermediate

BadmIntonapply knowledge of the rules and scoring ofbadminton;

Yes

2 PE 141 Intermediate BadmInton

develop fundamental badminton shots and performintermediate-level shots and strokes;

Yes


analyze and execute offensive badmintonstrategies;

Yes


analyze and execute defensive badmintonstrategies;

Yes


demonstrate understanding of tournamentorganization.

Yes




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B) EXIT STANDARDS

1 apply knowledge of the rules and scoring of badminton to tournament play2 develop intermediate badminton shots and perform advanced-level shots and strokes 3 execute multi-step offensive badminton strategies4 execute multi-step defensive badminton strategies



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1 demonstrate and apply safety rules and procedures to effectively participate in a physical movementenvironment

2 apply knowledge of rules, techniques and strategies into advanced game play3 demonstrate proficient footwork skills through drills and practice4 demonstrate appropriate movement patterns based on game situations



Page 8 of 17

225



1

Game Rules and Scoring Review

Service Rules

Lets

Boundary lines and variance

Singles game scoring

Doubles game scoring Tournament modifications to basic rules

How to “set” a game score

0 2 2

2

Racket Grips Review

Standard

Modified

Backhand

Proper wrist motion

Appropriate use of various grips for game situations

0 2 2



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3

Basic and Intermediate Shot Mastery

Deep return

Smash

Drop

Short net game Serve

Deep serves

Short serves

Backhand

Overhead

Below shoulders

Cross-court shots

Eliminating the “telegraph”

Rushing the net

Short net game

0 12 12

4

Advanced Level Shots

Backhand cross court drop

Deception drop

Fast drop

Net brush shots

Advanced service return

Flick serve

Drive serve

Half smash

0 12 12

5 Techniques and Strategies of Playing Singles 0 4 4



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6

Techniques and Strategies of Playing Doubles

Side and side

Front and back

Shifting doubles

0 8 8

7

Developing Footwork and Fitness

Aerobic fitness

Agility drills

Footwork and court position

0 6 6

8

Tournament Play

Ladder: doubles and singles

Intramural Class “C” tournaments

0 8 8

9 test 0 0 054



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1 written analysis (e.g. written analysis of strategy variations between singles and doubles play)2 self-evaluation (e.g. written evaluation of performance in tournament play).



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1 practical examination2 written midterm examination3 written final examination4 participation in class tournament

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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230

H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateBadminton Handbook: Training, Tactics, Competition

Supplemental Aachen: Meyer & Meyer Verlag 2 Print

Brahms, Bernd-Volker, and Heather Ross.

978-1782550426

2014



Page 14 of 17

231





CSU Projected

UC Projected

CSU Approval Date :

UC Approval Date :








Arts and Humanities












Page 15 of 17

232












Page 16 of 17

233

Requisites

& / Or Course Name Type Is Being PE - 141 - Intermediate BadmInton Prerequisite Added



Page 17 of 17

234

SECTION 1 - BASIS





Level II Physical Education courses are currently offered in other areas of physical education, and this course isbeing created to match other offerings in the discipline. This allows students to continue their lifelong learning andskill development in their desired physical education course past the first semester, and also to meet the GCCgraduation requirement for PE in their desired course. Level II PE courses are usually offered as multi-pull coursesalong with the level I (beginning) and level III (advanced) courses and so do not increase the total load, faculty,space or equipment needs, but do increase enrollment opportunities for students.

C) SEEKING APPROVAL/ACTIVATION FOR WHAT TERM? 2018-2019








Walking for Health and Fitness IIE) COURSE TITLE (FULL) :

Walking for Health and Fitness IIF) COURSE TITLE (SHORT) :





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235


H) CATALOG NOTES

PE 296 builds on the fundamentals of a fitness walking program. Fitness walking techniquesinclude: building cardiovascular and muscular endurance, utilizing walking for weight loss andtraining to complete a 5-10K walk/run race. This course also covers injury prevention, recovery,pacing and intensity.

K) PEOPLESOFT ID :





PHYSICAL EDUCATION



Page 2 of 16

236


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


296 Walking for Health and Fitness II


Not precollegiate




Non applicable


Not Allowed







Page 3 of 16

237

S) CIP CODE:

T) SAM CODE:


35.0501

5

Not Applicable (Y)



Page 4 of 16

238









Requires user input









Page 5 of 16

239

A) ENTRY STANDARDS

Subject Number Title Description Include1 PE 295 WalkIng For Health &

Fitnessidentify and perform the proper technique forwalking, power walking, and race walking;

Yes

2 PE 295 WalkIng For Health & Fitness

compute their fitness level by learning to calculatetheir resting, target, and recovery heart rate;

Yes


properly stretch, warm-up, and cool-down as partof the walking work-out;

Yes


recognize and discuss the health benefits ofwalking;

Yes


recognize proper basic nutrition as it applies to awalking program and weight control;

Yes


purchase the proper walking shoes and clothing; Yes


use the knowledge to set up their own walkingprograms.

Yes




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B) EXIT STANDARDS

1 set appropriate walking paces according to goals2 perform proper walking technique at various paces3 perform appropriate warm-ups, cool-downs and stretching techniques4 demonstrate understanding of energy balance for weight management5 apply fitness principles to design a walking program



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2 demonstrate proper techniques for walking3 analyze progress using the MYZONE web-based system



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1

Introduction and Safety

Course structure

Benefits of a walking program

Shoes

Clothing

Warm weather

Injury Prevention

Warning signs of overtraining

Rest, Ice, Compression, Elevation (RICE) principles

Recovery

Proper progression

Cold weather

Street safety

0 8 8

2

Workout components

Warm-up

Cool-down

Stretching

Strengthening exercises for walking

0 10 10

3

Walking Techniques

Fitness walking

Power walking

Race walking

Proper form and stride

0 12 12



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4

Designing a walking program

Goal setting

Principles of fitness

FITT principle (frequency, intensity, time and type)

Utilizing walking for energy balance and weight loss

0 12 12

5

Walking Program Design Strategies

Monitoring Intensity

Pace

Heart Rate

Distance/duration

Incline

Proper progression for goal attainment

Training for 5K/10K races

0 12 12

54



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1 self evaluation of cardio improvement (e.g. evaluation of MyZone fitness profile)2 written analysis (e.g. physical and emotional benefits related to walking for fitness



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1 practical examination2 written examination3 participation in community walks

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



Page 12 of 16

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H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateACSM's Complete Guide to Fitness and Health Supplemental Human Kinetics 2 Print, ebook Barbara

Bushman9781492533672 2017



Page 13 of 16

247





CSU Projected

UC Projected










Arts and Humanities












Page 14 of 16

248












Page 15 of 16

249

Requisites

& / Or Course Name Type Is Being PE - 295 - WalkIng For Health & Fitness Prerequisite



Page 16 of 16

250

SECTION 1 - BASIS





Level III Physical Education courses are currently offered in other areas of physical education, and this course isbeing created to match other offerings in the discipline. This allows students to continue their lifelong learning andskill development in their desired physical education course past the first 2 semesters. Level III PE courses areusually offered as multi-pull courses along with the level I (beginning) and level II (intermediate) courses and sodo not increase the total load, faculty, space or equipment needs, but do increase enrollment opportunities forstudents.









Walking for Health and Fitness IIIE) COURSE TITLE (FULL) :

Walking for Health and Fitness IIIF) COURSE TITLE (SHORT) :





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251


H) CATALOG NOTES

PE 297 builds on intermediate level fitness walking skills. Advanced skills used to achievehigher fitness levels are introduced such as: race-walking, hiking and transitioning fromwalking to running. This course also covers advanced strategies for improving cardiorespiratoryand muscular fitness, as well as recovery and prevention of injuries and overtraining syndrome.

none

K) PEOPLESOFT ID :





PHYSICAL EDUCATION



Page 2 of 17

252


A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


297 Walking for Health and Fitness III


Not precollegiate




Non applicable


Not Allowed







Page 3 of 17

253

S) CIP CODE:

T) SAM CODE:


31.0501

5

Not Applicable (Y)



Page 4 of 17

254









Requires user input









Page 5 of 17

255

A) ENTRY STANDARDS

Subject Number Title Description Include1 PE 296 Walking for Health

and Fitness IIset appropriate walking paces according to goals Yes

2 PE 296 Walking for Health and Fitness II

perform proper walking technique at various paces Yes


perform appropriate warm-ups, cool-downs andstretching techniques

Yes


demonstrate understanding of energy balance forweight management

Yes


apply fitness principles to design a walkingprogram

Yes




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B) EXIT STANDARDS

1 evaluate various strategies to improve walking technique and pace2 apply proper technique to various stages of training3 perform appropriate warm-ups, cool-downs and stretching techniques4 demonstrate understanding of energy balance, recovery and injury prevention5 apply fitness principles to design a walking program to achieve specific fitness goals



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2 integrate proper techniques for walking at various paces3 analyze progress using the MYZONE web-based system



Page 8 of 17

258



1

Introduction and Safety

Course structure

Benefits of a walking program

Equipment

Shoes

Clothing

Warm weather

Cold weather

Injury Prevention

Warning signs of overtraining

Rest, Ice, Compression, Elevation (RICE) principles

Recovery strategies

Pre-habilitation exercises for injury prevention

Proper progression

0 10 10

2

Workout Components

Warm-up

Cool-down

Stretching

Strengthening exercises for walking

0 8 8



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3

Walking Techniques

Fitness walking

Power walking

Race walking

Foot placement/strike

Knee carriage

Shoulders/arms

Hip movement

Hand position

Posture

0 12 12

4

Designing a walking program

Goal setting

Principles of fitness

FITT principle (frequency, intensity, time and type)

Utilizing walking for energy balance and weight loss

Programming for advanced goals

Race walking

Hiking

Transitioning to running

0 12 12



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5

Walking program design strategies

Monitoring intensity

Pace

Heart rate

Distance

Incline

Proper progression

Training for races

Hiking

Incline/decline

Surface

Altitude

Walking to running transition

Biomechanical differences between walking and running

Intervals

0 12 12

54



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1 self evaluation of cardio improvement (e.g. evaluation of MyZone fitness profile)2 written analysis (e.g. physical and emotional benefits related to walking for fitness)



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1 practical examination2 written examination

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateACSM's Complete Guide to Fitness and Health Supplemental Human Kinetics 2 Print, ebook Barbara

Bushman9781492533672 2017



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CSU Projected

UC Projected

CSU Approval Date :

UC Approval Date :








Arts and Humanities












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Requisites

& / Or Course Name Type Is Being PE - 296 - Walking for Health and Fitness II Prerequisite Added



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SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Egidio Garay




Broaden the curriculum to meet student demand and to address emerging national issues.





A) COURSE DISCIPLINE : POL S


POL SC) COURSE EMPHASIS (SUBDISCIPLINE) :


The Politics of Race in the United StatesE) COURSE TITLE (FULL) :

The Politics of Race in the United StatesF) COURSE TITLE (SHORT) :




COURSE OUTLINE : 115 POL S3/2/2018


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H) CATALOG NOTES

POL S 115 examines the impact of political institutions on racial and ethnic subgroups in the UnitedStates. The course focuses on the problems of ethnic identity, inequality and discrimination, and theimpact of minority group politics on public policy.

K) PEOPLESOFT ID :





POLITICAL SCIENCE



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A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


115 The Politics of Race in the United States


Not precollegiate




Not Allowed


220700 Political Science





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S) CIP CODE:

T) SAM CODE:


5

Not Applicable (Y)



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Requires user input









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A) ENTRY STANDARDS

Subject Number Title Description Include1 ENGL 120 Composition and

Readingcompose thesis-based essays at a first-yearcollege level;

Yes


use detailed examples, facts, logical explanations,and other appropriate support for thesisstatements;

Yes


critically analyze selected prose works dealing withimportant contemporary issues;

Yes


summarize, analyze, and synthesize information,express and apply standards for judgment,compare and contrast, and evaluate evidence inorder to form and state reasoned opinions;

Yes


gather and organize information through libraryresearch;

Yes


demonstrate a command of grammar, diction,syntax, and mechanics sufficient for college levelwork: control of standard English at the sentencelevel, with few major errors in grammar andpunctuation.

Yes


read and critically analyze various academicreadings;

Yes


summarize readings; Yes


organize fully-developed essays in both expositoryand argumentative modes;

Yes


compose a 500 to 550-word essay which:summarizes and cites appropriately a readingpassage; includes a clear thesis statement; usesevidence to support the thesis; shows clearorganization into an introduction, body, andconclusion;

Yes


revise writing to eliminate errors in syntax, andgrammatical constructions;

Yes


employ basic library research techniques; Yes


compose one research paper (1,000 words) or twoshort research papers (500- 700words each) withcitations.

Yes




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B) EXIT STANDARDS

1analyze and evaluate the role and actions of government institutions as they relate to theactions of government institutions as they relate to race and ethnicity in the politicalprocess;

2assess the role of cultural identity in shaping norms and values related to the politicalprocess in the United States with emphasis on the role of racial and ethnic identities;

3explain the importance of social, political, and economic forces in racial and ethnicexperiences in the United States;

4demonstrate their knowledge of the development of race relations and difference politicsin the United States;

5analyze and evaluate the role and actions of government institutions as they relate to theactions of government institutions as they relate to race and ethnicity in the politicalprocess.



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1 demonstrate knowledge and analyze the inclusion strategies used by minority groups within the democraticsystem;

2 critically analyze the major theories regarding race within the policymaking process;3 demonstrate knowledge of and compare and contrast the different government public policies that have

influenced race and ethnic relations in America.



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1

American Political Development and Race

Institutional Development Formal Institutions◦Informal Institutions◦

•

9 0 9

2

Introduction to Basic Concepts and Tools for Political Analysis

Power•Race•Class•Inclusion/Incorporation•Intersectionality•

5 0 5

3

Political Institutions and Race

Executive Actions•Legislation•Judicial Decisions•Federalism and States•

9 0 9

4

Understanding the Evolution of US Citizenship, Racial Identity,and Racial Attitudes

Collective Action Problems•Political Economy•

7 0 7

5

Understanding Race and Governance in the US Context:Competing Theories of Governance

Internal Colonialism•Two-tiered Pluralism•

5 0 5

6

Political Participation, Race, and Ethnicity

Voting•Representation: Candidates, Constituents, and Districts•Parties•Mobilization•Religion, Race, and Political Identity•

9 0 9

7

Modern Public Policy Impacts

Social Welfare•Housing•Immigration•Criminal Justice•

10 0 10

54



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1 research paper evaluating the current scholarship on selected course concepts (e.g. two-tiered Pluralism,Immigration Policy, etc)

2 annotated bibliographical essay on selected course concepts;3 two short Response Paper(s) on select course topic.



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1 one hour in-class or take home examination(s);2 a final essay examination requiring demonstration of course exit standards;3 two short Response Papers 2-5 pages each or One Long Response Paper 6-8 paper.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateCan We All Get Along? Racial and Ethnic Minorities in American Politics

Required Westview 6 Print Paula D. McLain 9780813347158 2013

The Future is Ours: Minority Politics, Political Behavior, and the Multiracial Era of American Politics

Required Sage CQ Press 1 Print Shaun Bowler 9781604267273 2012

Issues in Race and Ethnicity: Selections from CQ Researcher

Required Sage CQ Press 7 Print CQ Researcher 9781483317045 2015

Uneven Roads: An Introduction to U.S. Racial and Ethnic Politics

Required Sage CQ Press 1 Print Todd Shaw 9781604265446 2015



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CSU Projected

UC Projected










Arts and Humanities












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Requisites

& / Or Course Name Type Is Being ESL - 151 - Reading And Composition V Recommended

PreparationAdded

Or ENGL - 120 - Composition and Reading Recommended Preparation

Added



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SECTION 1 - BASIS

A) PROPOSAL SUBMITTED BY : Richard Kamei




Address the need coming from the Scholars Program.





A) COURSE DISCIPLINE : SOC


SOCC) COURSE EMPHASIS (SUBDISCIPLINE) :


Introduction to SociologyE) COURSE TITLE (FULL) :

Introduction to SociologyF) COURSE TITLE (SHORT) :




COURSE OUTLINE : 101H SOC3/2/2018


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H) CATALOG NOTES

SOC 101H is an introduction to sociology, its basic concepts, theoretical approaches, methods andresources. Topics typically include the analysis and explanation of social structure, group dynamics,socialization and the self, social stratification, culture and diversity, social change, and globaldynamics. Course objectives include the ability to apply sociological ideas to everyday life. The honorscourse is enhanced in one or more of the following ways: 1. Students have an increased responsibilityfor leading class discussions and critical thinking exercises. 2. Homework assignments are focused oncritical thinking and the analysis of important topics related to sociology.

K) PEOPLESOFT ID :





SOCIOLOGY

SOCI 110

Introduction to Sociology



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A) COURSE TYPE :

B) TRANSFER STATUS:

C) PROGRAM STATUS:

D) REPEATABILITY





I) BASIC SKILLS:

J) WORK EXPERIENCE:





O) GRADING BASIS:

P) CREDIT BY EXAM:


R) TOP CODE:




None of the above


101H Introduction to Sociology


Not precollegiate




Not Allowed


220800 Sociology





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S) CIP CODE:

T) SAM CODE:


5



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Requires user input









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A) ENTRY STANDARDS

Subject Number Title Description Include1 ENGL 191 * Writing Workshop II analyze short essays (approximately 2-6

paragraphs in length) to identify thesis, topic,developmental and concluding sentences, as wellas transitional expressions used to increasecoherence;

Yes

2 ENGL 191 * Writing Workshop II evaluate compositions for unity, sufficiency ofdevelopment, evidence, coherence, and variety ofsentence structure;

Yes

3 ENGL 191 * Writing Workshop II organize and write an essay which addresses thetopic and is directed by a thesis statement;

Yes

4 ENGL 191 * Writing Workshop II organize and write an essay which has anintroduction, body, and conclusion anddemonstrates a basic understanding of essayorganization;

Yes

5 ENGL 191 * Writing Workshop II organize and write an essay which shows someawareness of critical thinking and linkage ofevidence with assertion;

Yes

6 ENGL 191 * Writing Workshop II organize and write an essay which develops ideas,moving from general to specific;

Yes

7 ENGL 191 * Writing Workshop II organize and write an essay which is easy to readand follow, though some errors in grammar,mechanics, spelling, or diction may exist;

Yes

8 ENGL 191 * Writing Workshop II organize and write an essay which uses a varietyof sentence types.

Yes


compose a 400 to 450-word thesis-based essaywhich:

Yes


a. summarizes and cites appropriately a readingpassage provided as a prompt;

Yes


b. includes a clear thesis statement; Yes


c. uses evidence to support the thesis; Yes


d. shows clear organization into an introduction,body and conclusion;

Yes


e. uses appropriate rhetorical modes such ascomparison/contrast, cause/effect and persuasionin order to support a thesis;

Yes


demonstrate control of verb tenses in active andpassive voice, gerunds and infinitives, conditionalsreal and unreal, adjective, noun, and adverbclauses, and transitional expressions;

Yes


comprehend multi-paragraph reading passages intextbooks.

Yes




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B) EXIT STANDARDS

1 apply the sociological imagination to a variety of contemporary social phenomena;2 describe the historical development of sociology as a separate discipline;3 distinguish between the use of various research methods;4 identify, compare and apply the primary sociological perspectives;5 explain and apply key sociological concepts;

6 describe and explain the basic dimensions of social inequality and social change in historical andcontemporary society;

7 assess what social forces and organizational structures are most prominent in shaping, guiding, andinfluencing individual and group behavior in contemporary society.



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1 identify the methodological techniques used within the discipline of Sociology to understand socialphenomena;

2 analyze the complex interplay between society and the individuals’ lives;3 compare and contrast the approaches taken by the three major sociological perspectives (i.e.,

functionalism, conflict theory, and interactionism) in their explanation of various social phenomena,including social problems.



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Description Lecture Lab Total Hours1 The Sociological Imaginiation 3 0 32 The Historical Development of Sociology 4 0 43 Major Sociological Perspectiives 5 0 54 Studying the Social World: An Introduction to Research Methods 3 0 35 Society and Culture 4 0 4

6 Socialization: The Process Whereby Persons Become Incorporatedinto Group Life 4 0 4

7 Interaction, Groups, and Organizations 6 0 68 Deviance and Social Control 4 0 49 Social Stratification: Race, Ethnicity, Age, Sex, and Gender 6 0 6

10 Social Institutions: Family, Education, Religion, Medicine,Economy/Work, Politics, Science and Technology 6 0 6

11 Social Dynamics: Population, Urbanization, Environment, andGlobalization 6 0 6

12 Social Change 3 0 354



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1 homework assignments (e.g. student’s written explanation of the strengths and weaknesses of both sides ofa controversial issue and written explanation of the validity of arguments for each side);

2 short papers or essays demonstrating application of concepts and critical thinking skills (e.g. written critiqueof a journal article);

3 research papers demonstrating use of primary and secondary sources and critical thinking skills (e.g.application of theoretical perspectives to understand the various causes of and solutions to unemployment);

4 term papers consisting of students’ original research (e.g. students apply a research design such as a survey,collect and analyze data, write a scientific paper describing the research and their interpretation of theresults).



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1 unit examinations that include essays requiring a high level of critical thinking;2 mid-term examinations that include essays requiring a high level of critical thinking;3 research papers (e.g., application of theoretical perspectives to understand unemployment);4 student presentations or projects (e.g. presentation on the development of the self);5 final examinations that include essays requiring a high level of critical thinking.

Lecture

Laboratory

Studio

Discussion

Multimedia

Tutorial

Independent Study


Demonstration


Guest Speakers

Presentations



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H) TEXTBOOKS

Title Type Publisher Edition Medium Author IBSN DateYou May Ask Yourself: Introduction to Thinking Like a Sociologist

Required W.W. Norton 5 Print Dalton Conley 978-0-393-61427-5 2017

Understanding Sociology Required Horizon 9 Print J. Eshleman978-1-62751-687-7

2016

Essentials of Sociology Required W.W. Norton 5 Print Anthony Giddens 978-0-393-93745-9 2015

Essentials of Sociology: A Down to Earth Approach Required Pearson 12 Print James Henslin 978-0-134-

20558-8 2017

Sociology in Our Times Required Cengage Learning 10 Print Diana Kendall 978-1-285-

46023-9 2015

Society: The Basics Required Pearson 13 Print John Macionis 978-0-205-98251-6 2014

Sociology: Exploring the Architecture of Everyday Life

Required Sage 10 Print David M. Newman

978-1-4522-7594-9 2013

Introduction to Sociology Required Rice University 2 Digital OpenStax College 2015

Society in Focus Required Allyn and Bacon 7 Print William E. Thompson

978-0-205-18101-8 2011



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CSU Projected

UC Projected

CSU Approval Date :

UC Approval Date :








Arts and Humanities












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Page 14 of 15

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Requisites

& / Or Course Name Type Is Being ENGL - 191 - * Writing Workshop II Prerequisite Added

Or ESL - 141 - Grammar And Writing IV Prerequisite Added



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COMPREHENSIVE COURSE OUTLINES - Glendale Community College

Documents

Transcript of COMPREHENSIVE COURSE OUTLINES - Glendale Community College