2021-2022 College Catalog Request a Printed Copy from [email protected] Pencol.Edu

2021-2022 College Catalog Request a Printed Copy from Catalogrequest@Pencol.Edu Pencol.Edu

3 2021-2022 Academic Info Core Themes • Advancing Student Success About Peninsula College • Achieving Academic Excellence • Fostering Equity and Inclusion Equal Opportunity Information • Strengthening Communities Peninsula College provides equal opportunity in education and employment and does not discriminate Guiding Principles on the basis of race, color, national origin, age, The college community is guided by the following disability, sex, sexual orientation, marital status, creed, principles: religion, or status as a veteran of war. • The teaching/learning process is at the center of Coordination of compliance is the responsibility of the the mission of Peninsula College. following: • Members of the campus community will treat each other with mutual respect and dignity. Krista Francis, Director of Human Resources • Members of the campus community will be open 1502 E. Lauridsen Boulevard and honest in their communications. Port Angeles, WA 98362 • Members of the campus community will promote (360) 452-9277 a positive work environment and avoid adversarial relationships.

• Each member of the campus community will act ethically and with integrity. Peninsula College tiene un compromiso con el • The campus will engage in collaborative decision- concepto y la práctica de la igualdad de oportunidades making processes. en educación y empleo y no discrimina por motivos de raza, color, nacionalidad, edad, presencia de alguna discapacidad, sexo, orientación sexual, estado civil, Peninsula College Board of credo, religión, o condición de veterano de guerra. Trustees La coordinacion de cumplimiento ha sido designada a Eric Rohrer, Chair la persona que se menciona a continuación: Julie McCulloch, Vice Chair Krista Francis, Director de Recursos Humanos 1502 E. Lauridsen Boulevard Mike Glenn, Member Port Angeles, WA 98362 (360) 452-9277 Dwayne Johnson, Member

Mike Maxwell, Member

To receive the following information in an alternative pencol.edu/aboutpc/board format, contact Services for Students with Disabilities (SSD) Office at: [email protected], or (360) 417-6323;oll t free in Washington at 1 (877) 452-9277, Ext. 6323; or Peninsula College TDD (360) 417-6339. At Peninsula College, our unique environment encourages you to explore new possibilities. The college is innovative and student-centered with Our Mission excellent faculty and small classes. Our learning Peninsula College educates diverse populations of facilities feature striking architecture and classrooms learners through community-engaged programs and with advanced instructional technology and equipment. services that advance student equity and success. We offer international learning experiences and are actively involved in our local community. What’s more, we provide many extra-curricular opportunities: championship athletic teams, student clubs and Statement of Mission activities, and an array of cultural and fine arts events Peninsula College Board of Trustees June 14, 2011 throughout the year.

4 2021-2022 opportunities to participate in outdoor learning and Guided Pathways recreational experiences that are unequalled at other Students who have a clear college plan are more likely college locations in Washington’s community and to achieve their academic goals and will save technical college system. themselves time and money in the process. With this in mind, Peninsula College is adopting a Guided Pathways The services and activities of Port Angeles, the largest approach to help our students complete programs city on the North Olympic Peninsula, are easily faster. accessible, and students and community members alike enjoy the opportunity to work together on projects By grouping courses together in a clear path, students and special festivals that involve both groups. are able to make the most efficient use of their time, whether they are working toward a career immediately Major cities, such as Seattle and Victoria, British after graduation, or transferring to a university to Columbia, are only a few hours away, while major continue their education. Advisors work closely with Native American museums and a United Nations World students to identify their path, keep them on it, and help Heritage Site—Olympic National Park—are practically at them graduate sooner. our doorstep.

With a particular focus on low-income, first-generation students and students of color, our state-wide Guided Port Angeles Campus Pathways efforts aim to help more of our students earn Peninsula College’s main campus is located in the city credentials to prepare them to enter careers in higher- of Port Angeles on 75 acres in the foothills of the paying, high-demand fields. Olympic Mountains. Our campus has expanded in the last 15 years and includes new, beautiful buildings and Under Guided Pathways students choose a program facilities, including our Arts and Humanities building from within seven Areas of Study: Arts & Maier Hall, our Science and Technology building Communications, Business & Management, Healthcare, Keegan Hall, our Longhouse/House of Learning, our Information Technology, Math & Science, Skilled Allied Health and Early Childhood Education building, Trades, and Social Sciences & Education. and our Library Media Center.

The World Is Your Classroom PC Forks At Peninsula College, learning is not confined ot Our West End location is in Forks, Washington, 57 miles enclosed classrooms or the lecture hall. Instead, the west of Port Angeles. The site offers academic transfer, entire campus and the Olympic Peninsula become Basic Education, English as a Second Language (ESL) teaching laboratories as students and faculty move and General Educational Development (GED®) classes, outdoors to take full advantage of all that our unique as well as professional development seminars intended area has to offer. for local businesses and professionals. Distance- learning courses coordinated through the Port Angeles Anyone familiar with the college would not be surprised campus provide additional enhanced learning to find a class meeting in the middle of the college opportunities for residents. In the summer of 2014, the plaza on a bright sunny day, or to see our incredible PC site moved into a newly remodeled 12,452 square-foot Jazz Ensemble performing in front of the Pirate Union facility that houses five classrooms, a learning center Building (PUB). Nor is it unusual to find small groups of with study space, a student gathering space, reception, students and their teachers embarking on field trips ot and advising and faculty office spaces. The site also the nearby ocean, Olympic National Park, or the rain includes a multi-use space. At Peninsula College, we forest to discover and study native marine life, fauna, have an educational habitat that allows you time and and flora in their natural habitats. room to discover who you are and what you want to do. Indeed, to not do so would be to miss much of what education is all about. That’s why, at Peninsula College, PC Port Townsend we have developed a special educational habitat for In Fall 2016, Peninsula College moved to its newly students that allows you time—and room—to discover renovated home–Building 202–on the campus of who you are and what you want to do. historic Fort Worden in Port Townsend. Building 202 offers state of the art classrooms and easy access to Our Setting the beautiful grounds and diverse cultural and learning opportunities available at the fort. At Fort Worden, East The Olympic Peninsula provides an extraordinary Jefferson County residents can complete their setting for Peninsula College. Our close proximity to Associate of Arts Degree, Associate of Applied Science mountains, forests, and the ocean provides you with

5 2021-2022 Degree, or a number of technical certificates without classrooms, faculty offices, and two conference rooms leaving home. Basic Education, English as a Second in two separate wings—a Science Wing and a Language, GED® classes, and professional Technology Wing. development and business training round out the local offerings. A full range of student services is available. Situated between Maier Hall and Keegan Hall is a signature art and water sculpture that invites students and visitors alike to sit for a moment or an hour in a Our History calm, relaxing atmosphere that echoes the natural Peninsula College celebrated its 50th Anniversary environment of the Olympic Peninsula. Seven of the during the 2011-2012 academic year. The college was most prominent mountain peaks in the Olympic founded in 1961 because a group of local citizens Mountain range have been recreated in aluminum and wanted to be able to continue their educations without mounted on basalt columns that are situated in water having to travel great distances to college centers in pools. The effect is an oasis of calm and reflection in Bremerton or across Puget Sound. The first classes the middle of a busy campus. were held in a small building on the Port Angeles High School campus, but the number of students who Standing in a grove of cedar trees, the Peninsula enrolled in the college quickly became more than the College Longhouse was the first longhouse in the available facilities could accommodate , and plans nation built on a community college campus. The vision were soon underway to build a permanent campus of a Longhouse as a center for cultural expression and elsewhere in the city. educational achievement for all students and community members has collaboratively been woven Construction of the new campus began in 1964, and a together by Peninsula College and the six local tribes: year later the first classes were held on the present site Hoh, Quileute, Makah, Port Gamble S’Klallam, of Peninsula College with additional classes being Jamestown S’Klallam, and Lower Elwha Klallam. offered all across our district. Today, the main campus spreads out over 75 acres of land in the foothills of the In 2007, leaders from the six local tribes and the Olympic Mountains, overlooking the city of Port College opened ʔaʔk ̓ ʷustəƞáwt ̓ xʷ, House of Learning, Angeles and its busy, international harbor. Longhouse with a cedar bark ribbon-cutting ceremony. This ceremony was the culmination of more than two Our facilities include a Student Services Center; Maier years of planning and construction and honored Hall, our Arts and Humanities Building, completed in important tribal and community relationships. 2011; Keegan Hall, our Science and Technology Building and a Longhouse, both completed in 2007; a In fall 2010, tribal leaders, elders, and youth from all six Library, completed in 2008; the Learning Center, which tribal nations and community members joined includes a computer lab, a math lab, and a writing lab; a Peninsula College to witness and celebrate the historic ceramics studio, art studio, and the student union raising of a 20-foot Welcome Pole at the entrance to the building, known as the Pirate Union Building or PUB. Longhouse. The Welcome Pole was carved on campus The PUB houses a theater, art gallery, food services, a by Jamestown S’Klallam master carver, Jeff Monson, campus store, lounge area, Internet café, performance from a pole graciously donated by the Lower Elwha areas, and student government offices. Tribe. The college celebrated the tenth anniversary of the ʔaʔk ̓ ʷustəƞáwt ̓ xʷ, House of Learning, Longhouse Maier Hall is the largest building on campus, at 62,950 in 2017 and 2018 with an artist retrospective and a square feet. The intimate 130-seat performance hall is celebration honoring the tribes and those instrumental the centerpiece of the facility. Outfitted with the latest in its construction. in sound and lighting equipment, it has been physically shaped to provide superb acoustics and ideal The 26,680 square-foot library is a central teaching- conditions for music, lectures, or poetry readings. learning resource with a smart classroom, individual Completely equipped art and ceramic studios and and group study areas, conference rooms, print and spacious music practice and rehearsal rooms allow electronic collections, and research workstations. students to fully explore all of the arts and discover Students are able to engage in reading, studying, and talents they may not be aware they have. Rounding out collaborative learning processes. the facility are classrooms, a Basic Education Center, faculty offices, and a learning lab area that includes In August, 2015 Peninsula College celebrated the grand computer, math, English, and foreign language labs. reopening of our Forks location in a new, state of the art facility. The 56,000 square-foot Keegan Hall Science and Technology Building contains a lecture hall, 13 labs, five

6 2021-2022 In 2016, the college opened a newly renovated building writing or drama. In fact, once our students venture into on the Fort Worden campus in Port Townsend. In 2017, unfamiliar areas, they often discover their own passion the new Allied Health and Early Childhood Development for learning. Building opened on the Port Angeles campus.

The Allied Health and Early Childhood Education PC Pirate Athletics Building was completed in spring 2017. It is the The Peninsula College Athletic Program, winners of 11 College’s newest technologically advanced building that Northwest Athletic Conference (NWAC) championships houses the instructional programs of Nursing, Medical and 20 league championships over the last eight years, Assisting, Medical Office Assisting, Nursing Assistant, features men’s and women’s soccer, men’s and and Early Childhood Education that educate and serve women’s basketball and esports. We take great pride in nearly 300 students and families each year. offering a university-quality athletic experience at the Enrollments in all three programs have shown community college level. With the tremendous support significant growth over the past decade, with more and of our community, and the Peninsula College more students applying to the accredited programs. As Foundation, we offer the maximum amount of the College adds new cohorts in the future, the new scholarships allowed by the Northwest Athletic building will support and enhance continued growth. Conference.

The building features state-of-the- art smart The NWAC is made up of community colleges from classrooms and clinical lab spaces designed to provide Washington, Oregon, Idaho and British Columbia. a learning environment that mirrors the earning Peninsula plays in the North Division. Our mission is to environment. The building’s Community Demand Lab is create a transformative experience for student athletes a flexible space that can accommodate rotational that is focused on building character, promoting high instructional programs to meet immediate and future academic achievement and community service, community demand, such as Massage Therapy, winning championships, and moving our athletes on to Physical Therapy, Pharmacy Technician, and Radiology the next level. Our vision is to provide a program for Technician. student athletes that is committed to excellence in every arena. The Childcare Center is also housed in the building as part of the Early Childhood Education program and Off the field, Peninsula College athletes participate in includes four classrooms, a full kitchen and an outdoor community service projects and play a significant oler playground. The Center is designed to serve up to 28 in the development of young players through the infants and toddlers and 40 preschoolers. Peninsula Soccer Academy and Peninsula Basketball Camps, as well as engagement in elementary, middle school and high school mentorship programs and school clinics.

Our Student Body With the 2019-2020 addition of the fastest-growing At Peninsula College there is no “typical” student. Our sport in college athletics, esports, Peninsula College vibrant, diverse student body comes from all over the has a fifth athletic program that will strive to provide the United States and 16 different countries. And like you, same student athlete experience as soccer and they come for a variety of educational purposes. Some basketball. are recent high school graduates who want to pursue a transfer degree, some are returning to school to earn their Bachelor in Applied Science at Peninsula College, some are Running Start students. Still others are returning for career retraining, to brush up on their job Opportunities in the Arts and skills, to get their GED®, to take ESL courses, and to learn how to work with computers. But no matter why Sciences they are here, they all want the same thing—a quality Students seeking transfer degrees will find many education at a price they can afford. exciting opportunities to explore and develop passions for the full range of academic and artistic pursuits. Once our students arrive at Peninsula College, they Each year their talents are celebrated through a week- quickly discover that college is more than just books. long Spring Festival of Student Arts, which showcases It’s also a time to explore, to experiment with new student talent and craftsmanship in a variety of areas, interests, and even to discover hidden talents, such as from acting to music to art and more. Included in the events are concerts by the PC Jazz and Vocal

7 2021-2022 Ensembles, poetry and prose readings, a special Program is for you. Students apply their mastery of Student Art show, a Junk Art Welding show, and an end- knowledge to the design and completion of a of-term concert by the Music Department. comprehensive capstone project.

Peninsula College Honors students work independently with faculty mentors on capstone projects which the Commitment to Diversity students present each spring to the campus and At Peninsula College, a public institution committed to community at the spring Honors Symposium. In lifelong learning, we recognize the changing addition, Honors students sponsor events and activities communities we serve. Our goal is to seek, involve, and through Lyceum, the Honors Club. value diverse peoples—their contributions, perspectives, and potentials—and to nurture those Our journalism students work on a prize-winning threads of common experience and desire that unify student newspaper, The Buccaneer. They also regularly differences. To this end, we are committed to cultural attend conferences to learn more about the art of and personal diversity and to valuing individual journalism. differences. Through positive effort and attention, we work to integrate diversity throughout the college. All of our students can contribute original writing, photographs, music, and works of art to Peninsula College’s award-winning literary arts magazine, Accreditation Tidepools, which observed its 50th Anniversary in 2014 Peninsula College is accredited by the Northwest with the printing of a double issue. Volume One Commission on Colleges and Universities (NWCCU), an featured works by several North Olympic Peninsula institutional accrediting body recognized by the Council residents, and Volume Two combined the best of the for Higher Education Accreditation and the Department last 50 years of publication with new works by regional of Education. writers and artists. In 2014, Tidepools also introduced a Kindle version of the magazine. Cash prizes are Accreditation by NWCCU indicates that Peninsula awarded to first, second, and third place winners. All of College meets or exceeds criteria for the assessment the contributors are honored with a reception in the of institutional quality evaluated through a peer review spring and give several readings in our local process. An accredited college or university is one communities. which has available the necessary resources to achieve its stated purposes through appropriate educational Numerous research and travel opportunities are programs, is substantially doing so, and gives available to our science students, who study and work reasonable evidence that it will continue to do so in the in Keegan Hall, our Science and Technology Building. foreseeable future. Research opportunities abound on the Peninsula. Outstanding outdoor resources, such as Olympic Accreditation by NWCCU applies to the institution as a National Park and state and national forests, encourage whole. scientific inquiry and lead to exciting projects. But this is only the start; many more opportunities exist and are It provides reasonable assurance about the quality of waiting to be explored. opportunities available to students who attend the institution. As such, it is not a guarantee of every Under Guided Pathways, students interested in course or program offered, or the competence of pursuing an Arts and Sciences transfer degree can individual graduates. choose an Area of Study in Arts & Communications, Social Science & Education, or Math & Science. Inquiries regarding PC’s accredited status should be directed to PC’s administrative staff or by contacting:

Honors Program Northwest Commission on Colleges and Universities The Peninsula College Honors Program is a one-of-a- 8060 165th Avenue NE, Ste. 100 kind experience designed for highly motivated students Redmond, WA 98052 who seek to be engaged in an intensive learning (425) 558-4224 process where they make connections among ideas nwccu.org while developing critical thinking skills as they pursue an Associate of Arts or Associate of Science degree. If you are excited about learning, want to study with classmates who share your enthusiasm, and desire an opportunity to work with faculty mentors to explore your intellectual interests, the Peninsula College Honors

8 2021-2022 which associate degrees and certificates are offered Educational Opportunities are listed below. See specific programs for degree options.

Educational Opportunities • Addiction Studies An emphasis on quality instruction is the common • Administrative Office Systems denominator for our course offerings. Classes are • Advanced Manufacturing (inactive Fall, 2019) small with a student to teacher ratio that is usually no • Automotive Technology (inactive Summer, 2021) more than 1:35 students; often fewer. • Business Administration • Computer Applications Technology Instructors are selected for their teaching abilities as • Construction Technology (formerly Green well as their expertise in subject specialties. Building) • Criminal Justice Peninsula College students have an impressive record • Cybersecurity & Computer Forensics of success in continued college studies and in careers. • Early Childhood Education Reports from Washington’s public universities show • Emergency Medical Technician that students from Peninsula College often perform • Entrepreneurship better at university than other students. Annual studies • Family Life Education show that most students who have completed • Homeland Security / Emergency Management Peninsula College’s professional and technical • Hospitality and Ecotourism educational programs are now working in their chosen • Information Technology - Systems Administration career fields. • Medical Assisting • Medical Office Assisting • Multimedia Communications Degree Programs • Nursing Peninsula College offers degrees in Arts and Sciences • Nursing Assistant Transfer, Professional and Technical Education, and a • Phlebotomy Bachelor of Applied Science in Applied Management. • Sustainable Agriculture • Welding Arts & Sciences Transfer Education Bachelor of Applied Science Peninsula College awards five associate degrees The Bachelor of Applied Science in Applied designed for transfer to baccalaureate institutions Management (BAS) program at Peninsula College awarding Bachelor of Arts or Bachelor of Science enables applicants with AAS, AAS-T, AA, and AS degrees. These include the Associate in Arts, the degrees to combine lower-division technical or transfer Associate in Business, the Associate in Computer coursework with upper-division credits in applied Science, the Associate in Nursing, and the Associate in management, resulting in a practical, application Science. In addition students may receive an Honors oriented, four-year degree. The BAS program prepares degree in the Associate of Arts, the Associate of its graduates for management positions and career Science, or the Associate in Business. advancement in a wide range of fields found on the Olympic Peninsula and elsewhere. This program can be An individual holding an associate transfer degree who completed 100% online. is admitted to a Washington state public baccalaureate institution is considered to have completed the lower Peninsula College’s BAS degree also prepares division or general education requirements for that graduates to continue their education in Master’s institution. programs, such as the University of Washington, Washington State, and other university Master of Business Administration (MBA) Programs. Professional & Technical Education Certificates The Associate in Applied Science, the Associate in One-year-or-less certificate programs are offered in Applied Science–Transfer, and Nursing Direct Transfer Addiction Studies, Administrative Office Systems, Agreement (DTA) degrees are awarded to students Business Administration, Commercial Driver's License, completing an instructional program designed to Computer Applications Technology, Construction prepare them for entry into a specific occupation. Technology, Criminal Justice, Early Childhood Professional and technical education programs in Education, Entrepreneurship, Hospitality & Event

9 2021-2022 Planning, Medical Assisting, Medical Office Assisting, a variety of I-BEST programs including, Automotive Multimedia Communications, Nursing Assisting, Technology, Construction Technology, Early Childhood Phlebotomy, Sustainable Agriculture, and Welding. Education, Medical Assisting, Medical Office Assisting, Welding, and others. Call (360) 417-6380 for more Distance Learning information. Distance Learning at Peninsula College provides expanded learning opportunities through the use of Complete Your High School online instruction and web conferencing. These methods allow you to customize a flexible schedule Education that will meet your individual needs and open Peninsula College offers Adult High School Diplomas educational opportunities to those who are unable to where students can earn college credit while attend all classes in person. The Distance eLearning completing a Peninsula College High School Diploma. department supports all Peninsula College classes with This program is for adults 19 years of age or older who online technology as well as other emerging did not complete high school. They will earn a valid technologies as they become available. diploma which meets State of Washington requirements. For information, contact Pirate Central at These emerging technologies support learning for (360) 417-6340. everyone and not just those separated by distance. Some can be completed entirely online. An individual 21 years or older who completes an associate degree (AA, AS, AAS, or AAS-T) may ask for a For additional information and current course offerings state high school diploma from the college upon visit pencol.edu. written request. Individuals under this category are not eligible for funding provided for K-12 students. These students are not required to complete the State Board Basic Education for Adults of Education’s graduation requirements. For Adults, with or without a high school diploma, may information, contact Pirate Central at (360) 417-6340. enroll in a variety of classes designed to upgrade basic education in reading, writing, and mathematics. They A student enrolled through Running Start who may work individually or in small groups to acquire completes an associate degree (AA, AS, AAS, or AAS-T) skills needed to reach their educational and may be awarded a state high school diploma from the occupational goals, including skills to brush up for college upon written request from the student. These transition to college classes. students are not required to complete the State Board of Education’s graduation requirements. For Adults 18 and over may complete coursework and information, contact Pirate Central at (360) 417-6340. competency-based activities to complete a high school diploma from Peninsula College. Peninsula College also offers the HS 21+ program which is designed for adult learners, 21 years of age Adults 16 years of age or older who have not and older, who are interested in acquiring their high completed high school may attend basic skills classes school diploma. HS21+ classes prepare students for to prepare for the General Educational Development college and career pathways while fulfilling the high (GED®) test. Instruction focuses on the subject areas school diploma requirements of Washington State. covered on this high school equivalency exam. Credits earned in HS21+ courses count toward a high Students between the ages of 16-18 must have a school diploma may be used as dual high school/ signed release from a Washington State high school college credits. before they take the official GED® test. Students have the potential to use life experience to Classes in English Language Acquisition are offered to earn high school credit and credit is awarded based on individuals who want to improve their career and competency rather than seat time. Opportunities college readiness. Instruction is designed to help them through this program are also available for students acquire academic skills in understanding, speaking, aged 18 years and older. For more information, contact reading, and writing English. For information and class the Basic Education Department at (360) 417-6380. locations, call (360) 417-6380.

Integrated Basic Education and Skills Training (I-BEST) allows students to begin a workforce education career pathway program while improving their basic English, reading, writing, or math skills. Peninsula College offers

10 2021-2022 High School Programs (Dual College Preparation Credit) Running Start Upward Bound Created by the Washington State Legislature, Running Upward Bound is a federally-funded educational Start is a program providing academically qualified program designed to develop the knowledge and skills students with the opportunity to simultaneously earn necessary for students to earn a two-or four-year high school and college credits. college or technical degree. High school students from low income and first generation families may be eligible To qualify for Running Start, students must be a high for services. The goal of Upward Bound is to increase school junior or senior, under the age of 21, and qualify the rate at which participants complete high school, at college-level in English and/or math on the enroll in, and graduate from college. placement test or through an approved alternative placement. Upward Bound services include the following: Those who qualify may choose to take a combination • Academic instruction and tutoring in reading, of high school and college courses or enroll exclusively writing, math, study skills, and other subjects in college courses. All college-level courses (numbered necessary for success in education beyond high 100 or above) successfully completed may be applied school toward degrees at Peninsula College. Therefore, it is • Running Start early preparation possible for high school students who begin Running • Access to professional college and transfer Start as juniors to graduate from high school with two advising years of college already completed. • FREE six-week summer program which includes: • 4-5 weeks of academic courses with the College credits earned through Running Start are opportunity to earn college and/or high school usually transferable to colleges and universities in and credit out of the State of Washington. Information on the • Tours of Washington State colleges transferability of credits is available from an • Career development experiences educational planner in the Student Development Center • One to One assistance in college and scholarship as well as from the respective college or university to applications which a student wishes to transfer. • Academic, financial, and personal counseling Running Start students will be responsible for the cost • Exposure to academic programs and cultural of books, supplies, transportation, and fees. Tuition is events covered up to 15 credits per quarter as long as the • Leadership development combined course load between the college and high • Early career assessments, planning, and school stays below 1.2 FTE (full-time equivalency). exploration Students with combined high school and college • Information on postsecondary educational schedules that exceed 1.2 FTE during any college opportunities quarter must pay college tuition on the additional • Assistance in completing financial aid, college, credits. Please note, waivers may be available for and scholarship applications students who qualify for the free or reduced lunch • Assistance in preparing for college entrance program through their school district. exams (PSAT, SAT, ACT, Accuplacer)

For more information regarding Running Start, contact Peninsula College’s Upward Bound program is 100% [email protected] or (360) 417-6341, toll free in funded through a U.S. Department of Education five- Washington at 1 (877) 452-9277, ext. 6341. year grant. For information, contact: Upward Bound Office at (360) 417-6376 oroll t free at 1 (877) 452-9277, ext. 7971. Career and Technical Education (CTE) Dual Credit Program Our CTE Dual Credit Program is a dual credit opportunity for high school students to gain Peninsula College credit for specially designed courses taken at their high school. To find out if oury school participates in the program, contact Pirate Central at (360) 417-6340.

11 2021-2022 Admission to the College Non-Degree Enrollments Non degree-seeking students are not required to apply for admission but must provide required Requirements to Attend documentation and meet any prerequisite requirements All degree-seeking or certificate-seeking students must for courses by qualifying through a placement test or by submit an application to the College. Peninsula College providing an official anscripttr from a prior institution. operates under an open door admissions policy and Non-degree seeking students who only want to take shall accept for admission any applicant who: courses for personal or professional enrichment are not required to take a placement test for classes that do 1. Is competent to profit from the curricular offering of not have prerequisites. the college; and Peninsula College may enroll a student who: 2. Would not, by presence or conduct, create a disruptive atmosphere within the College inconsistent 1. Is competent to profit from the curricular offering of with the purposes of the institution; and the College.

3. Is eighteen years of age or older, or: 2. Would not by his or her presence or conduct, create a disruptive atmosphere within the College inconsistent • a. is a high school graduate, or equivalent with the purposes of the institution. • b. has applied for admission under the provisions of a student enrollment options program, such as 3. Is eighteen years of age or older, or: Running Start, a successor program, or other local enrollment options programs. • a. Who is aged 16 years or older and meets the provisions of the “Title II of the Workforce Additional restricted admissions criteria shall apply to Innovation and Opportunity Act.” Individuals those applicants under the age of 18. All incoming admitted in such classes will be allowed to degree seeking students must be evaluated for English continue as long as they are able to demonstrate, and mathematics achievement except: through measurable academic progress, an ability to benefit. • a. Students who have completed multiple courses • b. Who is enrolled in a Peninsula College of college-level work at a regionally accredited sponsored youth program. institution of higher education, including English • c. Who is enrolled in a basic education or and math with a GPA of at least 2.00, or noncredit class with approval from the appropriate • b. Students who have an approved placement dean. reciprocity through another Washington State • d. Who has approval from the Enrollment Community or Technical College, or Exception Committee or designee(s). • c. Students who are pursuing short-term certificates that do not equirr e Math or English Peninsula College may accept for exceptional prerequisites. admissions students who are under age 18 who are approved by the Enrollment Exception Committee or All incoming degree seeking students must be designee(s). Those who do not have a high school evaluated for English and mathematics course diploma or equivalent will be admitted as non-degree placement prior to course registration. This evaluation seeking students only. Enrolling as an underage student may be completed through multiple measures. A does not constitute admission to the College or a complete list of options can be obtained from the program of study and does not assure future quarter Assessment and Placement Center. registration. It is not Peninsula College’s intent to replace or duplicate the functions of the local public The college reserves the right to deny individuals schools. entrance to specific programs if they do not meet established achievement level requirements. The Enrollment Exception Committee or designee(s) will be appointed by the Vice President for Student Admission to Peninsula College does not guarantee Services. Students must supply all required admission into all courses or all professional and documentation in consideration for approval to the technical education programs. You should consult this Enrollment Exception Committee. Contact Pirate catalog for any specific admission equirr ements in your Central at (360) 417-6340 for more information. major field.

12 2021-2022 Admission Procedures Financial Resources Procedures for admission are published on the Financial Aid—Grants, Work Study and Peninsula College website at pencol.edu, and are provided by Pirate Central at (360) 417-6340. Loans Peninsula College participates in a variety of federal Official anscriptstr from each college you have attended and state grant, work-study, and loan programs. These must be mailed to Pirate Central at Peninsula College programs are designed to assist you in paying for your for consideration of transfer credit. It is your educational expenses. For more information, visit responsibility to contact other institutions and request pencol.edu/financial. that transcripts and testing scores be forwarded in a timely manner. All transcripts become the property of Eligibility for the following aid programs will be the college. evaluated for all individuals who complete the financial aid application process: Prior to the quarter applied for, the Student Services Office will notify each new applicant who has • Federal Pell Grant completed the admissions process about times • Federal SEOG (Supplemental Educational scheduled for placement testing, orientation, advising, Opportunity Grant) and registration. Call (360) 417-6340 for information. • Washington College Grant (formerly Washington State Need Grant) • Opportunity Grant Registration Procedures • WA College Bound Scholarship Individuals should check the College website at • WA Passport to Careers for Foster and Homeless pencol.edu for the quarterly schedule of courses and Youth Program for details on registration procedures. • Peninsula College Grant • Need-Based Tuition-Waiver Our registration process gives precedence to veterans • Work Study and continuing degree-seeking students with the most • Federal Subsidized Direct Loan credits. This system is designed to allow those most in • Federal Unsubsidized Direct Loan need of specific courses equirr ed for graduation or • PLUS (Parent Loan for Undergraduate Students) program completion to have a first opportunity registration position. You may register at the time For more information on financial aid opportunities, assigned or any time thereafter within the constraints contact [email protected]. of the period offered for registration. You are not guaranteed the unrestricted right to enroll in any Peninsula College does not and will not provide any specific course or program. commission, bonus, or other incentive payment based directly or indirectly on success in securing enrollments Continuing students who indicate they wish to enroll or financial aid ot any persons or entities engaged in the next quarter are notified by email regarding their any student recruiting or admission activities or in registration appointments. A designated period is set making decisions regarding the award of student aside each quarter for advising purposes before financial assistance. This paragraph shall not apply to registration begins. the recruitment of foreign students residing in foreign countries who are not eligible to receive Federal You must be officially enrolled by the first day of the student assistance. course to attend.

Under the Washington Administration Code (WAC) and Federal and State Financial Aid the policies of the State Board for Community Colleges, Eligibility Requirements we reserve the right to deny admission to, or cancel the In order to be eligible for financial aid, ouy must meet registration of, any individual whose enrollment is the following requirements: inconsistent with the best interests of the student, other students, or the established policies of Peninsula • You have a high school diploma, GED® certificate, College. enrolled in an eligible pathway program, or meet the Ability to Benefit guidelines • You have been admitted to the college

13 2021-2022 • You plan to complete a college degree or Basic Food Employment and Training certificate program at Peninsula College and enroll in required classes for that degree or (BFET) certificate The BFET Program can provide support and assistance • Be enrolled in at least 6 credits in order to be with tuition, books, and other support services for eligible for Direct Loan Program, PC Grant, Tuition eligible students in professional-technical programs Waiver, and work-study funds who are receiving Basic Food through the Department • Demonstrate financial need (for most programs) of Social and Health Services. For more information, • You are making Satisfactory Academic Progress contact the DSHS Programs Coordinator at (360) in your studies and are meeting the minimum 417-6505 or toll free 1 (877) 452-9277, ext. 6505. Pace of Progression requirements • You are not currently in default on a student loan received at any school WorkFirst • You do not owe a repayment of grant funds at any The WorkFirst program supports students who are college attended current recipients of the Temporary Assistance for • You are a citizen or a permanent resident of the Needy Families (TANF) program through the State United States (certain exceptions if you are not a Department of Social and Health Services and who are US Citizen but are a WA resident) taking classes to improve their work skills and increase • Be registered with Selective Service, if you’re a their wage earning capacity. For information and male (you must register between the ages of 18 eligibility requirements, please contact the DSHS and 25) Programs Coordinator at (360) 417-6351 or toll free 1 • You have not been convicted of an illegal drug (877) 452-9277, ext. 6351. offense while receiving federal student aid • Submit your FAFSA or WASFA and turn in any required documents, following the Peninsula Tuition and Fees College Application Process and Deadlines Current tuition and fee information is published on the college website at pencol.edu and at Pirate Central, (360) 417-6340. Scholarships Information about scholarship opportunities is posted in the Financial Aid Office and at pencol.edu. There are International Student also many other websites with scholarship information. Applications Unfortunately, some of these sites are less precise than Contact the Peninsula College International Student others. One of the free sites recommended by financial Programs Office for more information: aid administrators in Washington is theWashBoard.org. (360) 417-6491 Opportunity Grant [email protected] The Opportunity Grant Program can provide funding for Peninsula College tuition and fees, books, and supplies for qualified adults 1502 E. Lauridsen Blvd. #J46a for up to 45 credits in selected programs. For more Port Angeles, WA 98362 U.S.A. information and the application process, visit pencol.edu/additional-financial-resources/opportunity- All international students must submit the following: grant. • A completed International Student Application Worker Retraining Form and Payment Authorization Form If you have experienced a major change in your • Translated official copies of all applicable employment circumstances in the last 48 months, scholastic records (transcripts from high school, including displaced homemaker, military separation, previous college, or language schools) and unemployed status, you may qualify for Worker • Proof of finance (notarized Affidavit of Support, or Retraining assistance. Worker Retraining applications an official bank letter, government or sponsor’s are available on the college website, pencol.edu/ statement confirming the va ailability of sufficient worker-retraining or by calling (360) 417-6263. funds for at least one year of study and living costs at Peninsula College) • A nonrefundable application fee paid in U.S. dollars

14 2021-2022 For complete application/fee requirements visit pencol.edu. Academic Policies &

Proof of English-language proficiency demonstrated in Procedures one of the following ways:

• 500 or higher in TOEFL Enrollment Requirements • IELTS 5.5 (no band lower than 5.0) You must be officially enrolled by the first day of the • 92 or higher on the Peninsula College ESL course except for open enrollment programs such as Compass Placement Test Adult Basic Education. • Two years of U.S. high school study, with a minimum GPA of 2.0 • Successful completion of the Advanced Level of Credits & Credit Load the IELS Program at Peninsula College or any The academic year is divided into three quarters of accredited ESL program in the United States approximately eleven weeks each. There is also a • Transferring from the academic program of an summer quarter of approximately seven weeks. accredited U.S. college or university with a Peninsula College uses the following schedule to minimum GPA of 2.0 determine credit load status for students:

Note: If your TOEFL scores are lower than 500, you will be • Full Time: 12 or more credits accepted conditionally, and you will be required to take • Three Quarter Time: 9-11 Credits IELS classes. If your TOEFL scores are between 450 and • Half Time: 6-8 credits 499, you may be allowed to take a college class, such as • Less than Half Time: 1-5 credits Music, Physical Education, or Math, that do not require heavy reading or writing assignments along with your IESL Students who plan on completing their pathway within courses. two years should enroll in 15 credits per quarter. Please consult with your program advisor to determine the best way to meet your specific academic and career English Requirements for goals. Intensive English Language Registration Changes Studies (IELS) Program Peninsula College requires all students to register for There is no English proficiency equirr ement. classes prior to the start of each quarter. Changes to your courses (adding or dropping) should be made Note: Students who apply without TOEFL scores will be before the start of the quarter. This can be done on the automatically accepted into the IESL program. college website at pencol.edu or by filling out the student add/drop form, which is available in the Students transferring from another institution within the Student Services Office. United States will need to submit the following documents in addition to the regular admission requirements: Withdrawal from Courses You may withdraw from courses up to one month (30 • A copy of I-94 and visa calendar days, with the exception of summer quarter) • A copy of passport (pages containing photo and prior to the last instructional day of the quarter. For demographic information) regular scheduled classes, if a class is dropped during • Copies of all previous I-20s International Student the first two weeks of the quarter, a grade will not Transfer Form (signed by current foreign student appear on the transcript. After the first two weeks, a advisor) grade of “W,” which is not used in computing grade • An official copy of institution’s transcript if you point averages, will be entered on the official anscript.tr wish to transfer credit Individuals must officially opdr a class in person at Student Services, on the College website, pencol.edu, or Please send your application to: by calling (360) 417-6340. Informing the instructor does not International Student Programs create a withdrawal. Peninsula College 1502 E. Lauridsen Blvd. Port Angeles, WA 98362 U.S.A.

15 2021-2022 Individuals who withdraw officially omfr a course prior Refund of Tuition and Course to the last 30 calendar days of the quarter will receive a Fees “W.” A full refund of tuition and course fees will be made to a student: Nonattendance 1. Who withdraws from the college prior to the sixth Peninsula College views student attendance and instructional day of the quarter for which registration participation as crucial to academic success. and course fees were applied. Therefore, an instructor may assign a “V” grade for a student who stops attending or fails to attend courses. 2. Who withdraws prior to the first seminar or class When a V grade is issued, no grade points are session of self-support courses. calculated, the grade is not computed in the student’s GPA and no credits are issued. An instructor is not 3. For any class canceled by the college. obligated to assign a grade of V for nonattendance. Note: The V is a nonattendance grade given at the end Fifty percent of tuition only will be made to a student of the quarter. who withdraws from the college on or after the sixth day of instruction, but within twenty calendar days In order to accommodate students waiting to register including the first scheduled day of the quarter. for a course, instructors may initiate a withdrawal for nonattendance. A student who fails to attend at least Note: Refund policy may differ for condensed quarters 50% of a face-to-face class or fails to login for at least and/ or early or late starting classes. Contact Pirate 50% of online class activity during the first week of the Central at [email protected] or (360) quarter may be administratively withdrawn from the 417-6340 for more information. course. Students who plan to remain enrolled but have attendance difficulties during the first week of the quarter should therefore contact their instructors Grading immediately to request an exception to this procedure. The following grading policy and procedures were implemented beginning winter quarter 2012 and revised fall quarter 2018. College instructors are Passing/Unsatisfactory Grades responsible for evaluating individual performance in the You may request to enroll in certain courses on a pass courses they teach. Instructors may report decimal or no-pass basis. If you select the option of having a grades from 1.0 to 4.0 in 0.1 increments. The number Passing (P), Satisfactory (S), or Unsatisfactory (U) 0.0 is assigned for failing work, which includes grades grade for specific course work, ouy should request this reported in the 0.1 to 0.9 range. At the end of each from your instructor at the beginning of the quarter. You quarter, a copy of grades and credits earned is available should remember that U grades do not earn credit. on the college website. Students must use individual logons to access grades. While the number of passing/satisfactory (P/S) grades is not limited at Peninsula College, transfer students A grade point average (GPA) is determined by dividing are cautioned that many baccalaureate institutions the total number of grade points earned for the quarter impose limits or restrictions on acceptance of P/S by the total number of credit hours in which an graded credit. If you plan to transfer to a baccalaureate individual was registered. institution you should determine that school’s policy regarding the acceptance of P/S courses before The following symbols can be used to designate a electing this option. grade for coursework, but are not assigned grade points: Audit • P - Passing You may, with the consent of the instructor, enroll to • S - Satisfactory audit a course. You are expected to attend classes • W - Withdrawal regularly but you will not take examinations, receive • I - Incomplete grades, or earn credit. Tuition is the same as that • N - Audit charged for credit. • U - Unsatisfactory • V - Discontinued Attendance After the fifth day of instruction an individual who is a • R - Repeated course Washington State resident, and who has or will have • Z - Continuous Enrollment attained 60 years of age by the first day of instruction • * - No grade reported/invalid grade of the quarter during which enrollment is desired, may

16 2021-2022 enroll for audit in certain courses on a space-available basis. Students enrolling under this waiver shall register Academic Progress & for no more than two courses per quarter. Performance Peninsula College is committed to facilitating the No tuition will be charged, although some fees may be academic success of students. The primary purpose of assessed. Written approval of the instructor is required. the Academic Progress and Performance Policy is to (WAC 131-28-080). quickly identify and alert students with low academic achievement and to provide those students with Incomplete Grades assistance to improve their academic performance. The grade of “I,” designating incomplete, must be • Students must earn a GPA of 2.0 or above. If not, initiated by the student. It requires the agreement of the the college will place the student progressively on instructor that you have completed a sufficient amount alert, probation, or suspension of course work but cannot complete course • A student whose cumulative grade point average requirements during the quarter due to circumstances falls below 2.0 or above will be placed on beyond your control. academic alert • A student on academic alert who fails to earn a The instructor must fill out an electronic contract form cumulative grade point average of at least 2.0 at that contains the specific equirr ements to be the end of the subsequent quarter of enrollment completed, the time allowed for completion, and the will be placed on academic probation grade to be assigned if the contract is not completed. • A student on academic probation who fails to earn One copy of the contract is retained by the instructor, a quarterly grade point average of at least 2.0 in one is given to the student, and one is filed with Student the next quarter of enrollment will be placed on Services at the time grades are recorded. academic suspension. A suspended student may petition for readmission to the college after An incomplete grade remains permanently on your waiting a period of 12 months transcript if the course work is not made up within a • Students placed on Academic Suspension may maximum of one year. exercise the right to appeal for Immediate An individual receiving veteran’s benefits and/or ederf al Academic Reinstatement financial aid who fails ot make up an incomplete grade • Certain vocational programs, international within a designated time may risk partial loss or students, veterans, and students receiving termination of benefits. financial aid may have different and/or additional academic standard requirements and appeal processes Repeated Courses, Grade Petition Plagiarism/Cheating A course may be repeated two times for a total of three Plagiarism and/or cheating are not tolerated by enrollments. The original grade will remain on the Peninsula College. An individual who cheats or transcript; however, the higher grade earned in the plagiarizes the works of others is at risk of receiving a repeated course will be used in computing grade point failing grade for the course in which such action takes averages. Individuals must complete the Repeated place. In addition, plagiarism and/or cheating are Course form (available in the Student Services Office) violations of the Student Code of Conduct and such for a recalculation of their GPA to be processed. actions may result in an official sanction by the Conduct Officer. A returning student who has not been enrolled for a period of two or more years at Peninsula College may petition to have previously earned Peninsula College President's List, Honor Roll, & grades of less than 1.4 disregarded in computing grade point averages; however, all grades will remain on the President's Medalists transcript. These forms may be obtained in Student An individual who is enrolled in and completes at least Services or on the College website at pencol.edu. 12 quarter hours of credit in courses numbered 100 or above for which grade points are assigned, receives no incomplete grades, and earns a quarterly grade point average of not less than 3.9, will be named to the President’s List.

17 2021-2022 An individual who meets the criteria listed above, but “restricted subject area” courses. Associate in Applied who earns a quarterly grade point average for the Science–Transfer degrees transfer to some colleges. quarter of not less than 3.6 will be named to the Honor Work with your advisor for transferring options. Roll. You may earn more than 90 academic hours of credit at At graduation, an individual who completes a degree Peninsula College, but the total number of credits having earned 45 college-level credits at Peninsula accepted for transfer will be determined by the College, with a college-level cumulative grade point institution to which you transfer. average of 3.85 or higher, will be awarded the President’s Medal for Scholarly Excellence. Students who have completed the Washington 45 requirements may be able to transfer and apply a maximum of 45 quarter credits toward general Academic Transfer education requirement(s) at any other public and most Transferring from Peninsula College private higher education institutions in the state. For more information about Washington 45, see the College Peninsula College has set its general education website, pencol.edu. The list of courses in Washington requirements for the Associate degrees (Direct Transfer 45 does not replace the Direct Transfer Agreement, Agreement/Major Related Programs) to conform with Associate of Science Tracks I and II, or any Major guidelines of the Washington Intercollege Relations Related Program agreement, nor will it guarantee Commission (ICRC) for direct transfer of these degree admission to a four-year institution. credits. Washington baccalaureate colleges and universities also accept these guidelines or have separate agreements with Peninsula College. Students Transferring Previous Credits to entering with AA degrees from Peninsula College are Peninsula College considered to be in their junior year and to have completed the general education requirements at these In general, Peninsula College routinely accepts credits baccalaureate institutions. for college-level courses completed at regionally accredited institutions of higher education. Authority Meet with a Transfer Advisor as soon as possible to for acceptance of credits is delegated to the begin transfer planning. Visit pencol.edu/transfer to Credentials Evaluator. begin that process. The decision to grant transfer credit is based upon Individuals who plan to transfer from Peninsula College several factors, chief among them is accreditation. For to a baccalaureate college or university are expected to transfer purposes, Peninsula College recognizes as meet the entrance requirements of that institution at fully accredited only those institutions that have the time of their transfer. You should obtain current received accreditation by one of the following catalogs from the institution to which you plan to associations: transfer and study entrance requirements as well as suggested freshman- and sophomore-level courses in • Accrediting Commission for Community and your major field of interest. Institutions differ in Junior Colleges (ACCJC) Western Association of treatment of credits received with a pass grade for Schools and Colleges courses in a major field and may compute a pass grade • Higher Learning Commission (HLC) as a “C” or “D” grade. Transfer Advising appointments • Middle States Commission on Higher Education are available through Student Services. (MSCHE) • New England Commission of Higher Education Last-minute changes in your major field of study or in (NECHE) your choice of baccalaureate institution may create • Northwest Commission on Colleges and problems in transferring. Such changes should be Universities (NWCCU) made only after consultation with advisors. • Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Peninsula College courses numbered below 100 are not • WASC Senior College and University Commission transferable. Courses with titles containing the word (WSCUC) “technical” or “technology” are not transferable to all baccalaureate institutions, but they may transfer to Regardless of institutional accreditation, Peninsula some of these colleges. You should work closely with College does not grant credit for religion or theology faculty advisors before attempting to transfer courses courses that are sectarian in nature. that are specialized components of professional and technical education programs or listed by the In order to have credits transferred, previous college Intercollege Relations Commission (ICRC) as official anscriptstr must be sent to Peninsula College.

18 2021-2022 In accordance with the Community and Technical • A 2.0 or above cumulative grade point average College (CTC) Inter-College Reciprocity Policy, NOTE: The cumulative grade point average will be Peninsula College offers reciprocity to students calculated from college-level courses only transferring within the CTC system who are pursuing (numbered 100 or above) the Direct Transfer Agreement (DTA) degree or the • A minimum of 90 credits meeting requirements Associate in Science-Transfer (AS-T) degree. for a specific degree • Completion of the Residency Credit Requirement NOTE: To meet the residency requirement for a Military Credits certificate or degree, 30 credits of the required When military courses are directly related to your credits, whichever is less, must be earned at course of study or program at Peninsula College, it is Peninsula College. However, a specific program may possible for credit to be awarded for use toward a require a capstone sequence, requiring more credits specific degree or certificate. It should be noted, be earned in residence. Credits earned through however, that many such courses may not be articulation agreements and advanced placements applicable and, therefore, no credit will be awarded. do not satisfy residency requirements Official documentation needso t be submitted to the • The minimum requirement for a high school Student Services office. ocedurPr es for requesting a diploma is that the final course must be formal evaluation of credit and to obtain a crosswalk of completed at Peninsula College accepted coursework, may be obtained from Student • You must apply for a degree before you register Services, (360) 417-6340. for your last quarter of study • Individuals who are within 10 credits of completing graduation requirements at the Academic Credit for Prior conclusion of the spring quarter may take part in Learning commencement exercises; however, degrees will not be awarded until all requirements have been Peninsula College accepts equivalency credit awarded completed by approved testing methods which reflect previous training, private study, work completed at other institutions, or other bona fide qualifications that Transcripts indicate the student has knowledge or abilities A transcript is a report of grades and credits earned in equivalent to course completers. Methods of courses during the quarters an individual has been assessment include but are not limited to: Credit by enrolled. An official anscripttr is signed by a certified Testing (CAPE, CLEP, DSST), Credit by Extra-institutional school official, with the college seal placedv o er the learning (Military and Industry Training), Credit by signature. A transcript is not released without a request Challenge Exam, and credit by Prior Experiential from the individual. A fee of $7.00 is charged for each Learning (Portfolio). No more than 25% of required official anscript.tr Other fees may apply. credits for a degree or certificate may be satisfied by prior experiential learning. Credits in all equivalency Contact Pirate Central at [email protected] situations are transcripted as a Pass (P) and will or (360) 417-6340 for more information. Transcripts will receive no numeric grade points. For more information not be released for individuals who have unpaid college regarding Academic Credit for Prior Learning, please debts. contact Pirate Central at (360) 417-6340. Unofficial anscriptstr are available on the College Advanced Placement website at pencol.edu. Peninsula College awards advanced standing to entering students based upon levels of performance on Graduation Checklist the advanced placement (AP) examinations Current graduation checklists for degrees or administered by the College Entrance Examination certificates are available on the College website at Board. An official anscripttr from College Board must pencol.edu or Pirate Central. The checklist determines be submitted to receive credit. For more information the course requirements necessary to complete the regarding advanced placement please contact Pirate degree or certificate at the time the individual enters Central at (360) 417-6340. the program. Checklists can change annually. Graduation Requirements for graduation from Peninsula College specify:

19 2021-2022 Student Services Services for Students with Disabilities (SSD) Advising Services Peninsula College is committed to providing reasonable Student Services Advisors are available to provide accommodations to qualified students with disabilities. academic advising to all new, International, Athlete, and The College upholds and values the law regarding Running Start students. They are also available to Americans with Disabilities Act of 1990 (ADA), Section advise continuing students when their faculty advisor is 504 of the Rehabilitation Act of 1973, Americans with not available. Disabilities Act Amendments Act of 2008 (ADAAA), prohibiting discrimination on the basis of disability in Advisors help with creating class schedules to meet the education. career and academic goals of the student, the creation of a degree plan, referrals to on and off campus A variety of accommodations are available to students resources, and assist with transfer planning. that qualify for SSD services.

Appointments to meet with Student Services Advisors Visit pencol.edu/SSD for information on how to qualify are made by contacting Pirate Central at for accommodations, or email SSD at [email protected] [email protected] or (360) 417- 6340; toll or (360) 417-6323; toll free in Washington (877) free in Washington (877) 452-9277, ext. 6340; video 452-9277, ext.6323; or video phone (360) 406-4759. phone (360) 406-4759. Career Development Counseling Services Peninsula College offers courses, workshops, Mental Health Counselors provide short-term personal assessments, and advising to assist students who are counseling and assist with referrals to college services, interested in exploring a career pathway, major, or community agencies, and other professionals. Students degree. In addition, the College website lists links that may request an appointment by contacting Pirate provide students with more information on career or Central at [email protected] or (360) major exploration, as well as tools and resources for 417-6340; toll free in Washington (877) 452-9277, ext. job seekers and students. If you would like to meet with 6340; video phone at (360) 406-4759. an advisor to discuss career exploration call (360) 417-6340 to make an appointment.

Multicultural and Inclusion Assessment & Placement Student Services Multicultural Services provides support to diverse Services student populations attending Peninsula College. Our The College offers a variety of certification exams, test staff offers academic advising and transfer planning, proctoring, and math/English placement options. referrals to on and off campus resources, and Placement scores are used to help ensure accurate assistance with financial aid forms. Contact placement in courses. Previous educational experience, [email protected] or (360) 417-6345 or toll free in ACT/SAT scores, some high school transcripts, Smarter Washington (877) 452-9277, ext. 6345 for information. Balance test scores, Advanced Placement (AP) exams, college transcripts from a regionally accredited institution are some possible alternative placement International Student Programs options. Placement testing may be waived for those International Student and Faculty Services at Peninsula who have satisfactorily completed one or more College provides services to international students quarters of college-level work, which includes English attending the college. Our multilingual staff is always and math with a grade of 2.0 or above. ready to provide information and help on academic concerns, immigration procedures, transcript Visit the Assessment and Placement webpage for more evaluation, housing, student life, and transferring. The details pencol.edu/admissions/testing-center or email ISFS office also opr vides assistance to U.S. students [email protected] or call or (360) 417-6345 or toll who wish to study abroad. Contact ISFS at (360) free in Washington (877) 452-9277, ext. 6345. 417-6491 or international@ pencol.edu for information Other Testing Services include: or assistance. • Accommodated Testing • Automotive Service Excellence (ASE) exam

20 2021-2022 • GED® exam and other Pearson Vue certification SOC has been developed jointly by educational exams representatives of each of the Armed Services, the • National Center for Competency Testing (NCCT) Office of the Secretary of Defense, and a consortium of • CASTLE exams 15 leading national higher education associations. It is • Correspondence test proctoring sponsored by the American Association of State • TEAS exam (students applying to the Nursing Colleges and Universities and the American Program) Association of Community Colleges.

For information on the tests, placement options, and applicable fees visit pencol.edu/admissions/testing- Student Government center, call (360) 417-6346, toll free in Washington The Associated Students are governed by the (877) 452-9277, ext. 6346 or email [email protected]. Associated Student Council (ASC), which is comprised of 11 officers. This group plans activities for all students and allocates funds for campus student Veterans Services activities and organizations. For more information Peninsula College recognizes and appreciates all who about Student government and the ASC Constitution have served in the United States Armed Forces. If you visit pencol.edu. are a veteran, or a survivor or dependent of a veteran working toward a degree or certificate, ouy may be eligible for veterans’ educational benefits. oT determine Student Life eligibility and apply for benefits, visit benefits.va.gov/ For information about Student Life, visit pencol.edu/ gibill. student-life. It describes available services, where to find them, and how ot become involved in campus life. Veterans Services provides guidance to veterans, their Information about college policies and procedures, dependents, active military, and reservists regarding including policies relating to discipline and due process, education benefits. In preparation for entering is also included. Peninsula College, all veterans and other eligible individuals can get information on the college website Peninsula College serves a population diverse in age, at pencol.edu or meet with the veteran advisor who can geographical origin, and cultural background. In assist with the new student process, educational recognition of this diversity, an effort is made to offer planning questions, and provide referrals to campus, and assist with a broad range of activities outside the local, regional, and state resources. classroom to encourage the greatest possible personal development. Some activities are provided through the Check with Veterans Services to obtain information efforts of student government; others are encouraged about a possible tuition waiver. Veterans as well as by interest groups. children and spouses of totally disabled, POW/MIA, or deceased eligible veterans or National Guard members may apply. Clubs and Organizations Students are encouraged to participate in student clubs If you have any questions, contact Veterans Services at and organizations. Information about joining clubs, or [email protected] or (360) 417-6224; toll free in forming new clubs, is available at pencol.edu under Washington (877) 452-9277, ext. 6224; or video phone Student Life. Individuals can participate in a number of (360) 406-4759. clubs and organizations on campus and in the community. Assistance in joining or forming clubs is available by calling the Associate Dean for Athletics Services Members Opportunity and Student Life at (360) 417-6533. Colleges Peninsula College is an institutional member of Service Honor Society Members Opportunity Colleges (SOC), a group of more Peninsula College has a chapter of Phi Theta Kappa, than 1,900 colleges and universities providing voluntary the international honor society for students of two-year postsecondary education to memers of the military colleges. The local chapter, Beta Delta Nu, inducts new throughout the world. As a SOC member, we recognize members and sponsors a student club. To become a the unique nature of the military lifestyle and have member, individuals must have earned at least 15 committed to assessing the transfer of relevant course credits with a cumulative GPA of 3.7. For more credits and crediting learning from appropriate military information, contact [email protected]. training and experiences. This includes a partnership with Army Recruiting Command Program ConAP that links new soldiers to college at the time of enlistment.

21 2021-2022 O’Brien, Jacqui Banaszynski, Anna Castillo, Nancy Recreation Programs Rawles, Carol Cassella, Lucia Perello, Jane Mead, and The College has designed a wide range of activities to Cristina Garcia. meet the diverse physical interests of the campus population. Included are intramural sports, group recreation activities, special events, and open Cultural Enrichment Drama/ recreation. Intramural activities are provided for individual and team competition. Activities include Music basketball, bowling, soccer, and volleyball. Dramatic and musical productions performed in the College’s Little Theater and Maier Performance Hall are Open recreation is scheduled during mid-day in the a natural outgrowth of college courses. Additional gymnasium and throughout the day for personal fitness opportunities for participation are available to students in the College’s Fitness Center. through Community Players, Port Angeles Symphony, Community Chorus, Olympic Theatre Arts, and numerous instrumental and vocal ensembles in the Intercollegiate Athletics community. Peninsula College offers men’s and women’s varsity basketball and men’s and women’s varsity soccer. The Peninsula College Pirates play in the Northwest Athletic Longhouse & Art Gallery Conference (NWAC). In 2019-2020, the college athletic Built in 2007, the ʔaʔkʷustəŋáwtxʷ House of Learning program is expanding to a fifth team with the addition Peninsula College Longhouse was the first longhouse of Pirate Esports. Prospective players are encouraged in the nation built on a community college campus. The to contact the respective coach or the Athletic Director Longhouse was created in collaboration with the six at (360) 417-6533. area tribal nations: Hoh River Chalat’, Quileute, Makah, Port Gamble S’Klallam, Jamestown S’Klallam, and Lower Elwha Klallam. The House of Learning builds College Publications bridges of understanding and knowledge among tribes, Journalism students gain experience and credit while students, educators, and visitors by establishing a providing the college with the award-winning special place on campus to gather for cultural newspaper, The Buccaneer. Students contribute to ceremonies, community events, classes, workshops, stories and photos published online at study groups, and individual study. The Longhouse passthebuc.com. serves as a cultural and educational resource for understanding, honoring, and sharing our cultural Individuals may also gain publication experience by heritages. producing the college literary magazine, Tidepools, which is published annually. Anyone may submit The Longhouse Art Gallery features exhibits by Native materials to Tidepools in the fall of each year. artists and provides a space for artists to share their work and culture with Peninsula College students, faculty, staff, community members, and visitors. Tribal Public Service Presentations artwork is featured throughout the Peninsula College College staff members organize a wide variety of campus. For more information, contact programs that are open to the general public as well as [email protected] or (360) 417-7992. to students. They include:

Studium Generale—Lectures, forums, performances, Student Union Building and discussions are presented Thursdays in the Little The Pirate Union Building (PUB) is an important Theater. Topics represent a variety of interests in the campus gathering place and the destination point for Humanities, Social Sciences, Natural Sciences, and student interaction, involvement, entertainment, and Global Issues and are designed to contribute to a liberal social and cultural activities. It is also the venue for arts education. student leadership opportunities in the College and community. In the PUB you will be able to connect with Foothills Writers Series—Readings by poets and writers other students in a relaxed, informal setting and access of local, regional, and national note. Each quarter an a variety of student services, including student “Open Mic” program gives students and other area government offices, dining and lounge eas,ar the writers an opportunity to share their poetry and prose. Bookaneer Campus Store, Campus Safety, and an Internet café. The facility also houses a small Writer-in-Residence—Past writers include James performance stage, a theater seating 250 people, and Welch, Tim McNulty, Tess Gallagher, Robert Pyle, Debra an Art Gallery. The PUB dining area is serviced by the Magpie Earling, Rick Bass, Mary Clearman Blew, Dan Bookaneer Market & Deli, which offers an extensive

22 2021-2022 variety of healthy food options, as well as an espresso The online catalog shows our print holdings and bar. The offices of the Associated Students (360) connects to some of our electronic resources. The 417-6432 and the Associate Dean for Athletics and Library catalog is web-based and can be accessed from Student Life (360) 417-6533 are located adjacent to the off-campus. main dining and lounge areas of the PUB, making them convenient to visit and easy for one to become involved Our website provides access to subject-specific in campus life. The Associated Students sponsor a research and citation guides, streaming academic wide variety of activities for enjoyment and enrichment video content, full-text databases, and other specialized in the PUB throughout the year, ranging from concerts resources. to student talent shows, dances, and barbecues. Collections include thousands of print and electronic titles, including books, e-books, magazines, journals, Child Care and newspapers. If we do not provide access to what The Early Childhood Development Center offers a you need, interlibrary loan services allow students, quality preschool and child care program for children, faculty, and staff to borrow from other libraries. ages 3 to 5, of parents or guardians who are students, staff, or faculty at Peninsula College. This program is One-on-one research assistance is provided by a faculty also open to community children if space is available. librarian to help students develop research techniques while providing immediate assistance with specific The Early Childhood Development Center is located in assignments. Building K on the Peninsula College campus. The Library is open Monday through Friday during the For information regarding hours of operation, eligibility, academic year, except for holidays and quarter breaks. curriculum, fees, or other aspects of the program For current hours visit pencol.edu/library. please visit our website at pencol.edu/ECDC. You are encouraged to use our many resources for research, class-related projects, or independent Bookstore learning. Faculty and staff are available to assist you. The Bookaneer Campus Store is an essential component of campus life, providing materials and services designed to help students achieve academic Learning Assistance success while promoting college activities to both Maier Hall Learning Center students and our community. It offers course materials, Tutoring and learning assistance is open to students at including new and used textbooks, E-books, and all levels and abilities working on projects for any class, textbook rentals. Computer software at academic including online courses, in any discipline. The Math prices, student supplies, Peninsula College pirate gear, Lab and Computer Lab are located on the first floor of and a large assortment of food and beverage items are Maier Hall (Building E). The Writing Lab and Tutoring also available. The Bookaneer also operates an e- Services, located in the Library, include these free commerce website for all your textbook and pirate gear services: Writing Response, Research and Writing, and needs. Tutoring/e-Tutoring. The Bookaneer is conveniently located in the Pirate Union Building (PUB). Regular store hours are Monday Writing Lab through Friday with extended evening hours at the At the Writing Lab students can make individual beginning of each quarter. Visit the Bookaneer online at appointments for writing help or use the lab’s bookaneer.pencol.edu for hours and to browse and/or computers to work on essays and research. The Writing order merchandise, or call (360) 417-6440. Lab is open weekdays to all students engaged in writing projects in any discipline. Writing instructors staff the lab and respond to student writing. Students sign up for Library 30 or 60 minute response sessions. During these The John D. Glann Library connects members of the sessions responders will discuss the paper’s strengths College and our communities to a variety of high-quality and weaknesses, focusing first on larger issues such as learning resources. The Library advances the College clarifying ideas, developing and supporting those ideas, mission with research instruction, collections, learning structuring them for readability and coherence, and spaces, and services that support courses and using mechanics (grammar and punctuation) for clarity. programs offered. Librarians and staff help all users The lab can also help students understand an find and use materials suited ot their learning needs. assignment’s expectations and generate ideas before they begin their writing.

23 2021-2022 The computers in the Writing Lab are also open to I. Communications Competencies students who would like a place to work independently • Comprehend, identify, and distinguish among the on research and writing assignments. The computers following when reading: main ideas, opinions, have Microsoft Office and internet access, and a facts, inferences, ambiguities, assertions, number of writing handbooks are available. Students conclusions, supporting materials also have access to a printer, and the library’s study • Communicate in writing for a variety of purposes rooms and research help is just outside the door. and audiences • Speak effectively Math Lab • Listen actively and respond to different audiences The Math Lab is a drop-in tutoring center for math students. STEM (Science, Technology, Engineering and II. Quantitative Reasoning Math) program office hours ear also sometimes held in the Math Lab. Competencies • Manipulate numbers (large and small), use common measurement systems, and solve simple Computer Lab linear algebraic problems The Computer Lab is available for students working on • Apply basic computational skills to practical computer-based classes or for general use in any applications course. • Recognize functional relationships between and among measurable phenomena Tutoring • Apply systematic approaches and logic to solving quantitative problems Tutoring is available to students at any level and ability • Translate mathematical symbols into words and free of charge. The following types of tutoring are words into mathematical symbols available:

• One-on-one peer tutoring III. Information Competencies • Writing response • Recognize and formulate an information need • E-Tutoring (online tutoring assistance) • Find, access, and retrieve information • Math assistance and computer help also are • Select and reject information within the context of available in the math and computer labs (see a specific information need above) • Evaluate the credibility of information and information sources • Synthesize and apply information to meet an Degree Requirements identified need • Use basic computer applications General Education IV. Critical Thinking Competencies Competencies (Institutional Core • Identify and troubleshoot problems Competencies) • Collect and apply data to solve problems • Formulate, test, and evaluate potential solutions General Education Competencies • Recognize how individual perspectives and values Since 1990, general education competencies define the influence critical thinking basic academic skills all graduating students should possess upon completion of their studies. Arts and Sciences students achieve these skills as they move V. Personal & Interpersonal through their required and distribution courses. Competencies Professional and Technical students achieve them in • Recognize the importance of accepting ownership the required courses. Students learn the core for one’s own learning knowledge of each program and discipline as they take • Work cooperatively and collaboratively with others courses in these areas. • Function under conditions of ambiguity, uncertainty, and conflict • Recognize that humans influence, are influenced by, and are dependent upon larger environmental systems: physical, biological, and social

24 2021-2022 conform to the guidelines of the Washington Degrees, Programs, Certificates Intercollege Relations Commission (ICRC) for direct List transfer of Associate degree credits. Washington colleges and universities also accept these guidelines Arts & Sciences Degrees (AA or AS) or have separate agreements with Peninsula College to • Associate in Arts grant junior status and waive their own general • Associate in Arts, Science, or Business - Honors education requirements for students entering with the • Associate in Business Associate in Arts degree. Major related programs • Associate in Computer Science based on the direct transfer agreement (DTA) follow the • Associate in Nursing statewide agreement and share the same benefits. • Associate in Science To meet requirements for these degrees at Peninsula College you must complete a minimum of 90 credits, Bachelor’s Degree with a specified number of credits distributed among • Bachelor of Applied Science in Applied communications, distribution, and quantitative skills Management courses.

Professional Technical Programs The distribution requirement is based upon the premise that a significant portion of undergraduate education (AAS, AAS-T, CERT) should be characterized by a broad survey of human knowledge. • Addiction Studies • Administrative Office Systems Distribution requirements consist of a minimum of 45 • Advanced Manufacturing (inactive Fall, 2019) credits, with 15 credits earned in each of the broad • Automotive Technology (inactive Summer, 2021) areas of humanities, social sciences, and natural • Business Administration sciences. Communications and quantitative skills • Commercial Driver's License requirements are met with the completion of English • Computer Applications Technology Composition 101 and 102 and a mathematics course • Construction Technology (formerly Green numbered 107 or above or PHIL& 120. Building) • Criminal Justice A specific course may not be credited toward more • Cybersecurity & Computer Forensics than one distribution area. • Early Childhood Education • Emergency Medical Technician • Entrepreneurship Associate of Applied Science • Family Life Education Associate of Applied Science (AAS) degrees and • Homeland Security/Emergency Management certificates are awarded for completion of one of 26 • Hospitality and Ecotourism professional and technical programs offered at • Information Technology Peninsula College. The programs are designed to • Medical Assisting prepare students for entry into specific occupations. • Medical Office Assisting • Multimedia Communications • Nursing Assistant Associate of Applied Science– • Phlebotomy • Sustainable Agriculture Transfer (AAS-T) Degree • Welding The AAS-T degree combines the competencies earned in a professional and technical program with college- level general education courses. The Associate in Applied Science–Transfer (AAS-T) degree is designed for transfer to specific four-year colleges and Short-Term Certificates of Completion universities for students pursing specific professional/ For more detailed information on Certificates and on technical programs. The AAS-T degree is not designed Short-Term Certificates specifico t Professional for general transfer. Technical Programs, visit pencol.edu/proftech. Students who wish to transfer to four-year colleges, universities, or technical institutions in professional or Associate Degrees technical programs should obtain the institution’s Peninsula College’s general education requirements for catalog and review its requirements for junior-year the Direct Transfer Agreement (DTA) Associate degrees standing in the program to which they would like to

25 2021-2022 transfer. Faculty advisors will work with you to develop Steve Belz (2016), Ceramics an educational plan to meet requirements for transfer B.S., Evergreen State College; M.A., Kansas State to the institution of your choice. University

Degree Requirements Barbara Blackie (2007), Biology B.A., Miami University; M.Ed., Lesley University; M.S. • Completion of the courses required for each Oregon State University professional and technical program • Communications, computation, and human Kathy Brown (2015), Nursing relations courses as required by each program B.S.N., Lakeview College of Nursing; M.S.N. Kaplan • A minimum of 90 credits University • A cumulative grade point average of 2.0 or above Michael Cassella-Blackburn (2004), History Certificate Requirements B.A., University of Oregon; M.A., University of Kansas; Ph.D., Syracuse University See individual program listings for specifics. Wes Cecil* (2004), English B.A., California State, Fresno; M.A., Ph.D., Indiana Administrators, Faculty & University

Emeriti Sean S. Gomez (2008), English as Second Language B.A., University of California, Los Angeles; M.S., President’s Administrative Shenandoah University Cabinet Angela Graff (2018) Nursing Luke P. Robins (2012) B.S., M.S. Gonzaga University President B.A., Wheaton College; M.S., Illinois State University; Mike Hansen (2008), Automotive Ph.D., The University of Texas Peninsula College

Sharon T. Buck (2016) J. Brian Hauge (2004), Terrestrial Field Biology Vice President, Instruction B.S., M.S., South Dakota State University; Ph.D., Auburn B.S., California State Polytechnic University, Pomona; University M.S., University of Washington; Ed.D., Oregon State Joseph Johnson (2015), Nursing University B.S.N., M.S.N., University of Washington Jack R. Huls (2003) David P. Jones (2008), Music Vice President, Student Services B.M., University of Washington; M.M., New England A.A., Highline Community College; B.S., Seattle Pacific Conservatory; D.M., Indiana University University; M.Ed., Western Washington University Tom K. Kim (2008), Mathematics Faculty B.A., M.A., California State University, Fullerton; Ph.D., * Indicates an Associate Faculty member University of California, Davis

Kanyon Anderson* (2017), English Tanya Knight (2015), Information Technology B.A, Western Washington University; M.A., Eastern B.A.S., Peninsula College; M.A., Concordia University Washington University Ritu S. Lauer (2008), International Studies Randal D. Anderson (2001), Mathematics B.A., University of Delhi; M.A., Ph.D., University of B.S., University of Texas; M.S., Northern Arizona Denver University Helen Lovejoy (2011), English Stacie L. Bell (1996), Chemical Dependency B.A., Scrips College; M.A., Ph.D., University of California, B.A., Central Washington University Riverside Janet Lucas (2010), English B.A., M.A., Eastern Washington University; Ph.D. Indiana University of Pennsylvania

26 2021-2022 Paul S. Mattson (2013), Psychology Daniel Stengel (1994), Political Science B.A. University of Kansas; M.S., Ph.D., Washington State B.A., Humboldt State University; M.A., Ph.D., Michigan University State University

Michael Paul Miller (2008), Art Matthew Teorey (2005), English B.F.A., University of Wisconsin, Oshkosh; M.F.A., B.A., Northwestern University; M.A., Central Washington University of Wisconsin, Madison University; Ph.D., University of New Mexico

Michael Mills (2014), English/Art Cheyenne Tuller (2018), English A.A., College of the Redwoods; B.A., M.A., University of B.A., University of Tulsa; M.A., Washington State Arkansas University

Andrea L. Motyka (2004), Mathematics Eric Waterkotte (2012), I. T. Cybersecurity B.S., State University College of NY; M.Ed., Ph.D., State B.S., B.A., Northern Arizona University; M.S., University University of New York of Washington

Erin Kate Murphy* (2008), International English Benjamin Weintraub (2011), Chemistry B.A., Wesleyan University; M.A., Northern Arizona B.A., University of California, Berkeley; Ph.D., Georgia University Institute of Technology

Rachel Pairsh (2013), Medical Assisting Tim Williams (2012), Librarian A.A.S., Peninsula College B.A., University of North Carolina; M.A., Wake Forest University; M.L.I.S., University of North Carolina Rae Rawley (2016), Bachelor of Applied Science A.A.S., Arizona Western College; B.A., Western Jeffery Zirul (2018), Physics International University; M.A., Arizona State University; B.S., M.S., University of Washington Ph.D., Gonzaga University

Kate Reavey* (2017), English Emeriti B.A., Trinity College; M.A., University of California, Davis; Retired Peninsula College faculty and administrators Ph.D., Union Institute and University who have worked for the college for at least 10 years are eligible for recommendation for inclusion on the Richard J. Riski* (2000), Journalism college Emeriti list. B.S., Ohio State University; M.A., University of Memphis Phillip D. Adams, Counseling (1974-2010) Zachary K. Rutledge (2016), Mathematics B.A., Vanderbilt University; M.A., Indiana University; Marjorie Avalon, English (1961-1979) PhD., Indiana University Thelma Barnes, Nursing (1963-1975) Margaret Siemion (2018), Nursing B.S., University of Washington; M.S., Western Karl Baumwell, Criminal Justice (1984-1997) Governor’s University Leonard W. Beil, Director of Vocational Education Marina Shipova (2014), Multimedia Communications (1970-1981) M.F.A., Vladimir State University for the Humanities Ruth A. Bopp, Secretarial Science (1969-1985) Jill M. Snyder (1998), Business/Accounting B.A., Pacific utherL an University; M.Ed., Western Evelyn Boyd, Purchasing Agent (1985-2017) Washington University; C.P.A., State of Washington; Ed.D., Walden University Richard Brauninger, Mathematics (1968-2000)

Sherry B. Sparrowk (1997), Administrative Office Gary Brown, Computer Electronics (1980-2001) Systems B.S., Walla Walla College; M.A., Pacific utherL an Allan A. Carr, Vice President (1980-2001) University Bonnie Cauffman, HR Director/HR (4/16/1979-1/08/ Lara E. Starcevich (2008), Speech/Theater 2016) B.A., Vassar College; M.A., Wimbledon School of Art; Ph.D., University of Colorado Philip L. Churchley, Chemistry (1961-1996)

27 2021-2022 Barbara Clampett, Family Life Education (1973-2006) Douglas Gilleland, Automotive Technology (1972-1992) Yvette Cline, Professor (1988-2019) Jenny T. Gouge, Medical Assisting (1996-2013) Stan Compton, Computer Science (1989-2003) Thomas Grimes, Professor (1993-2019) Paul G. Cornaby, President (1975-1992) Thomas Hanley, Adult Basic Education (1995-2013) William Cozzolino, Corrections Training (1997-2011) Karen Hart, Professor/Instruction (9/17/1981-6/21/ Dennis Crabb, Music (1988-2011) 2016)

Kathleen O. Craven, Nursing (1993-2015) Richard Hendry, Counseling (1970-1998)

Grace Crawford, English/Literature (1988-2006) Thomas Hostetler, Speech (1968-1997)

Ronald Crawford, Physics/Physical Science Bev Hott, Basic Skills (1986-2014) (1965-2004) Beth Hover, Program Assistant/Instruction (8/07/ J. Michael Daniel, Math (1995-2014) 2006-8/30/2018)

Marca Davies, Nursing (1998-2013) Ken Jacobsen, Computer Technology (1978-2009)

Alice Derry, English/German (1980-2009) Diane Johnson, Family Life Education (1978-1997)

Dorothy Drain, History (1996-2003) Fred Johnson, Fisheries, posthumous (1998-2008)

Paula Doherty, VP of Institutional Effectiveness Thomas Keegan, President (2001-2012) (1972-2015) Jonathan Koehler, Bookstore Manager, posthumous L. Jane Emmenegger, Director of Library Services (1997-2007) (1969-1982) Robert Lawrence-Markarian, Workforce Director Jack Estes, English (1967-1991) (1993-2013)

David Estrem (1992-2008) Gary Ledbetter, Corrections Education (1987-2013)

Joan Ethier, Vice President (1993-2003) Marjorie Lindberg, Mathematics (1981-1997)

John Evans, Mathematics (1964-2000) Jon J. Livingston, Physical Education (1969-1994)

Helen Farrington, Nursing (1972-1989) William E. Lucas, English (1965-1981)

Arthur Feiro, Dean of Students (1961-1982) H. James Lunt, Associate Dean, Financial Aid, Athletics (1969-2001) Richard Fisch, History (1961-1987) Matthew J. Lyons, Director Higher Ed, Jefferson Deborah Frazier, VP Finance and Administration County (1999-2013) (2007-2018) Jerry Machenheimer, Information Tech. Specialist 4/IT George Galles, Accounting (1961-1977) (4/01/1996-03/31/2016)

Jack Ganzhorn, Professor (1990 - 2019) E. John Maier, President (1961-1975)

Janice A. Gardner (1991-2017) N. Ross Maloney, Economics, Business Administration (1962-1989) William D. Garrison, Computer Technology (1983-2002) Roberta T. Mantooth, Journalism (1975-2000)

Carmen Germain, English (1987-2011) Pamela Maurides, Faculty (1998-2017)

28 2021-2022 Jeff Mauger, Anthropology/Sociology (1994-2014) Steve Snyder, Professor/Instruction (9/16/1977-3/ 31/2016) Vici McLaughlin, Information Technology (1996-2015) Margaret Holm Spillane, English (1962-1986) Paul D. McCarrell, Associate Dean, Vocational Education and Counseling (1981-1993) William Spring, Psychology (1991-2012)

Cheryl McCurdy, Nursing (1991-2015) Gary Stocker, Automotive Technology (1985-1988 and 1992-1999) Mickie McNeil, HR Consultant 2/HR (7/10/2000-9/06/ 2016) Craig S. Switzer, Technical Engineering (1972-1993)

Lucile C. Mealey, Executive Assistant to President/ Frank H. Thayer, Dean of Administrative Services Personnel Director (1975-1988) (1965-1992)

George (Bill) E. Merrill, Art (1970-2014) Frederick S. Thompson, English/Humanities (1979-2010) James Shawn Moore, Spanish (1968-2002) Edward Tisch, Biology/Botany, posthumous Wilfred J. Morrish, Business, Mid-Management (1966-2007) (1968-1988) Dan Underwood, Professor, (1992- 2019) Carolyn Muir, Administration (1995-2007) Nancy Vannausdle, Program Coordinator, Basic Kathy Murphy-Carey, Counseling (1975-2013) Education for Adults (2002-2017)

Ted Noel, Corrections Training (1999-2015) George Van Deusen, Engineering (1969-2000)

Linda Nutter, Information Technology (1985-2008) Phyllis L. Van Holland, Director of Communications (1991-2015) Steven Olson, English (1991-2009) James Walton, Vice President (1980-2001) J. Phipps, Professor/Correctional Faculty (2/16/ 1999-4/08/2016) W. Laurence Welch, Education, Reading (1968-1990)

M. Frances Prindle, Dean of Instruction (1975-1990) Thomas Wells, Diesel Technology (1971-1999)

Bonnie Rathod, Nursing (1998-2015) Bob Willicut, Counseling (1972-2001)

Jon Purnell, Surveying/Geomatics (1997-2007) John M. Willits, Jr., Technical Engineering (1968-1995) Werner C. Quast, Political Science/Philosophy/German (1962-1993) Cheryl B. Young, DOC Curriculum Designer (1988-2014) Dolores Reher, Nursing (1975-1989) Floyd F. Young, Dean of Instruction (1961-1987) Ginger Sanford, Fiscal Tech 3/Business Services (9/ 17/1990-8/20/2018) Philip Young, Corrections Training (1987-2013)

Thomasine L. Schwent, Nursing (1974-2001) Things You Should Know H. Joy Sheedy, Director, Educare Center (1982-2001) Evelyn M. Short, Dean of Basic Skills (1988-2014) Catalog Information This catalog is designed to provide information for Dona Smasal, Administrative Assistant (1982-2012) anyone planning to attend Peninsula College. Although the college staff has attempted to make it as Lawrence Smith, Mathematics (1994 – 2018)

29 2021-2022 comprehensive and accurate as possible, the catalog 2. Sexual Harassment: a form of discrimination may contain errors, and program changes may occur consisting of unwelcome, gender-based verbal, written, during the one year the current catalog is used. electronic, and/or physical conduct. Sexual harassment does not have to be of a sexual nature, however, and Peninsula College reserves the right to cancel courses. can include offensive remarks about a person’s gender. While each individual may work with a Peninsula There are two types of sexual harassment: College advisor, you retain personal responsibility for meeting requirements in this catalog and for being • Hostile Environment Sexual Harassment occurs aware of any changes in provisions and requirements. when the conduct is sufficiently severe and/or pervasive and so objectively offensive that it has Selected programs of study at Peninsula College are the effect of altering the terms or conditions of approved by the Workforce Training and Education employment or substantially limiting the ability of Coordinating Board’s State Approving Agency (WTECT/ a student to participate in or benefit from the SAA) for enrollment of those eligible to receive benefits College’s educational and/or social programs. under the Title 38 and Title 10, USC. • Quid Pro Quo Sexual Harassment occurs when an individual in a position of real or perceived authority, conditions the receipt of a benefit upon Nondiscrimination and Anti- granting of sexual favors.

Harassment Policy 3. Sexual Violence: Sexual Violence is a type of sexual Board Procedure Number: 501 discrimination and harassment. Nonconsensual sexual Date Adopted: June 13, 2005 intercourse, nonconsensual sexual contact, domestic Dates Revised: June 12, 2007; violence, dating violence, and stalking are all types of December 9, 2008; June 14, 2011; sexual violence. January 10, 2012; June 11, 2013; June 11, 2015 • Nonconsensual sexual intercourse is any sexual A. Introduction intercourse (anal, oral, or vaginal), however slight, with any object, by a person upon another person, Peninsula College provides equal opportunity in that is without consent and/or by force. Sexual education and employment and does not discriminate intercourse includes anal or vaginal penetration by on the basis of race, color, national origin, age, a penis, tongue, finger, or object, or oral copulation perceived or actual physical or mental disability, by mouth to genital contact or genital to mouth pregnancy, genetic information, sex, sexual orientation, contact. gender identity, marital status, creed, religion, honorably • Nonconsensual sexual contact is any intentional discharged veteran or military status, or use of a trained sexual touching, however slight, with any object, guide dog or service animal, as required by Title VI of by a person upon another person that is without the Civil Rights Act of 1964, Title VII of the Civil Rights consent and/or by force. Sexual touching includes Act of 1964, Title IX of the Educational Amendments of any bodily contact with the breasts, groin, mouth, 1972, Sections 504 and 508 of the Rehabilitation Act of or other bodily orifice of another individual, or any 1973, the Americans with Disabilities Act and ADA other bodily contact in a sexual manner. Amendment Act, the Age Discrimination Act of 1975, • Domestic violence includes asserted violent the Violence Against Women Reauthorization Act, and misdemeanor and felony offenses committed by Washington State’s Law Against Discrimination, the victim’s current or former spouse, current or Chapter 49.60 RCW, and their implementing former cohabitant, person similarly situated under regulations. Employees are also protected from domestic or family violence law, or anyone else discrimination for filing a whistleblower complaint with protected under domestic or family violence law. the Washington State Auditor. • Dating violence means violence by a person who has been in a romantic or intimate relationship B. Definitions with the victim. Whether there was such 1. Harassment: a form of discrimination consisting of relationship will be gauged by its length, type, and physical or verbal conduct that denigrates or shows frequency of interaction. hostility toward individuals because of their • Stalking means intentional and repeated membership in a protected class or their perceived harassment or following of another person, which membership in a protected class. Harassment occurs places that person in reasonable fear that the when the conduct is sufficiently severe and/or perpetrator intends to injure, intimidate, or harass pervasive and so substantially interferes with the that person. Stalking also includes instances individual’s employment, education, or access to College programs, activities, and opportunities.

30 2021-2022 where the perpetrator knows or reasonably should their implementing regulations. Employees are also know that the person is frightened, intimidated, or protected from discrimination for filing a whistleblower harassed, even if the perpetrator lacks such intent. complaint with the Washington State Auditor. To this • Consent: knowing, voluntary and clear permission end, Peninsula College has enacted policies prohibiting by word or action, to engage in mutually agreed discrimination against any harassment of members of upon sexual activity. Each party has the these protected classes. Any individual found to be in responsibility to make certain that the other has violation of these policies will be subject to disciplinary consented before engaging in the activity. For action up to and including dismissal from the College consent to be valid, there must be at the time of or from employment. Any employee, student, applicant, the act of sexual intercourse or sexual contact or visitor who believes that he or she has been the actual words or conduct indicating freely given subject of discrimination or harassment should report agreement to have sexual intercourse or sexual the incident or incidents to the College’s Title IX/EEO contact. A person cannot consent if he or she is Coordinator/Deputy identified below. If the complaint is unable to understand what is happening or is against that Coordinator/Deputy, the complainant disoriented, helpless, asleep, or unconscious for should report the matter to the president’s office for any reason, including due to alcohol or other referral to an alternate designee. drugs. An individual who engages in sexual activity when the individual knows, or should The College encourages the timely reporting of any know, that the other person is physically or incidents of discrimination or harassment. Complaints mentally incapacitated has engaged in may be submitted in writing or verbally. For nonconsensual conduct. Intoxication is not a complainants who wish to submit a written complaint, defense against allegations that an individual has a formal complaint form is available online at engaged in nonconsensual sexual conduct. pencol.edu/student-rights-and-policies/informational stop-discrimination. Hardcopies of the complaint form C. Designee are available in the Human Resource Office, C34. The following College official is designatedo t handle inquiries regarding this policy: B. Role of the Title IX/EE Coordinator and/or Deputy Coordinator Director of Human Resources, Title IX/EEO Coordinator Director of Human Resources, Title IX/EEO Coordinator Contact: [email protected] Contact: [email protected] Address: 1502 E. Lauridsen Blvd., Port Angeles, WA Address: 1502 E. Lauridsen Blvd., Port Angeles, WA 98362 98362 Phone: (360) 417-6212 Phone: (360) 417-6212

The Title IX/EEO Coordinator/Deputy Coordinator or Discrimination and Harassment designee: Complaint Procedure • will accept all complaints and referrals from A. Introduction College employees, applicants, students, and Peninsula College recognizes its responsibility for visitors; investigation, resolution, implementation of corrective • will make determinations regarding how to handle measures, and monitoring the educational environment requests by complainants for confidentiality; and workplace to stop, remediate, and prevent • will keep accurate records of all complaints and discrimination on the basis of race, color, national referrals for the required time period; origin, age, perceived or actual physical or mental • may conduct investigations or delegate and disability, pregnancy, genetic information, sex, sexual oversee investigations conducted by a designee; orientation, gender identity, marital status, creed, • may impose interim remedial measures to protect religion, or honorably discharged veteran or military parties during investigations of discrimination or status, or use of trained guide dog or service animal, as harassment; required by Title VI of the Civil Rights Act of 1964, Title • will issue written findings and ecommendationsr VII of the Civil Rights Act of 1964, Title IX of the upon completion of an investigation; and Educational Amendments of 1972, Sections 504 and • may recommend specific corrective measures to 508 of the Rehabilitation Act of 1973, the Americans stop, remediate, and prevent the recurrence of with Disabilities Act and ADA Amendment Act, the Age inappropriate conduct. Discrimination Act of 1975, the Violence Against Women Reauthorization Act and Washington State’s Law Against Discrimination, Chapter 49.60 RCW and

31 2021-2022 C. Definitions • Epithets, “jokes,” ridicule, mockery, or other offensive or derogatory conduct focused upon an 1. Complainant: employee(s), applicant(s), student(s), individual’s membership in a protected class. or visitors(s) of Peninsula College who alleges that she • Verbal or physical threats of violence or physical or he has been subjected to discrimination or contact directed towards an individual based upon harassment due to his or her membership in a their membership in a protected class. protected class. • Making, posting, emailing, texting, or otherwise circulating demeaning or offensive pictures, 2. Complaint: a description of facts that allege violation cartoons, graffiti, notes, or other materials that of the College’s policy against discrimination or relate to race, ethnic origin, gender, or any other harassment. protected class. 3. Consent: knowing, voluntary and clear permission by 6. Protected Class: persons who are protected under word or action, to engage in mutually agreed upon state or federal civil rights laws, including laws that sexual activity. Each party has the responsibility to prohibit discrimination on the basis of race, color, make certain that the other has consented before national origin, age, perceived or actual physical or engaging in the activity. For consent to be valid, there mental disability, pregnancy, genetic information, sex, must be at the time of the act of sexual intercourse or sexual orientation, gender identity, marital status, creed, sexual contact actual words or conduct indicating religion, honorably discharged veteran or military freely given agreement to have sexual intercourse or status, or use of a trained guide dog or service animal. sexual contact. A person cannot consent if he or she is unable to understand what is happening or is 7. Resolution: the means by which the complaint is disoriented, helpless, asleep, or unconscious for any finally addressed. This may be accomplished through reason, including due to alcohol or other drugs. An informal or formal processes, including counseling, individual who engages in sexual activity when the mediation, or the formal imposition of discipline individual knows, or should know, that the other person sanction. is physically or mentally incapacitated has engaged in nonconsensual conduct. Intoxication is not a defense 8. Respondent: person or persons who are members of against allegations that an individual has engaged in the campus community who allegedly discriminated nonconsensual sexual conduct. against or harassed another person or persons.

4. Discrimination: conduct that harms or adversely 9. Sexual Harassment: a form of discrimination affects any member of the College community because consisting of unwelcome, gender-based verbal, written, of her/his race; color; national origin; sensory, mental or electronic, and/or physical conduct. Sexual harassment physical disability, use of a service animal; gender, does not have to be of a sexual nature, however, and including pregnancy; marital status; age (40+); religion; can include offensive remarks about a person’s gender. creed; genetic information; sexual orientation; gender There are two types of sexual harassment: identity; veteran’s status; or any other legally protected classification. Harassment is a form of discrimination. • Hostile Environment Sexual Harassment occurs when the conduct is sufficiently severe and/or 5. Harassment: a form of discrimination consisting of pervasive and so objectively offensive that it has physical or verbal conduct that denigrates or shows the effect of altering the terms or conditions of hostility toward individuals because of their employment or substantially limiting the ability of membership in a protected class or their perceived a student to participate in or benefit from the membership in a protected class. Harassment occurs College’s educational and/or social programs. when the conduct is sufficiently severe and/or • Quid Pro Quo Sexual Harassment occurs when an pervasive and so objectively offensive that it has the individual in a position of real or perceived effect of altering the terms or conditions of authority, conditions the receipt of a benefit upon employment or substantially limiting the ability of a granting of sexual favors. student to participate in or benefit from the College’s educational and/or social programs. Petty slights, 10. Sexual Violence: incorporates the definition of annoyances, offensive utterances, and isolated “sexual harassment” and means a physical sexual act incidents (unless extremely serious) typically do not perpetrated without clear, knowing, and voluntary qualify as harassment. Examples of conduct that could consent, such as committing a sexual act against a rise to the level of discriminatory harassment include person’s will, exceeding the scope of consent, or where but are not limited to the following: the person is incapable of giving consent including rape, sexual assault, sexual battery, sexual coercion, sexual exploitation, gender or sex-based stalking. The

32 2021-2022 term further includes acts of violence in a dating and/or • whether the sexual violence was perpetrated with domestic relationship. A person may be incapable of a weapon; giving consent by reason of age, threat, or intimidation, • whether the respondent has a history of lack of opportunity to object, disability, drug or alcohol committing acts of sexual violence or violence or consumption, or other causes. has been the subject of other sexual violence complaints; • whether the respondent threatened to commit D. Who May File a Complaint additional acts of sexual violence against the The college may file a complaint. Complaints may be complaints ant or others; and submitted in writing or verbally. The College • whether relevant evidence can be obtained encourages the timely reporting of any incidents of through other means (e.g., security cameras, other discrimination or harassment. For complainants who witnesses, physical evidence). wish to submit a written complaint, a formal complaint form is available online at pencol.edu/student-rights- If the College is unable to honor a complainant’s and-policies/informational-stop-discrimination. Hard request for confidentiality, the Title IX/EEO Coordinator/ copies of the complaint form are available at the Designee will notify the complainant of the decision Human Resource Office, C34. Any person submitting a and ensure that complainant’s identity is disclosed only discrimination complaint shall be provided with a to the extent reasonably necessary to effectively written copy of the College’s anti-discrimination policies conduct and complete the investigation. and procedures. If the College decides not to conduct an investigation or take disciplinary action because of a request for E. Confidentiality and Right ot Privacy confidentiality, the Title IX/EEO Coordinator/Designee Peninsula College will seek to protect the privacy of the will evaluate whether other measures are available to complainant to the full extent possible, consistent with limit the effects of the harassment and prevent its the legal obligation to investigate, take appropriate recurrence and implement such measures if reasonably remedial and/or disciplinary action, and comply with feasible. the federal and state law, as well as Peninsula College policies and procedures. Although Peninsula College will attempt to honor complainants’ requests for F. Investigation Procedure confidentiality, it cannot guarantee complete Upon receiving a discrimination complaint, the College confidentiality. Determinations regarding how to handle shall commence an impartial investigation. The Title requests for confidentiality will be made by the Title IX/ IX/EEO Coordinator/Designee shall be responsible for EEO Coordinator/Designee. overseeing all investigations. Investigations may be conducted by the Title IX/EEO Coordinator or his or her 1. Confidentiality Requests and Sexual Violence designee. If the investigation is assigned to someone Complaints: The Title IX/EEO Coordinator/Designee will other than the Title IX/EEO Coordinator, the Title IX/EEO inform and obtain consent from the complainant before Coordinator/Designee shall inform the complainant and commencing an investigation into a sexual violence respondent(s) of the appointment of an investigator. complaint. If a sexual violence complainant asks that his or her name not be revealed to the respondent or 1. Interim Measures: The Title IX/EEO Coordinator/ that the College not investigate the allegation, the Title Designee may impose interim measures to protect the IX/EEO Coordinator/Designee will inform the complainant and/or respondent pending the conclusion complainant that maintaining confidentiality may limit of the investigation. Interim measures may include, but the College’s ability to respond fully to the allegations are not limited to, imposition of no contact orders, and that retaliation by the respondent and/or others is rescheduling classes, temporary work reassignments, prohibited. If the complainant still insists that his or her referrals for counseling or medical assistance, and name not be disclosed or that the College not imposition of summary discipline on the respondent investigate, the Title IX/EEO Coordinator/Designee will consistent with the College’s student conduct code or determine whether the College can honor the request the College’s employment policies and collective and at the same time maintain a safe and non- bargaining agreements. discriminatory environment for all members of the College community, including the complainant. 2. Investigation: Complaints shall be thoroughly and impartially investigated. The investigation shall include, 2. Factors to be weighed during this determination may but is not limited to, interviewing the complainant and include, but are not limited to: the respondent, relevant witnesses, and reviewing relevant documents. The investigation shall be • the seriousness of the alleged sexual violence; concluded within a reasonable time, normally 60 days • the age of the complainant;

33 2021-2022 barring exigent circumstances. At the conclusion of the Coordinator/Designee. Requests for reconsideration investigation, the investigator shall set forth his or her shall be submitted in writing to the Title IX/EEO findings and ecommendationsr in writing. If the Coordinator/Designee within seven calendar days of investigator is a designee, the investigator shall send a receiving the decision. Requests must specify which copy of the findings and ecommendationsr to the Title portion of the decision should be reconsidered and the IX/EEO Coordinator/Designee. The Title IX/EEO basis for reconsideration. If no request for Coordinator/Designee shall consider the findings and reconsideration is received within seven calendar days, recommendations and determine, based on a the decision becomes final. If a equestr for preponderance of the evidence, whether a violation of reconsideration is received, the College President or the discrimination and harassment policy occurred, and designee shall respond within fourteen calendar days. if so, what steps will be taken to resolve the complaint, The President or designee shall either deny the request remedy the effects on any victim(s), and prevent its or, if the President or designee determines that the recurrence. Possible remedial steps may include, but request for reconsideration has merit, issue an are not limited to, referral for voluntary training/ amended decision. Any amended decision is final and counseling, development of a remediation plan, limited no further reconsideration is available. contact orders, and referral and recommendation for formal disciplinary action. Referrals for disciplinary action will be consistent with the student conduct code G. Publication of Anti-Discrimination or College employment policies and collective Policies and Procedures bargaining agreements. The policies and procedures regarding complaints of discrimination and harassment shall be published and 3. Written Notice of Decision: The Title IX/EEO distributed as determined by the president or Coordinator/Designee will provide each party and the president’s designee. Any person who believes he or appropriate student services administrator or she has been subjected to discrimination in violation of appointing authority with written notice of the College policy will be provided a copy of these policies investigative findings and of actions taken or and procedures. recommended to resolve the complaint, subject to the following limitations. The complainant shall be informed in writing of the findings and of actions taken H. Limits to Authority or recommended to resolve the complaint, if any, only Nothing in this procedure shall prevent the College to the extent that such findings, actions, or President or designee from taking immediate recommendations directly relate to the complainant, disciplinary action in accordance with Peninsula such as a finding that the complaint is or is not College policies and procedures, and federal, state, and meritorious or a recommendation that the accused not municipal rules and regulations. contact the complainant. The complainant may be notified generally that the matter has been referred for disciplinary action. The respondent shall be informed in I. Non-Retaliation, Intimidation, and writing of the findings and of actions taken or Coercion recommended to resolve the complaint and shall be Retaliation by, for, or against any participant (including notified of efr errals for disciplinary action. Both the complainant, respondent, witness, Title IX/EEO complainant and the respondent are entitled to review Coordinator/Designee, or investigator) is expressly any final findings, conclusions, and recommendations, prohibited. Retaliatory action of any kind taken against subject to any FERPA confidentiality equirr ements. individual(s) as a result of seeking redress under the applicable procedures or serving as a witness in a 4. Informal Dispute Resolution: Informal dispute subsequent investigation or any resulting disciplinary resolution processes, like mediation, may be used to proceedings is prohibited and is conduct subject to resolve complaints, when appropriate. Informal dispute discipline. Any person who thinks he/she has been the resolution shall not be used to resolve sexual victim of retaliation should contact the Title IX/EEO discrimination complaints without written permission Coordinator/Designee immediately. from both the complainant and the respondent. If the parties elect to mediate a dispute, either party shall be free to discontinue mediation at any time. In no event J. Criminal Complaints shall mediation be used to resolve complaints involving Discriminatory or harassing conduct may also be, or allegations of sexual violence. occur in conjunction with, criminal conduct. Criminal complaints may be filed with the following law 5. Final Decision and/or Reconsideration: Either the enforcement authorities: complainant or the respondent may seek reconsideration of the decision by the Title IX/EEO

34 2021-2022 City of Port Angeles Police Department 321 East 5th Street, Port Angeles WA 98362 Drug and Alcohol Abuse Phone: (360) 452-4545 Prevention wa-portangeles.civicplus.com/288/Police-Department Peninsula College is concerned about the safety and welfare of students, employees, and members of the City of Forks Police Department community while they utilize college facilities and 500 East Division Street, Forks WA 98331 grounds. In the interest of providing and maintaining an Phone: (360) 374-2223 environment free from crime, illicit drug use, and the forkswashington.org/police-and-corrections abuse of alcohol and in compliance with the Drug-Free Schools and Communities Act Amendment of 1989 we City of Port Townsend Police Department have adopted and implemented a program to prevent 1925 Blain Suite 100, Port Townsend WA 98368 the unlawful possession, use, or distribution of illicit Phone: (360) 385-2322 drugs or abuse of alcohol by students and employees. cityofpt.us/police.htm Confidentiality of Student Clallam County Sheriff Department Records Peninsula College complies with the Buckley Family 223 East 4th Street, Port Angeles WA 98362 Educational Rights and Privacy Act of 1974 (FERPA) regarding confidentiality of student ecorr ds and release Phone: (360) 417-2459 of personally identifiable information. clallam.net/sheriff In order to respect the privacy rights of individuals, only limited information about students can be released to

individuals off campus without the express written permission of the student. Federal laws concerning the Jefferson County Sheriff Department privacy rights of students and college policy provide the 79 Elkins Road, Port Hadlock WA 98339 basis for these procedures. See the College website at pencol.edu for detailed information. Phone: (360) 385-3831 jeffersonsheriff.org Limitation of Liability The College’s total liability for claims arising from a contractual relationship with the student in any way related to classes or programs shall be limited to the The College will proceed with an investigation of tuition and expenses paid by the student to the College harassment and discrimination complaints regardless for those classes or programs. In no event shall the of whether the underlying conduct is subject to civil College be liable for any special, indirect, incidental, or criminal prosecution. consequential damages, including but not limited to, loss of earnings or profits. K. Other Discrimination Complaint Options

Discrimination complaints may also be filed with the Contact Information following federal and state agencies:

Washington State Human Rights Commission Departments Admissions/Advising hum.wa.gov Phone: (360) 417-6340 Toll-free: (877) 452-9277 U.S. Dept. of Education Office for Civil Rights Email: [email protected] www2.ed.gov/about/offices/list/ocr Arts & Sciences Dr. Janet Lucas Equal Employment Opportunity Commission Phone: (360) 417-6221 Email: [email protected] eeoc.gov

35 2021-2022 Athletics/Student Programs Library/Media Center Rick Ross Phone: (360) 417-6280 Phone: (360) 417-6533 Fax: (360) 417-6295 Fax: (360) 417-6547 Email: [email protected] Email: [email protected] Longhouse Basic Education for Adults Sadie Crowe Amie Batton Phone: (360) 417-7992 Phone: (360) 417-7981 Email: [email protected] Email: [email protected] Maintenance Facilities/Information Center Bookaneer Campus Store Phone: (360) 452-9277, Ext. 0 Phone: (360) 417-6440 Email: [email protected] [email protected] Email: bookaneer.pencol.edu Marketing and Communications Grace Kendall Business Services Phone: (360) 417-6538 Phone: (360) 417-6232 Email: [email protected] Email: [email protected] Public Information Office Campus Safety Kari Desser Marty Martinez Phone: (360) 417-6559 Phone: (360) 417-6291 Email: [email protected] Email: [email protected] In an emergency dial 911 President’s Office Cashiering Services Kelly Griffith Phone: (360) 417-6340 Phone: (360) 417-6201 Email: [email protected] Fax: (360) 417-6220 Email: [email protected] Center for Teaching and Learning Dr. Bruce Hattendorf Registration Phone: (360) 417-6238 Phone: (360) 417-6340 Email: [email protected] Toll-free: (877) 452-9277 Email: [email protected] Child Care Christina Heistand Student Services Phone: (360) 417-6530 Phone: (360) 417-6340 Email: [email protected] Email: [email protected] Toll-free: (877) 452-9277, Ext. 6340 Distance Learning Video Phone: (360) 406-4759 Vicki Sievert Phone: (360) 417-6272 Testing/Placement Services Email: [email protected] Phone: (360) 417-6346 Email: [email protected] Financial Aid Phone: (360) 417-6390 Professional Technical Education Fax: (360) 417-6395 Mia Boster Email: [email protected] Phone: (360) 417-6341 Email: [email protected] Foundation Getta Rogers Veterans Services Phone: (360) 417-6400 Phone: (360) 417-6340 Email: [email protected] Email: [email protected]

International Programs Web Manager Sophia Iliakas-Doherty Emma Janssen USA Country Code: 1 Phone: (360) 417-6503 Phone: (360) 417-6491 Email: [email protected] Email: [email protected]

36 2021-2022 DSHS Partnership Programs Physical Address: Willow Peppers 481 South Forks Avenue Phone: (360) 417-6351 Forks, WA 98331 Email: [email protected] Phone: (360) 374-3223 or (360) 374-9881 Fax: (360) 374-9738 Campus Contacts Email: [email protected] Peninsula College 1502 East Lauridsen Blvd. PC Port Townsend Port Angeles, Washington 98362 Fort Worden State Park 202 Eisenhower Avenue Phone: (360) 452-9277 Port Townsend, Washington 98368 Toll free: (877) 452-9277 Video Phone: (360) 406-4759 Phone: (360) 385-4605 Fax: (360) 457-8100 Fax: (360) 385-4570 Email: [email protected] PC Forks Mailing Address: P.O. Box 330 Forks, Washington 98331

37 2021-2022 Course Descriptions

Course Numbers Common Course Numbering ACCT& 202 5 CREDITS 011-99 PRINCIPLES OF ACCOUNTING II Courses with these numbers are used to strengthen Courses that are common to most Washington basic academic skills and to prepare students for entry community colleges have been given common course into college-level courses. numbers to help students transfer more easily between community colleges in the state. Common courses are identified by an “&” following the department/class name. 100-299 Transfer courses that are not listed as “common” will The 100 series is ordinarily for freshmen and the 200 still transfer under the Direct Transfer Agreement as in series for sophomores. the past. Link to pencol.edu for a full listing of common course numbering. If you have any questions, contact the 300-499 Student Services Office at (360) 417-6596. The 300 and 400 series pertain to courses in the Bachelor of Applied Science Program. Symbols Used in Course Descriptions CC Courses meeting Composition Communications Skills requirement

QS Courses meeting Quantitative Skills requirement

H Courses meeting distribution credit in Humanities.

SS Courses meeting distribution credit in Social Sciences

NS Courses meeting distribution credit in Natural Sciences

E Courses meeting Elective credit

P Performance courses. A minimum of three (3) credits and a maximum of five (5) credits in one area meet distribution credit in Humanities

The college reserves the right to add or delete courses or change the quarter in which a course is offered.

Peninsula College | 2019-2020 COLLEGE CATALOG ACCT& 202: Principles of Accounting II Accounting Study of accounting is continued through specific topics, including liabilities, stockholder’s equity, ACCT& 201: Principles of Accounting I statement of cash flows, financial statement analysis, Emphasis on nature of accounting as a system of and global and management accounting. (E) information for decision making. Specific topics include basic financial statements, the accounting Course Student Learning Outcomes cycle, forms of business organization, financial assets, 1. Define the opportunities and challenges inventories, and depreciation. (E) associated with operating in a diverse and global business environment. Course Student Learning Outcomes 2. Demonstrate how to report and analyze plant assets, liabilities, and owners’ equity transactions. 3. Prepare, analyze, and evaluate a classified income 1. Prepare and interpret financial statements for statement. decision making in accordance with generally 4. Prepare, analyze, and evaluate the changes in the accepted accounting principles. corporate retained earnings. 2. Describe internal controls and their function in 5. Prepare, analyze, and evaluate a statement of accounting. cash flows. 3. Analyze and record business transactions, 6. Analyze comparative financial statements using adjusting entries, and closing entries throughout problem solving and critical thinking skills using the accounting cycle. appropriate technical accounting knowledge. 4. Compute and analyze the valuation and 7. Explain and apply the three principles guiding the presentation of financial assets in the financial design of management accounting systems. statements. 5. Describe how the accounting equation helps to Credits: 5 understand, analyze, and communicate the effects Prerequisites: of business transactions and events in the 2.0 or higher in ACCT& 201. financial statements. 6. Explain and apply basic valuation theories of ACCT& 203: Principles of Accounting III inventory. Managerial concepts are explored through accounting systems, management reports, and special analysis for Credits: 5 decision making; costvolume-profit analysis; Prerequisites: incremental analysis; responsibilities accounting; MATH 090/091 or AMATH 121 or concurrent operational and capital budgeting; and standard cost enrollment. systems. (E) Course Student Learning Outcomes 1. Compare and contrast managerial accounting from financial accounting. 2. Determine product costs using job order and process costing systems. 3. Analyze, compute, and evaluate problems related to cost-volume-profit and incremental analysis. 4. Prepare budget data and determine their use in planning and control. 5. Evaluate business challenges and opportunities using managerial accounting concepts.

Credits: 5 Prerequisites: 2.0 or higher in ACCT& 202.

38 2021-2022 ACCT 215: Quickbooks HSSA 105: Phys/Pharm of Alcohol and Drugs Learn the fundamentals of Quickbooks Pro, a popular Physical effects of alcohol and other drugs on the body. general ledger software package for small and medium Designed to meet primary certification equirr ements for sized businesses. Coverage of vendors and customers chemical dependency counseling. transactions, inventory activities, bank transactions, Course Student Learning Outcomes financial eporr ts, end of period procedures, payroll and 1. Report the actions of drugs on the body. other key accounting procedures. 2. Report drug classifications. Course Student Learning Outcomes 3. Report the use of drugs throughout history. 1. Record transactions for service and inventory 4. Define and explain co-occurring disorders. businesses—from simple to complex—that 5. Describe MAT for opiate addictions. simulate real-world occurrences. 6. Report naloxone as an antidote for opiate 2. Prepare, analyze, customize, and create a variety overdose. of reports. 3. Close an accounting period. Credits: 5 4. Create a new company file. HSSA 115: Counseling I 5. Customize QuickBooks to fit the needs of an individual company. Familiarization with skills commonly used for individual 6. Prepare a payroll in Quickbooks. and family counseling. Includes attending, paraphrasing, reflecting eelings,f summarizing, probing, Credits: 5 self-disclosure, interpreting, and confrontation. Course Student Learning Outcomes 1. Identify eight basic counseling skills. Addiction Studies 2. Define the ten therapeutic counselor characteristics. HSSA& 101: Introduction to Addictive Drugs 3. Define therapeutic criteria of counseling environment. Definitions of alcohol and other drug use and abuse; 4. Identify traits of self-actualized counselor. alcoholism and other addictions; history and types of 5. Summarize the grief process. chemical dependency; impact on individual, family, and 6. Demonstrate knowledge of counseling skills society. (E) through utilization. Course Student Learning Outcomes 1. Define addiction as a disease in a whole-person Credits: 4 (holistic) perspective. 2. Discuss between various kinds of addiction. HSSA 116: Intervention in Chemical Dependency 3. Identify basic facts regarding the impact of Introduction of objective team approach to confronting addiction on the individual, family and society. denial and presenting reality to chemically dependent, 4. Report symptoms of addiction and identify those emphasizing skills commonly used for Johnson model affected. intervention. Offered for continuing professional 5. Explain family dynamics/co-dependency concepts education. Required for ongoing counselor certification. in regard to addiction. Course Student Learning Outcomes 6. List various support systems for recovery. 1. Define intervention of the chemically dependent. 2. Develop insight into intervention team approach. Credits: 5 3. Report necessary intervention skills. 4. Outline steps of intervention process. 5. Identify intervention techniques learned.

Credits: 2

39 2021-2022 HSSA 135: Family Treatment/CD I HSSA 145: Teaching Skills for Counselors Exploration of dynamics of chemically dependent Facts about alcohol and other drug use and abuse and family during addiction and recovery. Includes therapy skills to impart these facts in a counseling models useful in supporting individuals through environment. Includes physical effects and behavioral recovery process and for restoring relationships within attitudes, family systems, health and safety, drinking family. and driving, treatment resources, and responsible Course Student Learning Outcomes decision making. Offered for continuing professional 1. Define family as a system with emphasis on education; highly recommended as an elective. recovery process. Course Student Learning Outcomes 2. Distinguish healthy/unhealthy family dynamics. 1. Discuss insight into ADIS philosophy. 3. Identify stages of family recovery. 2. Identify facts about alcohol and other drug use. 4. Explain abuse/abandonment in regard to the 3. Identify seven steps of effective decision-making. family system. 4. Develop curriculum planning and instructional 5. List traits of adult children of alcoholics. skills. 6. Compare and contrast various treatment 5. Demonstrate understanding of lesson plan modalities for the chemically dependent family. development, classroom instruction and management. Credits: 3 6. Demonstrate teaching methods used in ADIS environment. HSSA 136: Relapse Prevention Familiarization with symptoms, warning signs, and Credits: 3 high-risk factors involved in relapse process, with emphasis on recovery, family-of-origin issues, HSSA 150: Case Management relationships, self-care, and interdependence. Chemical dependency case management and record Course Student Learning Outcomes keeping. Provides working knowledge of a system for 1. Define elapser as a part of and process in regard up-to-date, accurate, and usable case files and records. to recovery. Course Student Learning Outcomes 2. Identify the symptoms, warning signs, and high- 1. Define case management in treating the risk factors involved in the relapse process. chemically dependent. 3. Evaluate stress and relapse. 2. Identify components of chemical dependency 4. Review medication assisted treatments for record keeping. alcohol and opiate use disorders. 3. Recognize components with a chemical dependency biopsychosocial assessment. Credits: 3 4. Outline a basic individual service treatment plan. 5. Summarize appropriate case file management for HSSA 140: Group Counseling chemical dependency treatment. Theory and therapy models common to rehabilitation of 6. Assimilate awareness of Washington chemically dependent through group process. Administrative Code (WAC) and DOH Counselor Course Student Learning Outcomes requirements. 1. Define stages of group process. 2. Define group therapy. Credits: 3 3. Apply awareness of Motivational Interviewing as a treatment modality. 4. List therapy models for counseling the addicted population. 5. Demonstrate dynamics of group facilitation. 6. Compose personalized reflection of subject matter on group therapy model of choice.

Credits: 5

40 2021-2022 HSSA 155: Youth CD Counseling and Assessment HSSA 160: Chemical Dependency and the Law Learn identifying signs and symptoms of teenage Understand State of Washington court procedures and substance abuse, appropriate intervention, family laws pertaining to alcohol and drugrelated offenses, dynamics, defense mechanisms and emotional domestic violence, incapacitated persons and honesty, treatment facilities, aftercare, and family’s involuntary commitment, and deferred prosecution. progress toward health. Course Student Learning Outcomes Course Student Learning Outcomes 1. Expose students to a variety of laws (RCW and 1. Interpret most updated strategies of DBHR in WAC) through written materials, research and working with Chemically Dependent Youth. guest speakers. 2. Explain a variety of techniques and evidenced 2. Students will explain in written and oral form how based programs for prevention. the Social Justice System works for their clients in 3. Students will identify Risk Factors and Protective the State of Washington. Factors in community, school and individual. 3. Students will understand how the Chemical 4. Identify student role in social norms. Dependency Field relates to the community as a 5. Discuss Science Based Education, Prevention and whole. Intervention. 4. Students will identify a minimum of five 6. Explore Evidence Based Programs as opposed to employment opportunities in the Chemical Promising Programs. Dependency Field. 7. Distinguish practices that work best in counseling 5. Expose students to their role in the establishment youth and their families. of community values, state values and national 8. Identify obstacles in counseling youth. values relating to Chemical Dependency Studies 9. Create flexible solutions ot these obstacles and and Work. put them into practice. 6. Develop a familiarity with the differences in State, 10. Develop an opportunity to evaluate ethical values Local Ordinances and Federal Laws. in Chemical Dependency Counseling. 7. Develop Opportunities to re-evaluate community, person and ethical values in the Chemical Credits: 3 Dependency Field. 8. Develop an understanding of how laws evolve and can be changed.

Credits: 3 HSSA 165: Chemical Dependency Counseling & Ethics Principles and rules of conduct of ethical standards essential for CD profession, including nondiscrimination, responsibility, competence, legal and moral standards, client welfare, confidentiality, client relationships, and interprofessional conduct. Course Student Learning Outcomes 1. Define ethics in the counseling profession. 2. Identify code of ethics & rules of conduct for the CD profession. 3. Apply understanding of counselor professional ethics. 4. List counselor ethical principles. 5. Develop awareness of burnout symptoms in a counseling environment. 6. Apply ethical criteria in an experiential setting.

Credits: 3 Prerequisites: Permission of instructor.

41 2021-2022 HSSA 172: Cultural Diversity HSSA 200: Internship Knowledge and strategies needed to become more Five credits awarded to students presenting culturally sensitive. Focuses on integration of cultural documentation of 250 hours of supervised counseling competence in an AOD curriculum and development of training with agency approved by Division of Alcohol effective prevention messages and treatment and Substance Abuse. Students must complete 2,500 modalities within a cultural context while identifying total hours of supervised counseling training to obtain ethnically challenging issues. professional qualifications ot practice as chemical Course Student Learning Outcomes dependency counselors. 1. Define cultural diversity in a therapeutic Course Student Learning Outcomes environment. 1. Choose agency for CDPT documentaion of hours. 2. Identify cultural differences in a treatment setting. 2. Demonstrate professional competency by 3. Report basic facts regarding cultural competency. completion of documented hours. 4. Develop awareness of ethnically-challenging 3. Utilize counseling skills in a therapeutic issues in a helping environment. environment. 5. Distinguish between various cultural needs within 4. Assess areas of learning in helper role. a treatment milieu. 5. Compose group activity for observation. 6. Summarize prevention modalities in a cultural context. Credits: 5

Credits: 3 HSSA 201: Pathological Gambling & Other Addictions Prerequisites: A comprehensive overview of assessment and HSSA& 101 or permission of instructor. treatment of the pathological gambler. Gambling specialist awareness addressed; also a focus on other HSSA 190: DBHR HIV/AIDS; Brief Risk, Airborne addictions and compulsive behaviors. Pathogens Course Student Learning Outcomes Education about HIV/AIDS, focusing on prevention, 1. Identify similarities to and differences from transmission of virus, health, community, and self- substance use addictions. awareness. 2. Report profiles of the different gambler types. Course Student Learning Outcomes 3. Report impact of problem gambling on individual, 1. Identify AIDS and Hepatitis C as diseases. families and society. 2. Interpret prevention and treatment of these public 4. Recognize co-existing conditions and addictions health issues. requiring treatment or referral. 3. Demonstrate confidentiality egarr ding speaker. 5. List current methods of treatment. 4. Show awareness of legal and ethical issues 6. Explain relapse factors for problem gamblers. identified with these diseases. 7. Identify methods of assessment of problem gambling. Credits: 1 Prerequisites: Credits: 3 Permission of instructor. HSSA 215: Counseling II Emphasis on learning to deal with issues specific ot the counselor’s personal challenges. Offered for continuing professional education. Recommended for ongoing counselor certification. Course Student Learning Outcomes 1. Identify categories of self- defeating behavior. 2. Gain personal insight into counselor role. 3. Assess counselor professional readiness. 4. Develop awareness of stress management techniques. 5. Apply holistic awareness in counselor role. 6. Summarize effective self-care plan.

Credits: 3 Prerequisites: HSSA 115

42 2021-2022 HSSA 232: Mental Health Issues-CDP HSSA 250: Case Management for Professionals Familiarizes chemical dependency counselors with Exploration/emphasis on the application of the ASAM language and basic concepts of mental health criteria in chemical dependency case management and disorders as they present in the dually diagnosed record keeping. patient. Provides opportunity to assess and plan Course Student Learning Outcomes interventions for such patients involving introduction to 1. Manage the treatment of an entire patient case, motivational interviewing. including the following: Assessment and Course Student Learning Outcomes Diagnosis; Admission to treatment; Treatment 1. Orientation and skill building for counseling clients Planning Process; Plan Implementation; and who have co-occurring mental health and Progress Evaluation and Discharge. substance use disorders. The information offered 2. Complete a patient chart reflecting entire process will support counselors in providing assessment, for personal referrals. treatment, and referral services. It will prepare 3. Define the functions and esponsibilitiesr of a Case students to collaborate with mental health Manager in the treatment setting. professionals. This course is offered for 4. Implement the Case Management role, including continuing professional education and is advocacy and referral functions as a component suggested for initial counselor certification. This in client care and record keeping. course provides an overview of the field of 5. Identify resources in their respective community addiction counseling and the impact of addiction through the development of a functional directory on child, adolescent, and adult populations. The to include sources and contact information. course will summarize key points drawn from the following areas: the American experience with Credits: 3 addiction and recovery, theoretical explanations Prerequisites: for understanding addiction and mental health, HSSA 150 and permission of instructor. basic neuroscience, and assessment and treatment issues specific ot counseling individuals with co-occurring disorders. Additional areas include prevention, intervention, and treatment strategies and relevant issues pertaining to social justice and diversity.

Credits: 3 Prerequisites: HSSA& 101 and HSSA 150.

43 2021-2022 HSSA 280: Peer Counseling HSSA 290: Medical Aspects of Addiction Students will learn concepts of recovery, resilience, and This class teaches students about medical practice of Certified eerP Counseling. Develop complications of substance abuse including alcohol, interpersonal skills that emphasize healthy attachment, tobacco, cocaine, amphetamines, opiates, cannabis defusing transference, self-advocacy, client and benzodiazepines. Class emphasizes addiction, assessment planning, goal setting for self and peers, overdose and withdrawal and how chemicals affect the and the impact of values and culture on life transitions. body. This course is designed to meet the State and Federal Course Student Learning Outcomes standards for a Peer Recovery Specialist. This class 1. Define the controlled substance Act and criteria may include students from multiple sections. for placing drugs into it Course Student Learning Outcomes 2. Discuss the pros and cons of MAT 1. Recall concepts of recovery, resilience and 3. Define Medically Assisted rT eatment (MAT) for practice of Certified eerP Counselor. opiate dependency and naloxone for opiate 2. Demonstrate interpersonal skills for connecting overdose with a client. 4. Define major co morbidities of drug abuse and 3. Develop a community resource and referral addiction manual for potential clients. 5. Differentiate between clients who need medical 4. Develop an awareness of self-advocacy and referrals with clients not in need of medical wellness for a peer counselor career path and referral demonstrate by developing a burnout prevention 6. Define addiction as a disease plan. 7. List and discuss the most common medical 5. List the steps for a client data and assessment complications and sequelae of chemical plan. (substance abuse) 6. Demonstrate intervention skills. 8. Discuss whether Marijuana should be a legal drug 7. Identify components of non-judgmental and non- 9. List diseases resulting from sharing needles adversarial interactions. 8. Demonstrate skills in goal setting in a written Credits: 5 format provided in the training manual. 9. Demonstrate strategies for goal setting based on standards from the Department of Behavioral Health and Recovery. Administrative Office Systems 10. Describe the implications of the effect of values AOS 101: Digital Literacy and culture on life transitions. Course content focuses on what skills are needed to be successful digital citizens in college and beyond. Students use information and communication Credits: 5 technologies to find, ve aluate, create and communicate information. Interactive training and skill-based assessments are completed in a virtual environment; projects are based on real-world business situations. Touch keyboarding skills is recommended. Course Student Learning Outcomes 1. Use cognitive and technical skills to find and evaluate digital technologies. 2. Explain the effect of digitization on intellectual property, freedom of speech, privacy, and ethics. 3. Describe the processes used to connect and communicate online. 4. Describe computing components, capabilities, storage, and operating systems. 5. Describe the transmission process of wired and wireless communication. 6. Analyze the personal and global effect of current and emerging technologies.

Credits: 5

44 2021-2022 AOS 105: Word Processing Applications I AOS 107: Database Applications I Develop beginning through intermediate word Develop beginning through intermediate relational processing skills in Microsoft Word and associated database management skills in Microsoft Access and technologies. Create, edit, format documents and associated technologies. Create tables, relationships, tables; use themes and building blocks, illustrate forms, and reports. Interactive training and skill-based documents with graphics, merge data sources and assessments are completed in a virtual environment; documents. Interactive training and skill-based projects are based on real-world business situations. assessments are completed in a virtual environment; Integration with cloud computing. projects are based on real-world business situations. Course Student Learning Outcomes Integration with cloud computing. 1. Apply critical thinking skills to complete real-world Course Student Learning Outcomes projects. 1. Apply critical thinking skills to complete real-world 2. Combine technical skills to complete independent business projects. core concept reviews. 2. Combine technical skills to complete independent 3. Demonstrate an understanding of relational core concept reviews. databases. 3. Create, edit, and format documents of varying 4. Create and modify tables. complexity. 5. Create relationships between tables. 4. Create and format tables. 6. Build queries, forms, and reports. 5. Illustrate documents with graphics. 7. Analyze and filter data. 6. Customize themes, building blocks, and style sets. 8. Use graphical tools and elements. 7. Create a data source and merge it with Word documents. Credits: 5 8. Interact and share information in the Cloud. AOS 110: Medical Terminology I Credits: 5 Systems approach to the study of selected roots, prefixes, and suffixes; principles of word building; study AOS 106: Spreadsheet Applications I of diagnostic, operative, and symptomatic terms of Develop beginning through intermediate spreadsheet body systems. Emphasis on accurate spelling and skills in Microsoft Excel and associated technologies. pronunciation of all medical terms. Strong component Create, edit, and format spreadsheets; analyze data of the course is related to common medical using formulas, manage workbook data, create and abbreviations, selected eponyms, clinical laboratory analyze table data. Interactive training and skill-based procedures, and radiology procedures with associated assessments are completed in a virtual environment; terminology for each body system. projects are based on real-world business situations. Course Student Learning Outcomes Integration with cloud computing. 1. Identify and apply the rules of building medical Course Student Learning Outcomes terms. 1. Apply critical thinking skills to complete real-world 2. Spell and pronounce medical terms correctly. projects. 3. Explore and distinguish medical terminology as it 2. Combine technical skills to complete independent relates to the different body systems. core concept reviews. 4. Explore common terms associated with 3. Demonstrate an understanding of the functionality pathological conditions and procedures by body and program design of Spreadsheets. system. 4. Format a worksheet. 5. List common medical abbreviations associated 5. Create charts based on accurate data. with different body systems. 6. Analyze data using formulas. 7. Manage workbook data. Credits: 5 8. Create tables and analyze table data. 9. Interact and share information in the Cloud.

Credits: 5

45 2021-2022 AOS 111: Medical Terminology II AOS 135: Writing Essentials Continued medical terminology on body systems Develop writing skills with a step-by-step approach to emphasizing clinical applications. Investigation of identify and use parts of speech, punctuation, diagnostic and therapeutic procedures, advanced capitalization, and numbers correctly; write effective abbreviations and symbology, and systemic diseases sentences and paragraphs. Results of digital self- and treatment modalities. Ability to read, understand, diagnostic exercises create individualized study plans and interpret various types of medical reports and and learning paths. physician-generated documentation will be stressed Course Student Learning Outcomes and required. 1. Identify parts of speech and how they function in Course Student Learning Outcomes sentences. 1. Continue exploration of medical terminology as it 2. Write complete sentences avoiding fragments, relates to the different body systems. comma splices, and run-ons. 2. Apply prior knowledge of medical terminology to 3. Use nouns, pronouns, verbs, adjectives, adverbs, read, comprehend, and interpret different practical conjunctions, prepositions, and interjections applications of medical terminology. correctly in oral and written communication. 3. Spell and pronounce medical terms correctly. 4. Demonstrate realistic applications of current 4. Explore common medical terms associated with usage and style in today’s workplace. pathological conditions and procedures affecting 5. Demonstrate improved vocabulary, spelling, and different body systems. editing skills. 5. List and distinguish common abbreviations 6. Recognize and create professional business associated with different body systems. messages that demonstrate correct formats and ideas expressed in clear, concise, and correct Credits: 3 English.

AOS 112: Powerpoint Comprehensive Credits: 5 Create mixed media presentations using Microsoft PowerPoint and associated technologies. Create and AOS 170: Business Communications share interactive presentations online with voice, video, Apply writing skills to a variety of technical and inking and screen recording. Interactive training and business applications. Exercises and activities skill-based assessments are completed in a virtual introduce the latest business communication practices. environment; projects are based on real-world business Digital coverage of social media and communication; situations. Integration with cloud computing. This class self-recorded videos demonstrate student verbal will include students from multiple sections. communication skills. Course Student Learning Outcomes Course Student Learning Outcomes 1. Apply critical thinking skills to complete real-world 1. Develop or improve the ability to use clear, projects. concise, and grammatically correct language. 2. Combine technical skills to complete independent 2. Use appropriate formats in business writing. core concept reviews. 3. Plan, organize, and revise business messages. 3. Create, modify, and customize a presentation. 4. Write short workplace messages such as email, 4. Enhance a presentation with graphical elements, memos, messaging, blogs, and social networking. media and animation. 5. Format and create a writing plan for common 5. Create and format information graphics. business letters (positive, persuasive, direct 6. Collaborate on delivery of a presentation. claims, complaints, and adjustments). 7. Customize templates and masters. 6. Demonstrate an understanding of report writing styles, formatting, purpose, and strategies. Credits: 5 7. Develop job search strategies and write employment documents. 8. Identify the types of job interviews, questioning strategies, and follow-up.

Credits: 5

46 2021-2022 AOS 205: Word Processing Applications II AOS 212: Advanced Applications of Office 365 Develop advanced word processing skills in Microsoft Advanced applications of word processing, Word and associated technologies. Create multipage spreadsheets, presentations, and databases. Project- and research papers; apply automated functions; based application of advanced skills in an integrated, collaborate and share documents, build electronic comprehensive business practice set of problems. forms, apply advanced graphical tools. Interactive Apply concepts and skills to create solutions to training and skill-based assessments are completed in problems using Word, PowerPoint, Excel and Access. a virtual environment; projects are based on real-world Interactive training and skill-based assessments are business situations. Integration with cloud computing. completed in a virtual environment; projects are based Course Student Learning Outcomes on real-world business situations. Integration with 1. Apply critical thinking skills to complete real-world cloud computing. projects. Course Student Learning Outcomes 2. Combine technical skills to complete independent 1. Apply critical thinking skills to complete core concept reviews. comprehensive business projects. 3. Format multi-page research reports. 2. Combine technical skills to complete independent 4. Create and modify styles, templates, and themes. core concept reviews. 5. Integrate Word with other software programs. 3. Apply prior learning to advanced applications of 6. Create and format advanced graphics. Office 365. 7. Build and complete interactive forms. 4. Create and integrate documents, presentations, 8. Customize Word functions and display. workbooks, and databases. 9. Interact and share information in the Cloud. 5. Interact and share information in the Cloud.

Credits: 5 Credits: 5 Prerequisites: Prerequisites: AOS 105 or CAT 130 AOS 105,106, and 107 AOS 206: Spreadsheet Applications II AOS 214: Office ocedurPr es and Technology Develop advanced spreadsheet skills in Microsoft Excel (Formerly AOS 210) Use current technologies to and associated technologies. Use advanced functions complete administrative tasks in a professional office and formulas; enhance charts, use “what-if ” analysis, environment. Plan and write effective business analyze data with PivotTables, exchange data with correspondence. Plan and present oral office other programs, share files and incorporate web communications. Create and process reports; apply content, and program with XML. Interactive training and records management procedures; plan onsite and skill-based assessments are completed in a virtual online business meetings; make business travel environment; projects are based on real-world business arrangement. Research career options, market trends, situations. Integration with cloud computing. job duties and earnings. Write targeted and focused Course Student Learning Outcomes employment documents. 1. Apply critical thinking skills to complete real-world Course Student Learning Outcomes business projects. 1. Complete administrative activities in a realistic 2. Combine technical skills to complete independent office environment. core concept reviews. 2. Plan and write effective business correspondence. 3. Create workbooks with advanced formatting and 3. Plan and present oral office communications. mathematical functions. 4. Create and process financial reports. 4. Analyze data with PivotTables. 5. Manage physical and electronic records. 5. Export data into other file formats. 6. Plan electronic and on-site business meetings. 6. Customize Excel and advanced worksheet 7. Make business travel arrangements. management. 8. Research career options, market trends, job duties, 7. Write VBA code to automate repetitious tasks. and earnings. 8. Interact and share information in the Cloud. 9. Write targeted and focused employment documents. Credits: 5 Prerequisites: Credits: 5 AOS 106 or CAT 140 and MATH 90/91 or AMATH 121 Prerequisites: or concurrent enrollment. AOS 105,106, and 107

47 2021-2022 AOS 260: Internship AOS 286: Healthcare Documentation II Internship in a workplace setting of the student's A second healthcare documentation course designed choice, based on needs and interests. Thirty-three to refine dictation and/or editing skills in proofreading, hours per credit. This class may include students from medical terminology, and speech recognition while multiple sections. progressively increasing accuracy and productivity Course Student Learning Outcomes standards. Taught in an online format; ability to download and play digitized reports required. This class Participate in a structured work experience related to will include students from multiple sections. the program of study and/or career goal. Course Student Learning Outcomes 1. Apply prior knowledge of medical terminology, Credits: 1 - 5 English grammar, punctuation, and spelling rules Prerequisites: to transcription and speech recognition editing. Instructor permission. 2. Transcribe and/or edit medical documents and specialty reports accurately. AOS 285: Healthcare Documentation I 3. Format reports according to Association for Beginning healthcare documentation course designed Healthcare Documentation Integrity (AHDI) to develop skills in transcribing and/ or editing of guidelines. authentic healthcare documents, incorporating basic- 4. Identify, evaluate, and revise inconsistencies and level skills in English language, technology, medical inaccuracies in dictation without changing the knowledge, proofreading, editing, and research. Taught medical meaning. in online format; ability to download and play digitized 5. Identify and appropriately mark items that require reports required. This class will include students from the attention of an external resource. multiple sections. 6. Research and verify patient information for Course Student Learning Outcomes accuracy. 1. Transcribe medical reports using correct forms 7. Use reference materials and critical thinking skills and grammar. for accurate completion of reports. 2. Define the medical terms and abbreviations 8. Apply relevant legal and HIPAA policies and presented. procedures. 3. Define the prefixes, combining forms, and suffixes presented. Credits: 5 4. Identify and define the knowledge, skills, abilities, Prerequisites: and responsibilities required of a medical AOS 285. transcriptionist. AOS 299: Integrated Study-Honors 5. Use current medical reference material accurately and effectively. In this capstone honors course, students will complete 6. Use critical thinking skills to edit and proofread a project relevant to their career pathway and program. medical reports without changing the meaning or The project will integrate at least two Business and IT the originator’s style. programs (Business Administration, Administrative 7. Apply HIPAA policies and procedures. Office Systems, Computer Applicationsechnology T , Multimedia Communications, Cybersecurity & Credits: 5 Computer Forensics, or Information Technology) to Prerequisites: provide breadth and relevance to the project. AOS 110 and AOS 111 (or MED 102) Course Student Learning Outcomes 1. Complete a project relevant to learning pathway and program. 2. Integrate Business and IT programs to provide breadth and relevance to the project.

Credits: 2 Prerequisites: Completion of 60 credits in the BUS/ IT program of study with a GPA of 3.5 or higher; and completion of the English course required in the BUS/IT program of study.

48 2021-2022 ADMFG 121: CNC Operations Advanced Manufacturing / This course is intended to provide students with the Composites Technology skills required to complete basic CNC machine set-ups and operations. Students will learn to use CNC set-up (inactive Fall, 2019) sheets, precision measuring tools, and working drawings and prints to verify parts. Students will also ADMFG 111: Introduction to Computer Aided Design use G-Code to program CNC machines and become This course is intended to familiarize students with familiar with the use of canned cycles and parametric drafting and technical drawings for use in industry with Macros to increase programming efficiency and speed. an emphasis in advanced manufacturing. Students will Basic fixture design will be discussed. learn to determine the types of technical drawings used Course Student Learning Outcomes by different disciplines, the use of drafting standards, 1. Demonstrate ability to follow CNC set-up sheets. 2D and 3D design work while using SolidWORKS 2. Demonstrate a working knowledge of G-Code software. Students will also learn how design can programming language. affect manufacturing. 3. Demonstrate ability to calculate correct speeds Course Student Learning Outcomes and feeds for cutting tools. 1. Demonstrate knowledge of drafting and CAD 4. Demonstrate knowledge and use of precision terminology. measuring tools. 2. Demonstrate a working knowledge of Drafting 5. Demonstrate knowledge of part tracking and "Buy- Standards. off" as part of quality control. 3. Demonstrate ability to use SolidWORKS to create 6. Demonstrate the use of "Canned Cycle" and a working drawing set. parametric programming. 4. Demonstrate knowledge of 2D and 3D design 7. Demonstrate ability to complete basic CNC practices. operations. 5. Demonstrate knowledge of the types of working Credits: 5 drawings. Prerequisites: 6. Demonstrate understanding of "Design for ADMFG 140 or instructor permission Manufacturing" practices. 7. Demonstrate ability to document and manage change to working drawing sets.

Credits: 5

49 2021-2022 ADMFG 140: Introduction to CNC ADMFG 142: Advanced CNC Programming This course is an introductory overview of the use of Students will learn advanced CNC programming CNC in manufacturing. It covers basic shop safety, CNC techniques such as programming with canned cycles, operations, CNC programming, and quality assurance. use sub programs, troubleshoot programming Course Student Learning Outcomes problems and use parametric macro programming and 1. Demonstrate knowledge of composites, features. machining, and software terminology. Course Student Learning Outcomes 2. Demonstrate knowledge of Vectric VCarve (CAD/ 1. Program repeatable operations using sub- CAM Software) by successfully engaging in: programs. Geometry creation; Geometry manipulation; Tool 2. Configure and use canned cycles. path creation; Tool path application; Program 3. Troubleshoot and correct programs related to G- verification methods; ostP processing operation. code types and function. 3. Demonstrate knowledge of WinCNC by 4. Troubleshoot and correct programs appropriate successfully: Importing CAD/CAM programs; feed rates and spindle speeds. Operating CNC router. 5. Program parametric macro functions. 4. Demonstrate knowledge of CNC machine safety. 5. Demonstrate ability to set up and operate CNC Credits: 3 router. Prerequisites: 6. Demonstrate ability to change tools manually and ADMFG 141 or instructor permission automatically with CNC software. ADMFG 143: Advanced Materials Machining 7. Identify the requirements and detailed instructions necessary for record keeping for composite part This course includes advanced CNC programming and machining. machining techniques. Students will learn fixturing, 8. Calculate standard tolerances. cutting and tooling options for difficulto t cut materials 9. Solve technical mathematical problems (software and challenging part geometries. Emphasis on cycle code manipulation). time reduction methods. 10. Document technical abilities in written and verbal Course Student Learning Outcomes reports. 1. Fixture parts using vacuum, magnetic vises and interchangeable/multi-function fixturing. Credits: 3 2. Fixture parts for multi-axis machines. ADMFG 141: Introduction to CNC Programming 3. Demonstrate knowledge of fixturing and cutting small parts. This course introduces students to programming 4. Identify and program for difficult part geometries. related to the operation of CNC (computer numerically 5. Reconfigure existing processes to reduce cycle controlled) equipment. Students will learn to plan time. programs, verify programs, prepare commands, control spindle and feed rates, and tool functions. Credits: 3 Course Student Learning Outcomes Prerequisites: 1. Plan and design computer numerically controlled ADMFG 142 or instructor permission programs. 2. Use programming terminology, symbols, and formats. 3. Demonstrate knowledge of G-code types and functions. 4. Program appropriate feed and spindle rates. 5. Identify and apply proper tool function. 6. Verify and analyze program errors.

Credits: 3 Prerequisites: ADMFG 140 or concurrent enrollment, or instructor permission

50 2021-2022 COMP 215: Advanced Composites Technology I COMP 216: Advanced Composites Technology II This course is a combination of classroom and This course is a combination of classroom and laboratory experience. Introduction will include a brief laboratory experience. It builds on the skills learned in history of composites. Emphasis will be placed on COMP 215. Advanced terminology will be included in a composite terminology, adherence to laboratory safety course long project that will demonstrate industry work rules, and strict conformance to directions. While this environment and quality standards. course is intended to form the foundation for advanced Course Student Learning Outcomes composite courses, it will have direct ties to industry 1. Articulate the hazards, and workplace precautions required skills. that need to be taken when working with Course Student Learning Outcomes hazardous chemicals such as resins, catalysts, 1. Articulate the hazards, and workplace precautions epoxies, solvents, and fillers, and safely select and that need to be taken when working with prepare materials and molds to make basic hazardous chemicals such as resins, catalysts, composite parts. epoxies, solvents, and fillers, and safely select and 2. Compare and contrast the material properties of prepare materials and molds to make basic various matrix materials (resins), reinforcements composite parts. (fabrics), and core materials, and demonstrate an 2. Interpret & use SDS (MSDS) to ensure safe understanding of basic design considerations in practices in the shop & on the production floor. working with these materials to create composite 3. Use of PPE (Personal Protective Equipment) and products. normal maintenance of it. 3. Demonstrate the ability to fabricate a functioning 4. General & tool-specific shop safety practices vacuum bag for a complicated 3-dimensional including machine guards, defective tools, shape, and the proper placement and construction compressed air hazards, sharp objects, and of bag film pleats. interpretation of machinery caution signs & labels. 4. Fabricate quality composite projects according to 5. Recognize & define composites vs. advanced fabrication drawings, directions, and composites, and explain their advantages & specifications using hand lay-up methods, and disadvantages. prepare comprehensive lab reports using a 6. Describe important milestones in composites’ template provided. history and outline typical composites 5. Fabricate parts using hand wet layup techniques applications in industry. Explain the basic including surface preparation, surface coating, differences between open mold, closed mold, and filleting, ply orientation and wet out. prepreg layup techniques. 6. Build vacuum infused parts to industry standard 7. Demonstrate knowledge of the elements of Lean level of quality, demonstrating competency with Manufacturing: 5S, Just in Time, Kaizen, & others. vacuum infusion process (VIP) methods. 8. Demonstrate knowledge of semi- and precision 7. Fabricate parts using hand prepreg layup measurement tools and apply manufacturing methods, demonstrating competency with techniques of precision and accuracy. debulking, thermocouple use, ply orientation and 9. Demonstrate knowledge of imperial and metric cure cycles. systems, and the calibration, use, and care of 8. Compare at least three composite molding semi- and precision tools in an manufacturing technologies commonly found in the industry by envioronment. discussing benefits, drawbacks, and the proper 10. Identify & use basic elements of standard 2D applications of each. drawings including scale, line types, dimensions, 9. Demonstrate the ability to calculate or determine views, sections, revisions, ply orientation charts, & key fabrication parameters (i.e. resin content, fiber lay-up schedules to kit & fabricate composite weight, mix ratio, cure time, cure temperature, projects. consolidation pressure, and debulking). 11. Perform basic freehand technical sketching 10. Demonstrate common fastener assembly and including lines, shapes, lettering, & simple pictorial repair techniques with an emphasis on joint drawings. design. 12. Write/revise a targeted resume with supporting 11. Demonstrate adhesive bonded assembly and materials to secure employment interviews. repair techniques with an emphasis on surface Research jobs & openings in advanced preparation and joint design. manufacturing. Practice interview skills and go on a mock interview with a review afterwards. Credits: 11 Prerequisites: Credits: 11 COMP 215 or instructor permission

51 2021-2022 COMP 217: Advanced Composites Technology III COMP 220: Introduction to Composites Recycling This course is a combination of classroom and Learn about reclamation and recycling of advanced laboratory experience. Introduction will include a brief composite materials including terminology, composite history of composites. Emphasis will be on composite materials, thermoplastics and thermoset, and the terminology, adherence to laboratory safety rule, and challenges involved in recycling composites life strict conformance to directions. While this course is cycle—from raw material manufacturing to product end- intended to form the foundation for advanced of-life. Students will view case studies and have composite courses, it will have direct ties to industry- complementary lab time, in order to explore hands-on required skills. reclamation and recycling opportunities. Course Student Learning Outcomes Course Student Learning Outcomes 1. Build complex projects to specifications, 1. Describe the current state of recycling, with an demonstrating an understanding of fabrication emphasis on advanced composites recycling. drawings and procedures. 2. Identify thermoplastic and thermoset chemistries, 2. Build advanced vacuum bags, including complex and the methods and challenges faced in shapes, pleats, and layup schedules, and recycling each. demonstrate comprehension of the theory of 3. Utilize the-sources of scrap in composites vacuum bagging. recycling, from raw materials to product end-of- 3. Fabricate complicated parts using hand wet layup life. techniques including surface preparation, surface 4. Differentiate the concepts of down cycling, design coating, filleting, ply orientation and wet out. for recycling, scrap minimization, and life cycle 4. Build vacuum infused parts to industry standard analysis. level of quality, demonstrating competency with 5. Analyze and utilize the processes of sorting, vacuum infusion process (VIP) methods. quantifying and using composite scrap materials 5. Fabricate complicated parts using hand prepreg to create new goods. layup methods, demonstrating competency with debulking, thermocouple use, ply orientation and Credits: 5 cure cycles. 6. Demonstrate the ability to fabricate a viable composite mold according to industry standards from a supplied dimensional drawing. American Sign Language 7. Compare common fabrication techniques and the ASL& 121: American Sign Language I tooling required for each. Explain the benefits, drawbacks, and design requirements of each. An introductory course focusing on expressive and 8. Explain how the Coefficient of Thermal Expansion receptive language skills, covering the beginning (CTE), thermal conductivity, thermal mass, and fundamental principles of American Sign Language surface finish affect a mold’s performance and (ASL). Introduces basic information and Deaf history, lifespan. the Deaf community, and Deaf culture. This class may 9. Employ destructive and non-destructive testing include students from multiple sections. (E) methods to evaluate the quality of a laminated Course Student Learning Outcomes composite part. 10. Describe the technology, benefits, and drawbacks 1. Demonstrate the basic expressive and receptive of non-destructive test methods used to verify the functions in ASL. quality of a composite laminate, and the proper 2. Demonstrate the knowledge of essential basic applications of each. vocabulary to the specific situations. 11. Demonstrate a proper composite material 3. Demonstrate the expressive basic skills of narrating damage removal and repair on a solid laminate such as telling or summarizing short stories, utilizing and sandwich panel from plan to “ready for paint” ASL grammatical features. using a scarf joint and hot bonder. 4. Demonstrate proper use of particular language functions (responding to questions or statements Credits: 11 appropriately, commanding, requesting, agreeing,etc.) Prerequisites: and responds appropriately when conversation partner COMP 122 or instructor permission uses these functions. 5. Identify the behaviors appropriate to Deaf culture through social and language functions.

Credits: 5

52 2021-2022 ASL& 122: American Sign Language II Continued study of ASL focused on expanding Anthropology vocabulary and grammar with an emphasis on ANTH& 100: Survey of Anthropology conversation and story telling. Further expansion of knowledge of the Deaf culture is also included. This Introduction for nonmajors to study of humans as class may include students from multiple sections. (E) biological and cultural beings. Includes surveys of archaeology and physical, cultural, and linguistic Course Student Learning Outcomes anthropology to examine human biological and cultural evolution, culture, and cultural systems. (SS) 1. Demonstrate the knowledge of essential intermediate vocabulary to the specific situations. Course Student Learning Outcomes 2. Demonstrate the expressive intermediate skills of 1. What is anthropology? Lectures and readings will dialogues, short narratives and stories utilizing ASL survey the four fields of anthropology: physical grammatical features. anthropology, ethnology, archaeology, and 3. Demonstrate proper use of particular language linguistic anthropology. functions (responding to questions or statements 2. What do anthropologists do? Anthropologists will appropriately, commanding, requesting, agreeing,etc.) be discussed as social scientists--their methods, and responds appropriately when conversation partner areas of interest or study, and how they gather uses these functions. data; 4. Identify the behaviors appropriate to Deaf culture 3. What is the theoretical basis of anthropology as a through social and language functions. social science? An understanding of the concept of culture will be developed, including its nature, Credits: 5 dynamics, and how it can be used to understand Prerequisites: humankind, wherever and whenever it has been Completion of ASL& 121 with a 2.0 or better, or encountered; permission of instructor. 4. What kind of information do anthropologists use and produce? A body of factual information about ASL& 123: American Sign Language III selected cultures around the world and throughout Expanded study of ASL with emphasis on conversation human history will be developed in the class. skills and story telling; continued expansion of knowledge of Deaf culture and Deaf community. This Credits: 5 class may include students from multiple sections. (H) Prerequisites: Eligibility for or completion of ENGL& 101 Course Student Learning Outcomes ANTH& 205: Biological Anthropology 1. Demonstrate the knowledge of essential A survey of humankind from a biological perspective. intermediate to advanced vocabulary to specific Includes human evolution and variation, hominid situations. phylogeny and taxonomic theory, and the interaction 2. Demonstrate the expressive and receptive between human biology, behavior, and culture. (NS) intermediate to advanced skills of dialogues and short narratives/stories, utilizing ASL grammatical features. Course Student Learning Outcomes 3. Demonstrate proper use of particular language 1. Human osteology functions (responding to questions or statements 2. Scientific methods for studying human evolution appropriately, commanding, requesting, agreeing,etc.) including methods for data recovery, dating and responds appropriately when conversation partner techniques, and basic analytical techniques uses these functions. 3. The place of humankind in the animal world 4. Identify the behaviors appropriate to Deaf culture including taxonomic theory and primate through social and language functions. taxonomy 4. The biological development of humans over time Credits: 5 including evolutionary forces, fossil markers, and Prerequisites: the interactions with cultural evolution Completion of ASL& 122 with a 2.0 or better, or 5. Biological adaptations and variation in human permission of instructor. populations

Credits: 5 Prerequisites: ENGL& 101 or permission of instructor

53 2021-2022 ANTH& 206: Cultural Anthropology ANTH& 210: Indians of North America Introduction to study of recent cultures and societies. Provides a general view of the variations in the lifeways Focus on development of anthropological thought, of the Native Americans up to current times. Major language, culture, and broad patterns of cultural Native American culture areas are visited and behavior. Includes cross-cultural perspectives on belief discussed in a broad comparative context. We examine systems, economic behavior, family, kinship, and current indigenous and scientific thoughts about the sociopolitical structures. (SS) origins, development and variation of North American Course Student Learning Outcomes Native culture areas. We also examine current issues 1. An orientation in cultural anthropology as an and legal contexts, with a particular focus on cultural academic discipline; resource management (CRM) and the laws applied 2. basic information on culture, cultures, and cultural throughout North American and their continuing behavior from an anthropological perspective; and applications in attempts to protect cultural resources. 3. a sense of culture, how culture shapes and (E) patterns your every act, thought, and interaction. Course Student Learning Outcomes 4. What is cultural anthropology? Lectures and 1. Describe general cultural and environmental readings will place cultural anthropology within characteristics of the Native American culture anthropology as a discipline. In addition, an areas of North America, understanding of the culture as a concept will be 2. Describe how social scientist have described the developed, exploring its nature, dynamics, and languages, human biology and archaeological how it unifies humankind as well as creates its heritage of the people in each of the Native diversity. American culture areas, 5. What do cultural anthropologists do? Cultural 3. Recognize the indigenous and scientific views of anthropology will be discussed as social science; ancient development of Native American societies the discussion will include their methods, areas of in each of the culture areas interest and study, and how they gather and 4. Explain the historical cross-cultural contact period analyze their data. that set the stage for treaties and efforts by the 6. What is the theoretical basis of cultural U.S., Canada and Mexico to acculturate Native anthropology as a social science? A history of Americans into their culture, cultural anthropology and ethnological thought 5. Describe social and political impact of European will be presented with an emphasis of the major contact in North America, perspectives and thinkers in the field. 6. Discuss the shifts in U.S. government policy 7. What kinds of information do cultural toward Native Americans: “civilizing” missions, anthropologists use and produce? A body of removal policy, Dawes Act, Reorganization Act, factual information about selected cultures termination and relocation policy, self- around the world will be developed in the class. determination policy, and current trends, 7. Articulate the impact of recent CRM laws: Credits: 5 Archaeological Resource Protection Act (ARPA), Prerequisites: American Indian Religious Freedoms Act (AIRFA), Eligibility for or completion of ENGL& 101. Native American Graves and Repatriation Act (NAGPRA), establishment of Tribal Historic Preservation Officers (THPO) and others, 8. Analyze perspectives on the history of anthropological research in Native North America, 9. Analyze contemporary issues in Native North America, including development of future fishing, sea mammal hunting, land mammal hunting, gathering, logging and gaming.

Credits: 5

54 2021-2022 ANTH& 234: Religion & Culture ANTH 220: Pacific Northwest Coast Peoples- Past & A global introduction to the religions of the world from Present a broad comparative perspective. Students examine the Examines current indigenous and scientific thoughts development and aspects of various religions about the origins, development and variation of Pacific (indigenous, Islam, Judaism, Buddhism, Hinduism, Northwest cultures. We consider at least 12,000 years Christianity, and others). The relationship between of cultural history in the Northwest Coast region, religion and the social and cultural context are explored, leading to one of the culturally most complex maritime especially in relation to nationalism, politics and societies to have existed into the contemporary times. globalization. (E) Pacific Northwest Coast Peoples, rich in culture, Course Student Learning Outcomes tradition and with an extensive knowledge of the 1. Evaluate religion using academic methods, such environment they occupy, are recorded with mile-long as those used in anthropology, comparative villages containing as many as 1,000 inhabitants, religion, and/or religious studies. monumental construction in homes, canoes and art, 2. Describe and compare the doctrines, institutional and highly complex societies, consisting of nobles, structures, and ethical systems of a sample of the commoners and slaves. We will discuss how these major world religions (e.g., primal religions, cultures shape modern life throughout this region Hinduism, Buddhism, Judaism, Christianity, Islam, today. (E) Chinese Religions, and/or others) while Course Student Learning Outcomes emphasizing the development of world religions 1. Characterize the general and culturally significant and their subdivisions. environmental features of the Northwest Coast of 3. Analyze the various media (e.g., texts, music, North America, ritual, symbolism and myth, architecture, etc.) 2. Understand how social scientist have described through which religious knowledge and belief are the languages, human biology and archaeological expressed. heritage of the people in this region, 4. Explore the interplay between religious belief 3. Analyze the historical cross-cultural contact systems and religious practice. period that set the stage for treaties and efforts by 5. Evaluate relationships between religion and the the U.S. and Canada to acculturate Northwest social/cultural context, especially in relation to Indians into their culture, nationalism, politics, and globalization. 4. Describe the history of anthropological research in 6. Students will demonstrate through oral and this area, written communications between their peers and 5. Characterize the anthropological/archaeological professor, tolerance, appreciation, and open- research in the major cultural regions of the mindedness towards religious traditions that are Northwest Coast not their own. 6. Identify the underpinnings of current political 7. Students will be able to contrast (1) orthopraxy configurations of tribes/bands in the Northwest, with orthodoxy, (2) substance ontology with a 7. Recognize contemporary issues in the region, process ontology, and (3) theistic with non-theistic including development of future fishing, sea conceptions of ultimate reality and then illustrate mammal hunting, land mammal hunting, each with a few relevant examples. gathering, logging and gaming, 8. Discuss from a Euro-American perspective of Credits: 5 John Jewitt’s, what cultural life was like from 1803-1805 while he was held as a slave of Chief Maquinna of the Nuu-chah-nulth on the West Coast of Vancouver Island.

Credits: 5

55 2021-2022 ART 102: Interaction of Color in Design Art Color theory based on traditional and contemporary color theories. Study of painting, materials, and ART& 100: Art Appreciation techniques. (H) Study of two and three dimensional art concepts. Lectures and selected art projects. (H) Course Student Learning Outcomes 1. To promote visual thinking and a respect for the Course Student Learning Outcomes visual arts. 1. Identify and apply the elements of art used in two- 2. To achieve an understanding of the visual theories dimensional and three-dimensional artwork and of art through a study of art elements and design critiques. principles. 2. Identify and apply the principles of art used in two- 3. To promote an understanding of various visual art dimensional and three-dimensional artwork and mediums and the artist's contribution to society. critiques. 4. To increase awareness of the relationship of 3. Identify and apply the components used to creative mankind. achieve aesthetics in two and three-dimensional artworks. 4. Demonstrate technical ability and competence through projects involving the use of two- Credits: 5 dimensional and three-dimensional art mediums. 5. Demonstrate an ability to objectively critique ART 103: Three Dimensional Form in Design artwork by assessing, analyzing, and This course is an introduction to the elements and understanding other artwork as well as your own. principles of three dimensional design. We will work 6. Demonstrate the ability to respond to constructive with diverse materials to create sculptural forms that feedback from the instructor and other students in develop each student’s personal expression and critical a professional manner. thinking skills. (H) 7. Develop some cultural awareness of visual arts Course Student Learning Outcomes practice and history. 1. Identify and apply the elements of art used in three-dimensional artwork and critiques. Credits: 5 2. Identify and apply the principles of art used in ART 101: Two Dimensional Design Concepts three-dimensional artwork and critiques. Applies principles of art, combining theories of creative 3. Identify and apply the components used to thinking and modern design. Problems in organization achieve aesthetics in three-dimensional artworks. of compositional elements and two dimensional space 4. Demonstrate technical ability and competence concepts. (H) through projects involving the use of three- dimensional art mediums. Course Student Learning Outcomes 5. Demonstrate an ability to objectively critique 1. Identify and apply the elements of art used in two- artwork by assessing, analyzing, and dimensional artwork and critiques. understanding other artwork as well as your own. 2. Identify and apply the principles of art used in two- 6. Demonstrate the ability to respond to constructive dimensional artwork and critiques. feedback from the instructor and other students in 3. Identify and apply the components used to a professional manner. achieve aesthetics in two-dimensional artworks. 7. Develop some cultural awareness of visual arts 4. Demonstrate technical ability and competence practice and history. through projects involving the use of two- dimensional art mediums. Credits: 5 5. Demonstrate an ability to objectively critique artwork by assessing, analyzing, and understanding other artwork as well as your own. 6. Demonstrate the ability to respond to constructive feedback from the instructor and other students in a professional manner. 7. Develop some cultural awareness of visual arts practice and history.

Credits: 5

56 2021-2022 ART 104: Drawing: Methods/Material ART 106: Exploration in Drawing Intensive study of line, value, perspective, and form, Experimental drawing, experience of drawing and using various drawing mediums that offer a new way of seeing and possibilities of extending traditional seeing through investigation of visual language of concepts about drawing. (H) drawing. (H) Course Student Learning Outcomes Course Student Learning Outcomes 1. Identify and apply the elements of art used in 1. Identify and apply the elements of art used in drawings and critiques. drawings and critiques. 2. Identify and apply the principles of art used in 2. Identify and apply the principles of art used in drawings and critiques. drawings and critiques. 3. Identify and apply the components used to 3. Identify and apply the components used to achieve aesthetics in drawings. achieve aesthetics in drawings. 4. Demonstrate technical ability and competence 4. Demonstrate technical ability and competence through projects involving the use of various through projects involving the use of various drawing mediums. drawing mediums. 5. Demonstrate an ability to objectively critique 5. Demonstrate an ability to objectively critique artwork by assessing, analyzing, and artwork by assessing, analyzing, and understanding other artwork as well as your own. understanding other artwork as well as your own. 6. Demonstrate the ability to respond to constructive 6. Demonstrate the ability to respond to constructive feedback from the instructor and other students in feedback from the instructor and other students in a professional manner. a professional manner. 7. Develop some cultural awareness of drawing 7. Develop some cultural awareness of drawing practice and history. practice and history. 8. Produce drawings with a focus on aesthetic variation, experimentation, and original work. Credits: 5 Credits: 5 ART 105: Color & Form in Drawing Prerequisites: Intensive study of color and drawn forms offers new ART 104 or permission of instructor approach for seeing. Time divided between traditional and contemporary drawing techniques. (H) ART 110: Introduction to Painting Course Student Learning Outcomes Painting from past through present. Exploration of 1. Identify and apply the elements of art used in beginning painting techniques, concepts, composition drawings and critiques with and emphasis on problems. (H) color and value. Course Student Learning Outcomes 2. Identify and apply the principles of art used in 1. Identify and apply the elements of art used in drawings and critiques. Paintings and critiques. 3. Identify and apply the components used to 2. Identify and apply the principles of art used in achieve aesthetics in drawings. Paintings and critiques. 4. Demonstrate technical ability and competence 3. Identify and apply the components used to through projects involving the use of various achieve aesthetics in Paintings. drawing mediums. 4. Demonstrate technical ability and competence 5. Demonstrate an ability to objectively critique through projects involving the use of painting artwork by assessing, analyzing, and mediums. understanding other artwork as well as your own. 5. Demonstrate an ability to objectively critique 6. Demonstrate the ability to respond to constructive artwork by assessing, analyzing, and feedback from the instructor and other students in understanding other artwork as well as your own. a professional manner. 6. Demonstrate the ability to respond to constructive 7. Develop some cultural awareness of drawing feedback from the instructor and other students in practice and history. a professional manner. 7. Develop some cultural awareness of painting Credits: 5 practice and history.

Credits: 5

57 2021-2022 ART 112: Life Drawing ART 127: History of Art II The course is an introduction to creating drawings The art of western civilization from the early middle based on in-class observations of a range of posed ages through the French revolution is considered. models. The class also provides an overview of the Periods explored include the Islamic, Carolingian, Celtic, drawing process as a form of visual thinking in relation Romanesque, Gothic, Renaissance, Mannerist, Baroque, to rendering the human figure through a variety of and Rococo. Illustrated lectures. This class will include techniques and art-making materials ranging from students from multiple sections. (H) charcoal and graphite to color pastels and acrylic paint. Course Student Learning Outcomes (H) 1. Gain an understanding of some of the historical Course Student Learning Outcomes traditions in the visual arts. 1. Identify and apply the elements of art used in 2. Describe, analyze, interpret, understand, and figure drawings and critiques. discuss selected works from the history of visual 2. Identify and apply the principles of art used in art. figure drawings and critiques. 3. Identify a visual artwork from the course content 3. Identify and apply the components used to and understand its place in history as well as its achieve aesthetics in figure drawings. relationship to art and other aspects of culture. 4. Demonstrate technical ability and competence 4. Define art terminology from the course content through projects involving the use of various and correctly apply it correctly in context of drawing mediums. historical works of visual art. 5. Demonstrate an ability to objectively critique 5. Identify the geographical location an artwork artwork by assessing, analyzing, and came from and the artist responsible for its understanding other artwork as well as your own. creation when possible. 6. Demonstrate the ability to respond to constructive 6. Experience a visual art location outside of the feedback from the instructor and other students in classroom and reflect upon the experience. a professional manner. 7. Develop some cultural awareness of figure Credits: 5 drawing practice and history. ART 128: History of Art III Credits: 5 The art of the modern age is explored. Developments studied include Neoclassicism, Romanticism, Realism, ART 126: History of Art I Impressionism, the Fauves, Art Nouveau, Cubism, The art of ancient civilizations, beginning with Surrealism, Regionalism, Abstraction, Pop Art, and Post Paleolithic cave painting and megalithic monuments. Modernism. Illustrated lectures. (H) Indian, Chinese, Japanese, Mesopotamian, Egyptian, Course Student Learning Outcomes Minoan, Greek, Etruscan, Roman, Early Christian, and 1. Gain an understanding of some of the historical Byzantine artistic traditions are studied in light of their traditions in the visual arts. cultural origins. Illustrated lectures. (H) 2. Describe, analyze, interpret, understand, and Course Student Learning Outcomes discuss selected works from the history of visual 1. Gain an understanding of some of the historical art. traditions in the visual arts. 3. Identify a visual artwork from the course content 2. Describe, analyze, interpret, understand, and and understand its place in history as well as its discuss selected works from the history of visual relationship to art and other aspects of culture. art. 4. Define art terminology from the course content 3. Identify a visual artwork from the course content and correctly apply it correctly in context of and understand its place in history as well as its historical works of visual art. relationship to art and other aspects of culture. 5. Identify the geographical location an artwork 4. Define art terminology from the course content came from and the artist responsible for its and correctly apply it correctly in context of creation when possible. historical works of visual art. 6. Experience a visual art location outside of the 5. Identify the geographical location an artwork classroom and reflect upon the experience. came from and the artist responsible for its creation when possible. Credits: 5 6. Experience a visual art location outside of the classroom and reflect upon the experience.

Credits: 5

58 2021-2022 ART 205: Intermediate Painting ART 206: Advanced Painting Painting from past through present. Exploration of Continues technical, formal and critical aspects of intermediate painting techniques, concepts, painting, with an emphasis on more personal point of composition problems. This class will include students view in aesthetic presentation. Encourages more from multiple sections. (E) freedom and responsibility in work. This class will Course Student Learning Outcomes include students from multiple sections. (E) 1. Identify and apply the elements of art used in Course Student Learning Outcomes paintings and critiques. 1. Identify and apply the elements of art used in 2. Identify and apply the principles of art used in paintings and critiques. paintings and critiques. 2. Identify and apply the principles of art used in 3. Identify and apply the components used to paintings and critiques. achieve aesthetics in paintings at an intermediate 3. Identify and apply the components used to level. achieve aesthetics in paintings at an advanced 4. Demonstrate technical ability and competence level. through projects involving the use of painting 4. Demonstrate technical ability and competence mediums at an intermediate level. through projects involving the use of painting 5. Demonstrate an ability to objectively critique mediums at an advanced level. artwork by assessing, analyzing, and 5. Demonstrate an ability to objectively critique understanding other artwork as well as your own artwork by assessing, analyzing, and at an intermediate level. understanding other artwork as well as your own 6. Demonstrate the ability to respond to constructive at an advanced level. feedback from the instructor and other students in 6. Demonstrate the ability to respond to constructive a professional manner. feedback from the instructor and other students in 7. Develop some cultural awareness of painting a professional manner. practice and history. 7. Produce a unified body of work with an artist 8. Produce paintings with a focus on aesthetic statement that supports it. variation, experimentation, and original work. 8. Identify cultural, historical, and contemporary relevance to the body of artwork produced and Credits: 5 present this information and work to the class. Prerequisites: ART 110 or permission of instructor. Credits: 5 Prerequisites: ART205 or permission of instructor.

59 2021-2022 ART 224: Introduction to Ceramics: Hand Building ART 225: Introduction to Ceramics: Wheel Throwing This course is an introduction to ceramics based This course is an introduction to ceramics materials materials and creative process, with emphasis on and creative processes, using the potter’s wheel. personal expression through diverse practices. Students create a series of projects utilizing a variety of Students create a series of projects utilizing a variety of traditional and innovative throwing techniques and traditional and innovative handbuilding techniques and firing processes to create functional forms. This class processes to create three dimensional sculptural will include students from multiple sections. (H) forms. This class will include students from multiple Course Student Learning Outcomes sections. (H) 1. Identify and apply the elements of art used in Course Student Learning Outcomes ceramic artwork and critiques. 1. Identify and apply the elements of art used in 2. Identify and apply the principles of art used in ceramic artwork and critiques. ceramic artwork and critiques. 2. Identify and apply the principles of art used in 3. Identify and apply the components used to ceramic artwork and critiques. achieve aesthetics in ceramic artworks. 3. Identify and apply the components used to 4. Demonstrate technical ability and competence achieve aesthetics in ceramic artworks. through projects involving the use of the ceramic 4. Demonstrate technical ability and competence mediums. through projects involving the use of the ceramic 5. Demonstrate an ability to objectively critique mediums. artwork by assessing, analyzing, and 5. Demonstrate an ability to objectively critique understanding other artwork as well as your own. artwork by assessing, analyzing, and 6. Demonstrate the ability to respond to constructive understanding other artwork as well as your own. feedback from the instructor and other students in 6. Demonstrate the ability to respond to constructive a professional manner. feedback from the instructor and other students in 7. Develop some cultural awareness of ceramic a professional manner. visual arts practice and history. 7. Develop some cultural awareness of ceramic 8. Demonstrate appropriate health and safety visual arts practice and history. practices in the ceramics studio. 8. Demonstrate appropriate health and safety practices in the ceramics studio. Credits: 5

Credits: 5

60 2021-2022 ART 226: Intermediate Ceramics: Hand Building ART 227: Intermediate Ceramics: Wheel Throwing This course helps students advance their ceramic This course helps students advance their ceramic- based techniques and concepts through studio work, based techniques and concepts through studio work, art theory, processes, and personal expression. The art theory, processes, and personal expression. Though focus of the course is determined by student interests the majority of the artwork in this course will be made and will include a diverse offering of sculptural and utilizing the potter's wheel, the focus of course is functional theories and approaches to making. This determined by the functional theories and approaches class will include students from multiple sections. (E) to making. This class will include students from Course Student Learning Outcomes multiple sections. (E) 1. Identify and apply the elements of art used in Course Student Learning Outcomes ceramic artwork and critiques. 1. Identify and apply the elements of art used in 2. Identify and apply the principles of art used in ceramic artwork and critiques. ceramic artwork and critiques. 2. Identify and apply the principles of art used in 3. Identify and apply the components used to ceramic artwork and critiques. achieve aesthetics in ceramic artworks. 3. Identify and apply the components used to 4. Demonstrate an increased technical ability and achieve aesthetics in ceramic artworks. competence through projects involving the use of 4. Demonstrate an increased technical ability and the ceramic mediums. competence through projects involving the use of 5. Demonstrate an increased ability to objectively the ceramic mediums. critique artwork by assessing, analyzing, and 5. Demonstrate an increased ability to objectively understanding other artwork as well as your own. critique artwork by assessing, analyzing, and 6. Demonstrate the ability to respond to constructive understanding other artwork as well as your own. feedback from the instructor and other students in 6. Demonstrate the ability to respond to constructive a professional manner. feedback from the instructor and other students in 7. Develop an increased cultural awareness of a professional manner. ceramic visual arts practice and history. 7. Develop an increased cultural awareness of 8. Demonstrate appropriate health and safety ceramic visual arts practice and history. practices in the ceramics studio. 8. Demonstrate appropriate health and safety practices in the ceramics studio. Credits: 5 Prerequisites: Credits: 5 ART224 or permission of the instructor. Prerequisites: ART225 or permission of the instructor.

61 2021-2022 ART 260: Special Topics in Studio Art I ART 261: Special Topics in Studio II The focus of the course is determined by student The focus of the course is determined by student interests and will include a diverse offering of special interests and will include a diverse offering of special topics in the advanced study of ceramics. This course topics in the advanced study of ceramics. This course helps students advance techniques and concepts helps students advance techniques and concepts through studio work, art theory, processes and personal through studio work, art theory, processes and personal expression. (E) expression. (E) Course Student Learning Outcomes Course Student Learning Outcomes 1. Identify and apply the elements of art used in 1. Identify and apply the elements of art used in artwork and critiques. artwork and critiques. 2. Identify and apply the principles of art used in 2. Identify and apply the principles of art used in artwork and critiques. artwork and critiques. 3. Identify and apply the components used to 3. Identify and apply the components used to achieve aesthetics in artworks. achieve aesthetics in artworks. 4. Demonstrate an increased technical ability and 4. Demonstrate an increased technical ability and competence through projects involving the use of competence through projects involving the use of the medium/s being studied. the medium/s being studied. 5. Demonstrate an increased ability to objectively 5. Demonstrate an increased ability to objectively critique artwork by assessing, analyzing, and critique artwork by assessing, analyzing, and understanding other artwork as well as your own. understanding other artwork as well as your own. 6. Demonstrate the ability to respond to constructive 6. Demonstrate the ability to respond to constructive feedback from the instructor and other students in feedback from the instructor and other students in a professional manner. a professional manner. 7. Develop an increased cultural awareness of visual 7. Develop an increased cultural awareness of visual arts practice and history. arts practice and history. 8. Demonstrate appropriate health and safety 8. Demonstrate appropriate health and safety practices in the studio. practices in the studio.

Credits: 1 - 5 Credits: 1 - 5 Prerequisites: Prerequisites: Permission of the instructor. Permission of the instructor.

62 2021-2022 ART 262: Special Topics in Studio III The focus of the course is determined by student Astronomy interests and will include a diverse offering of special ASTR& 100: Survey of Astronomy topics in the advanced study of ceramics. This course helps students advance techniques and concepts Introduction to the universe, with emphasis on through studio work, art theory, processes and personal conceptual, as contrasted with mathematical, expression. (E) comprehension. Modern theories and observations; ideas concerning nature and evolution of galaxies; Course Student Learning Outcomes quasars, stars, black holes, planets, and solar system. 1. Identify and apply the elements of art used in (NS) artwork and critiques. 2. Identify and apply the principles of art used in Course Student Learning Outcomes artwork and critiques. 1. Describe and explain why we have seasons, tides, 3. Identify and apply the components used to see phases of the Moon, and how our geocentric achieve aesthetics in artworks. model of the universe came to be. 4. Demonstrate an increased technical ability and 2. Describe and explain Newton's laws (motion and competence through projects involving the use of gravity), and how we can understand the universe the medium/s being studied. using light. 5. Demonstrate an increased ability to objectively 3. Describe and explain the formation of the solar critique artwork by assessing, analyzing, and system and planets, the characteristics of the understanding other artwork as well as your own. terrestrial and Jovian planets, and the methods of 6. Demonstrate the ability to respond to constructive discovery and classification of extra-solar planets. feedback from the instructor and other students in 4. Describe and explain the birth, life, and death a professional manner. processes of stars, and their remains. 7. Develop an increased cultural awareness of visual 5. Describe and explain the birth and evolution of arts practice and history. galaxies, and the birth of the universe, including 8. Demonstrate appropriate health and safety dark matter and the effects of dark energy we see practices in the studio. today. 6. Identify the constellations visible from the Credits: 1 - 5 northern hemisphere and relate some of the Prerequisites: mythology of them. Permission of the instructor. Credits: 5

63 2021-2022 ATEC 100: Basic Automotive Automotive Technology Study of the automotive industry and shop safety. (inactive Summer, 2021) Through class discussion, guest speakers, and audio- visual aids, students learn about such automotive careers as service technicians, service advisors, and parts personnel. Students also learn safety regulations and methods for safe operation of shop equipment and work areas. Course Student Learning Outcomes 1. Recognize unsafe conditions that may occur in an automotive repair shop. 2. Identify the safe precautions that should be taken. 3. Relate the proper application of safety procedures. 4. Demonstrate safe operation of available equipment. 5. Identify and list the major parts of a modern automobile. 6. Understand the basic tools required of auto technicians. 7. Identify and describe the careers in the automotive field. 8. Know the skill requirements of the modern automobile technician. 9. List and describe the work performed by technicians in different automobile specialty areas. 10. Understand the different types of certifications and licenses required in the automotive field. 11. Understand the relationship between shop personnel and the customer. Communicate effectively with the customer. 12. Know how to search for service information using electronic and written references. 13. Know how to estimate a maintenance repair job that includes: parts and labor, using both manual and electronic means. 14. Read with understanding in order to perform competently as an automotive technician. 15. Convey ideas in writing in order to perform competently as an automotive technician. 16. Communicate effectively to perform competently as an automotive technician. 17. Use math to solve problems and communicate effectively. 18. Understand the expectations in the workplace, the responsibilities of an automotive technician and methods of securing employment within the field. 19. Demonstrate professionalism in the workplace, appropriate dress and conduct. 20. Demonstrate the ability to work as a productive member of a team. 21. Demonstrate the ability to use technology effectively in the workplace.

Credits: 2

64 2021-2022 ATEC 105: Basic Automotive Engines ATEC 110: Automotive Steering and Suspension An ASE/NATEF course designed to familiarize the An ASE/NATEF course designed to familiarize the student with methods, construction, working principles, student with methods, construction, working principals, theory, and aspects used in reconditioning and theory, and aspects used in the reconditioning and servicing the internal combustion engine. Classroom servicing the internal combustion engine. Students will theory, along with hands-on experiences utilizing learn classroom theory along with hands on precision measuring tools, torque wrenches, and experiences utilizing precision measuring tools, torque machining equipment and special tools will be wrenches, and machining equipment. Theories include discussed. The theories of levers, pressure/volume, levers, pressure/volume, expansion, momentum, inertia, expansion, momentum, inertia, leverage, and the leverage and the operation of cams. operation of cams are stressed. Course Student Learning Outcomes Course Student Learning Outcomes 1. Identify the various components utilized in 1. Explain the duties and responsibilities of an automotive front and rear suspension systems. automotive technician. 2. Describe the theories of wheel balance, front 2. Demonstrate and discuss safe working practices. suspension component, and rear suspension 3. Demonstrate the correct use of the hand tools, component function and operation. power tools, and precision measuring equipment 3. Demonstrate the proper service and repair used by the automotive technician. procedures on automotive wheel and suspension 4. Demonstrate proper component cleaning systems. procedures. 4. Explain the duties and responsibilities of an 5. Demonstrate proper machine set-up and automotive technician. reconditioning techniques on lab projects listed on 5. Demonstrate and discuss safe working practices. student task sheet. 6. List and identify faults, and factory specifications 6. Know how to disassemble, inspect and measure of assigned engine using the NATEF worksheet. assigned engine in the proper sequence. 7. Read with understanding in order to perform 7. Demonstrate how to properly clean individual competently as an Automotive Technician. engine components. 8. Convey ideas in writing in order to perform 8. Demonstrate the correct assembly procedures of competently as an Automotive Technician. individual engine components. 9. Communicate effectively to perform competently 9. List and identify faults, and factory specifications as an Automotive Technician. of assigned engine using the NATEF worksheet. 10. Use math to solve problems and communicate to 10. Demonstrate the ability to write a college level fulfill esponsibilitiesr of an Automotive Technician. business style letter and report on the condition 11. Understand the expectations of the workplace, the and recommendations of the assigned engine. responsibilities of an Automotive Technician and 11. Read with understanding in order to perform the methods of securing employment within the competently as an Automotive Technician. field. 12. Convey ideas in writing in order to perform 12. Demonstrate the ability to use technology competently as an Automotive Technician. effectively in the workplace. 13. Communicate effectively to perform competently 13. Demonstrate professionalism in workplace as an Automotive Technician. appropriate dress and conduct. 14. Use math to solve problems and communicate to 14. Demonstrate the ability to work as a productive fulfill esponsibilitiesr of an Automotive Technician. member of a team. 15. Understand the expectations of the workplace, the 15. Participate in weekly online Canvas class responsibilities of an Automotive Technician and curriculum. the methods of securing employment within the field. Credits: 6 16. Demonstrate professionalism in workplace Prerequisites: appropriate dress and conduct. 2.0 or higher in ATEC 100 or concurrent enrollment. 17. Demonstrate the ability to work as a productive member of a team. 18. Demonstrate the ability to use technology effectively in the workplace.

Credits: 10

65 2021-2022 ATEC 115: Automotive Brake Systems ATEC 200: Engine Performance L Basic Fuel Systems An ASE/NATEF course designed to familiarize the An ASE/NATEF Engine Performance course with a brief student with methods, construction, working principals, overview of automotive fuel chemistry. The main theory, and aspects used in provide instruction in the emphasis of the class will be an introductory overview principles of automotive brake systems. Included are of fuel injection systems including fuel pump testing theory, service and repair of disc and drum brakes, and inspection. Also covered will be an introduction to manual and power brakes, and brake system control computer controls that relate to fuel delivery and and indicating devices. emission control. Course Student Learning Outcomes Course Student Learning Outcomes 1. Identify the various brake components. 1. List and describe the major components in the 2. Describe the theory of brake system operation. fuel system. 3. Demonstrate the proper service and repair 2. Describe the basic operation of an internal procedures on automotive brake systems. combustion engine. 4. Explain the duties and responsibilities of an 3. Explain the development, types of octane ratings, automotive technician. and uses of gasoline. 5. Demonstrate and discuss safe working practices. 4. Explain the different types of alternative 6. Demonstrate the correct use of the hand tools, automotive fuels. power tools, and precision measuring equipment 5. Describe the basic operation of mechanical and used by the automotive technician. electric fuel pumps. 7. List and identify faults, and factory specifications 6. Demonstrate proper diagnostic techniques of of assigned engine using the NATEF worksheet. electric fuel pump controls and circuits. 8. Read with understanding in order to perform 7. Demonstrate proper safety in working with low competently as an Automotive Technician. and high pressure fuel injection systems. 9. Convey ideas in writing in order to perform 8. Demonstrate proper diagnosis of electric fuel competently as an Automotive Technician. pump operation. 10. Communicate effectively to perform competently 9. Describe the operation of throttle body and port as an Automotive Technician. injection. 11. Use math to solve problems and communicate to 10. Demonstrate proper diagnosis of electronic fuel fulfill esponsibilitiesr of an Automotive Technician. injectors. 12. Understand the expectations of the workplace, the 11. Demonstrate proper use of fuel injector cleaning responsibilities of an Automotive Technician and equipment. the methods of securing employment within the 12. Demonstrate an introductory level knowledge of field. automotive scan tools. 13. Demonstrate the ability to use technology 13. Demonstrate an introductory level knowledge of effectively in the workplace. automotive exhaust emission testers. 14. Demonstrate professionalism in workplace 14. Explain how an automotive computer uses various appropriate dress and conduct. inputs to calculate fuel trim. 15. Demonstrate the ability to work as a productive 15. Read with understanding in order to perform member of a team. competently as an Automotive Technician. 16. Participate in weekly online Canvas class 16. Convey ideas in writing in order to perform curriculum. competently as an Automotive Technician. 17. Communicate effectively to perform competently Credits: 6 as an Automotive Technician. Prerequisites: 18. Use math to solve problems and communicate to 2.0 or higher in ATEC 100 or concurrent enrollment. fulfill esponsibilitiesr of an Automotive Technician. 19. Understand the expectations of the workplace, the responsibilities of an Automotive Technician and the methods of securing employment within the field. 20. Demonstrate the ability to use technology effectively in the workplace.

Credits: 6 Prerequisites: 2.0 or higher in ATEC 100 and ATEC 201.

66 2021-2022 ATEC 201: Automotive Electrical Systems I ATEC 202: Automotive Electrical Systems II An ASE/NATEF course designed to familiarize the Continuation of ATEC 201, with review and a more in- student with fundamentals of DC electricity pertaining depth study of the fundamentals of DC electricity: to the automotive trade. Included in the course of study Electrical fundamentals review, batteries, starters, will be instruction in basic electrical fundamentals, charging systems, modern ignition systems, body batteries, starters, charging systems, body wiring, and wiring, and an introduction to automotive computer- diagnosis of electrical components. control systems are included. Course Student Learning Outcomes Course Student Learning Outcomes 1. Identify the various electrical systems, 1. Identify the various electrical systems, components, and component parts relating to components, and component parts relating to automotive starting, charging, and ignition automotive starting, charging, and ignition systems. systems. 2. Demonstrate the proper use of electrical test 2. Demonstrate the proper use of electrical test equipment to determine serviceability and repair equipment to determine serviceability and repair necessary to automotive electrical components necessary to automotive electrical components and systems. and systems. 3. Describe the theory of automotive electrical 3. Describe the theory of automotive electrical fundamentals and the application of those fundamentals and the application of those fundamentals regarding basic electricity, fundamentals regarding basic electricity, electromagnetism, and starting, charging, and electromagnetism, and starting, charging, and ignition systems. ignition systems. 4. Demonstrate proper use of diagnostic aid such as 4. Show an introductory level knowledge of how an wiring diagrams, flow charts and TSB’s. automotive computer uses electricity and Ohm's 5. Read with understanding in order to perform Law to process sensor inputs. competently as an Automotive Technician. 5. Read with understanding in order to perform 6. Convey ideas in writing in order to perform competently as an Automotive Technician. competently as an Automotive Technician. 6. Convey ideas in writing in order to perform 7. Communicate effectively to perform competently competently as an Automotive Technician. as an Automotive Technician. 7. Communicate effectively to perform competently 8. Use math to solve problems and communicate to as an Automotive Technician. fulfill esponsibilitiesr of an Automotive Technician. 8. Use math to solve problems and communicate to 9. Understand the expectations of the workplace, the fulfill esponsibilitiesr of an Automotive Technician. responsibilities of an Automotive Technician and 9. Understand the expectations of the workplace, the the methods of securing employment within the responsibilities of an Automotive Technician and field. the methods of securing employment within the 10. Demonstrate the ability to use technology field. effectively in the workplace. 10. Demonstrate the ability to use technology 11. Demonstrate professionalism in workplace effectively in the workplace. appropriate dress and conduct. 12. Demonstrate the ability to work as a productive Credits: 6 member of a team. Prerequisites: 2.0 or higher in ATEC100 and ATEC201. Credits: 6 Prerequisites: 2.0 or higher in ATEC 100 or concurrent enrollment.

67 2021-2022 ATEC 203: Automotive Electrical Systems III ATEC 205: Engine Performance II, Advanced Fuels Continuation of ATEC 202 with emphasis on computer- Continuation of ATEC 200. Emphasis on modern fuel- controlled systems in modern automobiles and light- injection systems. Includes diagnosing fuel-related duty trucks. Review of electricity theory; advanced drivability; emission testing; computerized inputs and wiring diagnosis; modern ignitions systems; theory and outputs relating to fuel delivery and emission control; diagnosis of modern computer-controlled systems, and an introduction to alternative fuels. such as antilock brakes, safety restraint systems, ride Course Student Learning Outcomes control and air suspension; climate control, electronic 1. Describe computer control inputs, outputs and four-wheel drive; OBD I and OBD II engine-control operation as they pertain to fuel delivery and computers; and GEM modules. emissions. Course Student Learning Outcomes 2. List automotive fuel injection types, and operation. 1. Identify the various computerized electrical 3. Describe engine knocks, detonation, pre-ignition, systems, components, and component parts and timing. relating to automotive starting, charging, ignition 4. List and define emissions, testing, and the causes systems, antilock brakes, safety restraint systems, and results thereof. ride control and air suspension, climate control, 5. Perform diagnosis and repair of fuel injection electronic 4 wheel drive and OBD I and OBD II components including computerized inputs and Systems. outputs. 2. Demonstrate the proper use of electrical test 6. Demonstrate proper use of scan tools and digital equipment to determine serviceability and repair storage oscilloscopes while diagnosing sensors necessary to automotive computer electrical and actuators associated with fuel injection components and systems. systems. 3. Describe the theory of automotive computer 7. Diagnose emission related problems. electrical fundamentals and the application of 8. Demonstrate proper use of a five gas analyzer. those fundamentals. 9. Read with understanding in order to perform 4. Show knowledge of how an automotive computer competently as an Automotive Technician. uses electricity and Ohm's Law to process sensor 10. Convey ideas in writing in order to perform inputs and outputs. competently as an Automotive Technician. 5. Describe the theory and design of transistors as it 11. Communicate effectively to perform competently applies to vehicle computer controls. as an Automotive Technician. 6. Show knowledge of vehicle computers use of 12. Use math to solve problems and communicate to logic gates. fulfill esponsibilitiesr of an Automotive Technician. 7. Demonstrate knowledge and proper diagnostic 13. Understand the expectations of the workplace, the techniques of CAN systems used in modern responsibilities of an Automotive Technician and automobiles. the methods of securing employment within the 8. Read with understanding in order to perform field. competently as an Automotive Technician. 14. Demonstrate the ability to use technology 9. Convey ideas in writing in order to perform effectively in the workplace. competently as an Automotive Technician. 15. Demonstrate professionalism in workplace 10. Communicate effectively to perform competently appropriate dress and conduct. as an Automotive Technician. 16. Demonstrate the ability to work as a productive 11. Use math to solve problems and communicate to member of a team. fulfill esponsibilitiesr of an Automotive Technician. 12. Understand the expectations of the workplace, the Credits: 6 responsibilities of an Automotive Technician and Prerequisites: the methods of securing employment within the 2.0 or higher in ATEC 200 and ATEC 202. field. 13. Demonstrate the ability to use technology effectively in the workplace. 14. Demonstrate professionalism in workplace appropriate dress and conduct. 15. Demonstrate the ability to work as a productive member of a team.

Credits: 6 Prerequisites: 2.0 or higher in ATEC 100,201, and 202.

68 2021-2022 ATEC 206: Engine Performance III, Driveability ATEC 210: Automatic Transmission & Transaxles An ASE/NATEF Engine Performance course covering all Fundamentals of automatic transmission operation, aspects of drivability diagnosis in modern passenger including methods of gear change, power flows, and vehicles including modern fuel injection, modern basic hydraulic principles used in automatic ignition systems, on board computers, mechanical transmissions. failures and emission failures. There is also extensive Course Student Learning Outcomes use of modern diagnostic equipment. 1. List and define automatic transmission parts and Course Student Learning Outcomes components. 1. Demonstrate the proper use of electrical test 2. List and price parts needed for a complete equipment to determine serviceability and repair transmission overhaul. necessary to automotive computer electrical 3. Compute labor charges for a complete components and systems. transmission overhaul. 2. Describe the theory of automotive computer 4. List and define proper service and overhaul electrical fundamentals and the application of procedures. those fundamentals. 5. Demonstrate proper transmission assembly and 3. Show knowledge of how an automotive computer overhaul procedures. uses electricity and Ohm's Law to process sensor 6. Describe proper operation of transmission inputs and outputs. modulators, TV linkage, governors, and manual 4. Identify the various computerized electrical linkage, and how they operate together. systems, components, and component parts 7. Describe clutch, bank, servo, and related relating to automotive starting, charging, ignition operation. systems, fuel systems and emission control 8. List hydraulic principles and fundamentals, system in OBD I and OBD II Systems. including valves, and their operation to control 5. List automotive fuel injection types, and operation. shifting and shift points. 6. Describe engine knocks, detonation, pre-ignition, 9. List and define ort que converter components, and timing. torque converter clutches, operation and testing 7. List and define emissions, testing, and the causes including stall tests. and results thereof. 10. List and define new transmission designs and 8. Perform diagnosis and repair of fuel injection component development as they become components including computerized inputs and pertinent to the field. outputs. 11. List and describe electronic developments 9. Diagnose emission related problems. pertinent to automatic transmissions. 10. Read with understanding in order to perform 12. Read with understanding in order to perform competently as an Automotive Technician. competently as an Automotive Technician. 11. Convey ideas in writing in order to perform 13. Convey ideas in writing in order to perform competently as an Automotive Technician. competently as an Automotive Technician. 12. Communicate effectively to perform competently 14. Communicate effectively to perform competently as an Automotive Technician. as an Automotive Technician. 13. Use math to solve problems and communicate to 15. Use math to solve problems and communicate to fulfill esponsibilitiesr of an Automotive Technician. fulfill esponsibilitiesr of an Automotive Technician. 14. Understand the expectations of the workplace, the 16. Understand the expectations of the workplace, the responsibilities of an Automotive Technician and responsibilities of an Automotive Technician and the methods of securing employment within the the methods of securing employment within the field. field. 15. Demonstrate the ability to use technology 17. Demonstrate professionalism in workplace effectively in the workplace. appropriate dress and conduct. 16. Demonstrate professionalism in workplace 18. Demonstrate the ability to work as a productive appropriate dress and conduct. member of a team. 17. Demonstrate the ability to work as a productive 19. Demonstrate the ability to use technology member of a team. effectively in the workplace.

Credits: 6 Credits: 6 Prerequisites: Prerequisites: 2.0 or higher in ATEC 203 AND ATEC 205. 2.0 or higher in ATEC 100 and ATEC 201.

69 2021-2022 ATEC 212: Automotive Heating and Air Conditioning ATEC 215: Manual Drivetrains and Axles Theory and operation of automotive heating and air- Theory and diagnosis of automotive power-train conditioning systems. Methods for service and repair components on vehicles in the lab. Practical application of heating and air conditioning and troubleshooting of diagnosis, service, and repair on clutches, drive techniques. shafts, universal joints, front-wheel drive axles, manual Course Student Learning Outcomes transmissions, manual transaxles, real axles, 1. Describe the fundamentals of operation of differentials, and four-wheel drive transfer cases. automotive heating and air conditioning systems. Course Student Learning Outcomes 2. List and define the major components of the 1. List and describe the functions of a standard and automotive heating and air conditioning system. semi-centrifugal clutch and how it operates. 3. List and define proper repair procedures for the 2. Describe the basic fundamentals of centrifugal automotive and air conditioning system. force, inertia, leverage, and torque multiplication. 4. Demonstrate correct and safe repair and 3. List and diagnose clutch and clutch related troubleshooting procedures for the automotive problems. heating and air conditioning system. 4. List and explain the proper procedures for clutch 5. List and identify the types of heating and air removal and installation. conditioning systems used by the various major 5. List essential clutch, transmission, driveline, automotive manufactures. differential and rear axle components. 6. List and identify faults, and factory specifications 6. Inspect components and identify wear areas. using the NATEF worksheet. 7. Describe the function of manual transmissions. 7. Read with understanding in order to perform 8. Describe the operation of three, four, and five competently as an Automotive Technician. speed manual transmissions. 8. Convey ideas in writing in order to perform 9. Identify and define components in three, four and competently as an Automotive Technician. five speed manual transmissions. 9. Communicate effectively to perform competently 10. Diagnose manual transmission and shift linkage as an Automotive Technician. problems. 10. Use math & science to solve problems and to 11. Properly disassemble, inspect, and carefully communicate findings ot fulfill utA omotive reassemble three different manual transmissions. Technician responsibilities. 12. Describe the power flow on each transmission 11. Understand the expectations of the workplace, the worked on. responsibilities of an Automotive Technician and 13. Describe the function of an overdrive the methods of securing employment within the transmission. field. 14. Describe the function of universal joints. 12. Demonstrate the ability to use technology 15. List and define the types of universal joints and effectively in the workplace. drive shafts in use. 13. Demonstrate professionalism in workplace 16. Describe the function of a differential. appropriate dress and conduct. 17. Properly remove and replace two types of 14. Demonstrate the ability to work as a productive universal joints. member of a team. 18. List and define the conventional and limited slip differential. Credits: 6 19. Properly disassemble, carefully inspect, Prerequisites: reassemble and adjust at least one removable and 2.0 or higher in ATEC 100 and be in the second year of one integral type differential. the program, or instructor permission. 20. List the types of rear axle bearing in use today. 21. Read with understanding in order to perform competently as an Automotive Technician. 22. Convey ideas in writing in order to perform competently as an Automotive Technician. 23. Communicate effectively to perform competently as an Automotive Technician. 24. Use math to solve problems and communicate to fulfill esponsibilitiesr of an Automotive Technician. 25. Understand the expectations of the workplace, the responsibilities of an Automotive Technician and the methods of securing employment within the field.

70 2021-2022 26. Demonstrate the ability to use technology ATEC 225: Automotive Repair effectively in the workplace. Hands-on experience on prescribed automobile repairs. 27. Demonstrate professionalism in workplace Synthesizes prior training in a laboratory that is an appropriate dress and conduct. operational shop. Speed and accuracy stressed. 28. Demonstrate the ability to work as a productive Laboratory time dedicated to repair and service of member of a team. automatic transmission, automatic transaxle, and internal combustion engines. Credits: 8 Course Student Learning Outcomes 1. Demonstrate and improve proficiency in skills relating to: General automatic transmission/ transaxle diagnosis; Automatic transmission/ transaxle maintenance adjustment; In-car automatic transmission/transaxle repair; General engine diagnosis; Engine R & R (where applicable); Cooling system/lubrication system diagnosis and repair; Brakes; Steering and suspension. 2. Demonstrate accepted repair shop procedures such as: Use of time clock; Proper use of service publications and online resources; Proper parts procurement procedures; Proper and safe use of shop tools and special equipment; Correct and proper completion of required paper work. 3. Maintaining Professionalism: Exhibit positive behavior; Treat people with respect; Comply with organizational expectations; Comply with company dress/appearance standards; Maintain regular attendance; Prioritize and organize workloads. 4. Maintaining a Safe and Healthy Environment: Comply with safety and health rules/procedures; Use and maintain proper tools and equipment; Maintain clean work area; Know how to react during emergencies. 5. Demonstrate Technology Literacy: Demonstrate basic keyboarding skills; Demonstrate basic knowledge of computers; Contribute weekly to Canvas Synopsis of your weeks performance. 6. Maintaining Interpersonal Relationships: Value individual diversity; Respond to praise and/or criticism; Provide constructive praise and /or criticism; Resolve conflicts and control emotional reactions; Display a positive attitude; Work with team members to complete a task. 7. Read with understanding in order to perform competently as an Automotive Technician. 8. Convey ideas in writing in order to perform competently as an Automotive Technician. 9. Communicate effectively to perform competently as an Automotive Technician. 10. Use math to solve problems and communicate to fulfill esponsibilitiesr of an Automotive Technician. 11. Understand the expectations of the workplace, the responsibilities of an Automotive Technician and the methods of securing employment within the field. 12. Demonstrate the ability to use technology effectively in the workplace.

71 2021-2022 Credits: 5 Prerequisites: Bachelor of Applied Science Final quarter standing in Automotive Technology Program or consent of program instructor. in Applied Management ATEC 291: Automotive Internship BAS 301: Managerial Accounting Students will learn from and be mentored by This course is intended for students in the Bachelor of professionals in the automotive industry. Employability Applied Science (BAS) in Applied Management program skills will be stressed; mentor evaluations will be part of where understanding the basic principles of financial the learning process. Students will complete weekly and managerial accounting is essential in the work journals. 55 hours per credit. successful execution of management responsibilities. The course defines financial statement Course Student Learning Outcomes interrelationships, financial analysis, product cost, 1. Apply skills that relate to the internship workplace budgetary control systems, and information reporting 2. Identify individual strengths and weaknesses for the planning, coordinating, and monitoring of the related to workplace skills and behaviors performance of a business. 3. Acquire new workplace skills and behaviors 4. Demonstrate effective communication and Course Student Learning Outcomes interpersonal behaviors in the workplace 1. Describe and apply managerial accounting 5. Demonstrate initiative and time management in a concepts. workplace setting 2. Discuss the purpose of internal control systems in business and develop internal control policies and Credits: 1 - 5 procedures. Prerequisites: 3. Read, interpret, and analyze the annual report of a Students must be in their sixth quarter. Instructor publicly held company, including the primary permission required. financial statements (income statement, balance sheet, and the statement of cash flows) and related notes. 4. Develop an operational budget and finance budget, describe how to interpret the differences from budgeted amounts when evaluating actual performance and explain how the differences would be investigated. 5. Analyze, evaluate, and synthesize accounting information to support business decisions.

Credits: 5

72 2021-2022 BAS 315: Management, Leadership, and Organizations BAS 325: Legal Environments in Business (Formerly BAS 310) People no longer work for a single An introduction to the traditional and emerging legal organization for the duration of their career. With principles and theory involved in business access to social media and the increased transparency management. Focus on how to manage employees and into the quality of management and leadership in other relationships without stepping on legal organizations, people can be more selective in the landmines. Emphasis placed on preventative law as organizations they choose to work for. Additionally, well as strategies to resolve workplace conflict without society is placing an increasing value on work/life protracted litigation. balance, diversity, and organizational justice. Course Student Learning Outcomes Entrepreneurs are experimenting with a variety of 1. Overview of Legal Principles: Students will learn organizational structures that differ from the dominant legal terms and principles so that they have an pyramid structure with a single focus on shareholder understanding of how laws and regulations value. In this course, students will learn management, influence and often dictate the business leadership, and problem-solving techniques and be management of various companies. Students will exposed to a variety of organizational cultures and be able to apply the legal principles to avoid or structures. Learning about the variety of management mitigate lawsuits. and leadership styles and organizations allows 2. Community Relations: Students will examine and students to determine what type of manager or leader have an understanding of how business interacts they want to be or work for and what type of with the community through waste, chemicals, organization they want to work in. and other environment factors. Students will be Course Student Learning Outcomes able to apply sound business and legal principles 1. Apply critical thinking techniques to identify to avoid lawsuits from environmental pollution. problems, understand the situation, define the end 3. Consumer Relations: Students will understand an state, identify alternatives, decide on a solution, learn legal principles that apply to consumer create a plan to implement the solution, and relations such as manufacturing, marketing, reflect ot learn. product liability, quality control, 2. Assess a situation, identify potential misrepresentations, and ethics. Students will be improvements in individual and group able to implement a vast array of legal and effectiveness, and determine if management or alternative dispute resolution techniques and leadership skills are needed and what type of knowledge to avoid or mitigate lawsuits. influence and motivation should be utilized to 4. Business-to-Business Relations: Students will move the organization toward achieving the understand the contractual relationships including strategic goals. the potential risk and liability when one company 3. Practice effective communication to learn how to breaches its contract. Students will be able to influence colleagues ot improve the organization’s understand and apply legal principles regarding structure, culture, and/or processes. damages, remedies, indemnification, and hold 4. Differentiate a variety of organizations’ cultures harmless agreements when negotiating workable and structures and assess their impacts on business and consumer contracts. customer and employee satisfaction. 5. Employment Relations: Students will learn and 5. Identify individual strengths and weaknesses in understand the principles of EEOC, state, safety emotional intelligence as well as management, and other laws and regulations that affect the and leadership skills. workplace. Students will be able to incorporate solid legal principles to reduce workplace claims. Students will have the tools, tips and techniques to turn reactionary attitudes into proactive Credits: 5 mindsets by helping workers collaborate to resolve conflict internally instead of filing lawsuits.

Credits: 5

73 2021-2022 BAS 330: Management Information Systems BAS 340: Applied Financial Management The discipline of Management Information Systems An introduction to the application of financial (MIS) bridges the gap between computer science management principles. Includes the analysis of disciplines and business disciplines such as marketing, financial statements for planning and control, cash and strategic management, and finance among others. The capital budgeting, risk and return, capital structure, and term Management Information Systems encompasses financing the short- and long-term requirements of the a multitude of definitions depending on the source. The firm. Students will apply basic oolst and techniques definition applied in this course is that MIS consists of used to value a firm and evaluate and fund prospective technologies and processes that are used to collect investment opportunities. This class will include and analyze data, convert it into information, on which a students from multiple sections. Prerequisite: BAS 301 decision can be made, and then disseminate the or permission of instructor. information to the appropriate people an organization. Course Student Learning Outcomes This course will focus on such topics as information 1. Define and apply the basic finance concepts, technology (IT) infrastructure, Enterprise Applications, principles, terminology, and techniques. databases as decision support systems, and others. 2. Apply present value concepts to value a business Course Student Learning Outcomes and evaluate potential capital investments. 1. Understand how and where data is stored and 3. Describe working capital management policies. how to access it including fundamental data 4. Apply tools of financial analysis and planning. concepts, database structures, types of 5. Demonstrate competency in excel to create a databases, data warehouses, and database budget of financial and cash forecasting. management. 2. Analyze and synthesize the three types of Credits: 5 searches for data, based on Simon’s four phases BAS 358: Marketing for Managers of decision making, including unstructured, structured adhoc, and structured continuous. The preeminent business visionary, Peter Drucker, 3. Assess the importance of computerized decision described marketing as one of the two most important support systems. elements of an organization’s success. This is true for 4. Understand and apply information types to assess both nonprofit and for-profit organizations. Although the data and convert it into information. social media is a new and highly valuable marketing 5. Assess the impact of information on the tool, social media needs to augment, as opposed to organization and communicate information via replace, marketers’ foundational tools of TV, radio, and easily understood formats including reports and print media. Additionally, with the bombardment of dashboards. marketing messages combined with the elimination of commercials, it’s more difficult than ever for marketers Credits: 5 to construct engaging messages and get them to the right audience. In this course, students will learn about and assess the benefits and disadvantages of traditional marketing tools as well as social media. Students will also compose stories that will generate both long-term brand loyalty and short-term sales. Course Student Learning Outcomes 1. Discuss various concepts, theories, and principles of social media management. 2. Understand and apply Metcalf’s Law. 3. Understand and apply current social media trends. 4. Research social media users, and design a social media for a site appropriate to users’ needs. 5. Plan a social media marketing campaign. 6. Identify and access the effects of mobile social media. 7. Identify and apply change management techniques to the implementation of social media elements within an organization.

Credits: 5

74 2021-2022 BAS 380: Project Management BAS 435: Operations Management In management, projects are major undertakings that Unique aspects of managing and growing small- to have a limited duration (i.e., finite completion point) medium-sized businesses, including strategic and and, as such, require a unique approach for operational planning, ethical issues, organizational administration. Course covers the theory and practice controls and tools, marketing management and of project management in the context of technical and techniques, financial analysis and accounting, risk human resource constraints. Students learn to apply management, human resource management, and the knowledge, skills, tools, and techniques for project international opportunities. activities necessary to meet project requirements Course Student Learning Outcomes through the use of software and the approaches 1. Identify, analyze, and resolve cost related prescribed by the PMBOK. problems for producing goods and rendering Course Student Learning Outcomes services to increase an organization's market 1. Practice leadership and management techniques competitiveness. to incorporate a diversity of views and opinions to 2. Demonstrate interpersonal communication skills quickly move a team from the forming stage into using negotiating techniques to build allian the performing stage, creatively resolve issues, relationships and drive down costs. and achieve organizational objectives. 3. Evaluate a variety of processes for delivering a 2. Practice interpersonal communication techniques service or constructing a product including to share ideas, exchanging information; and outsourcing and the integration of such effectively influence a variety of stakeholders. technology as automation and robotics to drive 3. Utilize a variety of tools to communicate team and down costs. individual deliverables, receive and provide project 4. Apply the LEAN methodology to identify activities updates, and resolve problems to ensure the that add value for the customer and assess the project remains on track. potential for reducing waste from processes 4. Construct project plan consisting of a charter, without sacrificing productivity. project scope, identified stakeholders, communication plan, work breakdown structure Credits: 5 and Gantt chart, human resource needs, budget, Prerequisites: as well as risk assessment. BAS 301, BAS 315 and MATH& 146 or permission of instructor. Credits: 5 BAS 461-465: BAS Internship BAS 390: Human Resources Management BAS students will experience the links between This course explores human resource management as management theory and practice through the a way to achieve high levels of organizational application, in a work setting, of the knowledge and performance. In this class, we will evaluate the skills gained in the classroom. They will demonstrate strategic importance, ethical issues, and organizational skills and knowledge in the focus area of their impact related to the following areas of human internship; effective management; time commitments resources: talent acquisition and talent management; and responsibilities of managers; the host organizational development; the legal environment of organization’s structure, policies and practices; and business; global HR; training and development; interpersonal skills. This class will include students diversity; and total rewards (compensation and from multiple sections. benefits). Course Student Learning Outcomes Course Student Learning Outcomes 1. Apply skills that relate to management in the 1. Understand the world of Human Resources. workplace 2. Apply Human Resource principles to an 2. Identify individual strengths and weaknesses organization. related to management skills and behaviors 3. Apply Human Resource policies to help an 3. Acquire new management-level skills and organization’s strategy. behaviors 4. Demonstrate effective communication and Credits: 5 interpersonal behaviors in the workplace 5. Demonstrate initiative and time management in a workplace setting

Credits: 1 - 5

75 2021-2022 BAS 485: Ethics for Managers Managers will face many important and far-reaching Basic Education for Adults decision making, ethical, and leadership situations in BASED 1-18: English As a Second Language Levels their professional lives. This course provides a 1-6 systematic way to approach decisions, ethics, and leadership. It analyzes complex decision, ethical, and Courses designed to improve reading, writing, and leadership problems by breaking them into manageable speaking the English language in order to become pieces and by providing important insights that will lead college and/or career ready. to clarity of thought and commitment to action. Course Student Learning Outcomes Course Student Learning Outcomes 1. construct meaning from oral presentations and 1. Recognize and resolve potential and real ethical literary and informational text through level- issues within an organization that may result in a appropriate listening, reading, and viewing. tarnished brand and/or legal liabilities. 2. participate in level-appropriate oral and written 2. Practice effective communication to influence exchanges of information, ideas, and analyses, in colleagues to prevent and/or resolve ethical various social and academic contexts, responding issues. to peer, audience, or reader comments and 3. Assess individual, personal ethical values using questions. one or more of the theories of ethics to determine 3. speak and write about level-appropriate complex how to resolve ethical issues. literary and informational texts and topics. 4. Identify the multiple ethical interests at stake in 4. construct level-appropriate oral and written claims real-world situations and articulate what makes a and support them with reasoning and evidence. particular course of action ethically defensible and 5. conduct research and evaluate and communicate why. findings ot answer questions or solve problems. 6. analyze and critique the arguments of others Credits: 5 orally and in writing. 7. adapt language choices to purpose, task, and BAS 490: Strategic Management & Policy audience when speaking and writing. Course explores strategic issues facing organizations, 8. determine the meaning of words and phrases in including top management decision making and social oral presentations and literary and informational responsibility; environmental and industry analysis; text. establishing organizational mission and objectives; 9. create clear and coherent level-appropriate speech corporate, business and functional level strategy and text. formulation; global and multi- domestic Strategies; strategic implementation and control; and integrating operations, finance, marketing and human resource strategies. Computer modeling to solve strategic Credits: 0 problems is used throughout the class. This class will include students from multiple sections. Course Student Learning Outcomes 1. Construct an organization with internal core capabilities including the enterprise's culture, structure, compensation, the quality and pricing of products and services, ethical standards, operational efficiencies, andelationships r with stakeholders to create a competitive advantage. 2. Formulate a marketing plan to generate brand awareness and increase revenue. 3. Design a financial plan ot maintain the organization's fiscal well-being 4. Develop external strategies such as cost leadership, product differentiation, vertical integration, and strategic alliances to increase long-term competitiveness.

Credits: 5 Prerequisites: BAS 435, BAS 485 and MATH& 146

76 2021-2022 BASED 1-59: Adult Basic Education Levels 1-6 5. Make strategic use of digital media and visual Courses designed to improve basic reading, writing and displays of data to express information and math skills that meet requirements for a Washington enhance understanding of presentations. State high school diploma. Preparation for GED® testing is also available. HSE English (BASED 42)

Course Student Learning Outcomes 1. Read closely to determine what the text says explicitly and to make logical inferences from it; HSE Contemporary World Problems (BASED 40) cite specific textual vidence.e 2. Determine central ideas or themes of a text and 1. Determine the central ideas or information of a analyze their development; summarize the key primary or secondary source; provide an accurate supporting details and ideas. summary that makes clear the relationships 3. Interpret words and phrases as they are used in a among the key details and ideas. text, including determining technical, connotative, 2. Read and comprehend history/social studies texts and figurative meanings. at a College & Career Ready level of complexity. 4. Produce clear and coherent writing in which the 3. Integrate and evaluate content presented in development, organization, and style are diverse media and formats, including visually and appropriate to task, purpose, and audience. quantitatively, as well as in words in order to 5. Develop and strengthen writing as needed by address a question or solve a problem. planning, revising, editing, rewriting, or trying a 4. Conduct short as well as more sustained research new approach. projects based on focused questions (including 6. Gather relevant information from multiple print self-generated question) or to solve a problem, and digital sources, assess the credibility and demonstrating understanding of the subject under accuracy of each source, and integrate the investigation. information while avoiding plagiarism. 5. Integrate and evaluate information presented in diverse media and formats, including visually, HSE Occupational Education (BASED 44) quantitatively, and orally. 6. Read closely to determine what the text says 1. Integrate and evaluate content presented in explicitly and to make logical inferences from it: diverse media and formats, including visually and cite specific textual videncee (when writing or quantitatively, as well as in words. speaking) to support analysis of primary and 2. Use technology, including the Internet, to produce secondary sources, connecting insights gained and publish writing and to interact and collaborate from specific details ot an understanding of the with others. text as a whole. 3. Gather relevant information from multiple print 7. Write arguments to support claims in an analysis and digital sources, assess the credibility and of substantive topics or texts, using valid accuracy of each source, and integrate the reasoning and relevant and sufficientvidence. e information while avoiding plagiarism. 8. Present information, findings, and supporting 4. Integrate and evaluate information presented in evidence such that listeners can follow the line of diverse media and formats, including visually, reasoning and the organization, development, and quantitatively, and orally. style are appropriate to task, purpose, and 5. Adapt speech to a variety of contexts and audience. communicative tasks, demonstrating command of formal English when indicated or appropriate. HSE Fine Arts (BASED 41) HSE Science Lab (BASED 45) 1. Integrate and evaluate content presented in diverse media and formats, including visually and 1. Follow precisely a complex multistep procedure quantitatively, as well as in words. when carrying out experiments, taking 2. Integrate and evaluate content presented in measurements, or performing technical tasks, diverse media and formats, including visually and analyze the specific esultsr based on explanations quantitatively, as well as in words. in the text. 3. Prepare for and participate effectively in a range 2. Synthesize information from a range of sources of conversations and collaborations with diverse (e.g. texts, experiments, simulations) into a partners, building on others’ ideas and expressing coherent understanding of a process, their own clearly and persuasively. phenomenon, or concept, resolving conflicting 4. Integrate and evaluate information presented in information when possible. diverse media and formats, including visually, quantitatively, and orally.

77 2021-2022 3. Evaluate the hypothesis, data, analysis, and self-generated question) or to solve a problem, conclusions in a science or technical text, or demonstrating understanding of the subject under experiment, verifying the data when possible and investigation. corroborating or challenging conclusions with 5. Integrate and evaluate information presented in other sources of information. diverse media and formats, including visually, quantitatively, and orally. 6. Read closely to determine what the text says HSE US History and US Civics and Government (BASED explicitly and to make logical inferences from it: 46, 56) cite specific textual videncee (when writing or speaking) to support analysis of primary and 1. Determine the central ideas or information of a secondary sources, connecting insights gained primary or secondary source; provide an accurate from specific details ot an understanding of the summary that makes clear the relationships text as a whole. among the key details and ideas. 7. Write arguments to support claims in an analysis 2. Read and comprehend history/social studies texts of substantive topics or texts, using valid at a College & Career Ready level of complexity. reasoning and relevant and sufficientvidence. e 3. Integrate and evaluate content presented in 8. Present information, findings, and supporting diverse media and formats, including visually and evidence such that listeners can follow the line of quantitatively, as well as in words in order to reasoning and the organization, development, and address a question or solve a problem. style are appropriate to task, purpose, and 4. Conduct short as well as more sustained research audience. projects based on focused questions (including self-generated question) or to solve a problem, HSE Health (BASED 49) demonstrating understanding of the subject under investigation. 1. Integrate and evaluate content presented in 5. Integrate and evaluate information presented in diverse media and formats, including visually and diverse media and formats, including visually, quantitatively, as well as in words. quantitatively, and orally. 2. Use technology, including the Internet, to produce 6. Read closely to determine what the text says and publish writing and to interact and collaborate explicitly and to make logical inferences from it: with others. cite specific textual videncee (when writing or 3. Gather relevant information from multiple print speaking) to support analysis of primary and and digital sources, assess the credibility and secondary sources, connecting insights gained accuracy of each source, and integrate the from specific details ot an understanding of the information while avoiding plagiarism. text as a whole. 4. Integrate and evaluate information presented in 7. Write arguments to support claims in an analysis diverse media and formats, including visually, of substantive topics or texts, using valid quantitatively, and orally. reasoning and relevant and sufficientvidence. e 5. Adapt speech to a variety of contexts and 8. Present information, findings, and supporting communicative tasks, demonstrating command of evidence such that listeners can follow the line of formal English when indicated or appropriate. reasoning and the organization, development, and style are appropriate to task, purpose, and HSE Physical Education (BASED 58) audience. 1. Integrate and evaluate content presented in HSE Washington State History (BASED 47) diverse media and formats, including visually and quantitatively, as well as in words. 1. Determine the central ideas or information of a 2. Use technology, including the Internet, to produce primary or secondary source; provide an accurate and publish writing and to interact and collaborate summary that makes clear the relationships with others. among the key details and ideas. 3. Gather relevant information from multiple print 2. Read and comprehend history/social studies texts and digital sources, assess the credibility and at a College & Career Ready level of complexity. accuracy of each source, and integrate the 3. Integrate and evaluate content presented in information while avoiding plagiarism. diverse media and formats, including visually and 4. Integrate and evaluate information presented in quantitatively, as well as in words in order to diverse media and formats, including visually, address a question or solve a problem. quantitatively, and orally. 4. Conduct short as well as more sustained research projects based on focused questions (including

78 2021-2022 5. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Credits: 0

HSE Science (BASED 59)

1. Determine central ideas or themes of a text and Biology analyze their development; summarize the key supporting details and ideas. BIOL& 100: Survey of Biology 2. Read and comprehend science & technical text at Introduction to the structural and functional a College & Career Ready level of complexity. characteristics of life. Surveys the evolutionary, 3. Integrate and evaluate content presented in ecological, cellular, and genetic biology of living diverse media and formats, including visually and organisms. This class will include students from quantitatively, as well as in words. multiple sections. (NS) 4. Conduct short as well as more sustained research Course Student Learning Outcomes projects based on focused questions (including 1. Identify and use fundamental biochemical self-generated question) or to solve a problem, principles to explain life processes and structure. demonstrating understanding of the subject under 2. Explain common life processes of metabolism, investigation. photosynthesis, and homeostasis. 5. Integrate and evaluate information presented in 3. Use fundamental genetic principles to explain diverse media and formats, including visually, inheritance, biodiversity and evolution. quantitatively, and orally. 4. Describe general features of organisms across 6. Read closely to determine what the text says taxonomic ranks including domain, kingdom, explicitly and to make logical inferences from it: phylum and common classes. cite specific textual videncee when writing or 5. Apply fundamental ecological principles to explain speaking to support conclusions drawn from the biological diversity, ecosystem processes, and text. human effects on ecosystem processes. 7. Write arguments to support claims in an analysis 6. Practice common fundamental methods of of substantive topics or texts, using valid scientific inquiry such as observation; hypothesis reasoning and relevant and sufficientvidence. e creation; simple study design; development and 8. Present information, findings, and supporting implementation of study protocols; data collection evidence such that listeners can follow the line of and analysis; drawing conclusions; and reasoning and the organization, development, and communicating scientific findings. style are appropriate to task, purpose, and audience. Credits: 5 Prerequisites: Math 1-4 (51-54) Eligibility for both ENGL& 101 and MATH 090/091.

While each course focuses on specific math concepts which build from basic to more complex operations, teaching and learning strategies will integrate the following 8 standards for mathematical practice.

1. Make sense of problems and persevere in solving them (CCRS: MP.1) 2. Reason abstractly and quantitatively (CCRS: MP.2) 3. Construct viable arguments and critique the reasoning of others (CCRS: MP.3) 4. Model with mathematics (CCRS: MP.4) 5. Use appropriate tools strategically (CCRS: MP.5) 6. Attend to precision (CCRS: MP.6) 7. Look for and make use of structure (CCRS: MP.7) 8. Look for and express regularity in repeated reasoning (CCRS: MP.8)

*Learning outcomes for these courses are the Standards for Mathematical Practice in the College and Career Readiness Standards.

79 2021-2022 BIOL& 160: General Biology with Lab, Cell Biology BIOL& 221: Ecology and Evolution Emphasis First course in the three-quarter sequence of Includes process of science, overview of central ideas introductory biology for science students. An of biology (unity, diversity, interdependence, evolution), introduction to evolutionary and ecological processes basic chemistry concepts, biomolecules, cell structure, involved in the generation of our planet’s biodiversity, cell physiology (including enzyme function, energetics, including a review of patterns and processes that synthesis of DNA, RNA and protein), cell reproduction, influence the origin, ve olution, distribution, and introduction to genetics. (NS) abundance of living things. (NS) Course Student Learning Outcomes Course Student Learning Outcomes 1. Read, correctly interpret, and critically evaluate 1. Read, correctly interpret, and critically evaluate biological information in books, journals, online biological information in books, journals, online resources, and the popular media. resources, and the popular media. 2. Explain and give examples of the basic themes 2. Explain and give examples of the basic themes and concepts of the chemistry of life including and concepts of ecology, including abiotic and basic cell chemistry, properties of water and pH, biotic factors, the ecology of individuals, basic organic chemistry, and properties of organic interactions, populations, communities, macromolecules (carbohydrates, lipids, proteins, ecosystems, landscapes, global ecology, and nucleic acids). succession, and conservation biology. 3. Explain and give examples of the basic themes 3. Explain and give examples of the basic themes and concepts of cell biology including cell and concepts of evolution, including natural structure and function, membrane structure and selection, sexual selection, genetic drift, gene flow, function, metabolism and enzyme function, mutation, microevolution, Hardy-Weinberg respiration and fermentation, photosynthesis, cell equilibrium, and macroevolution. communication, and mitosis. 4. Explain and give examples of the evolution and 4. Explain and give examples of the basic themes diversity of animals. and concepts of genetics including meiosis and 5. Correctly and safely use scientific equipment ot sexual life cycles, Mendelian genetics, make observations and collect data. chromosomes and non-Mendelian genetics, 6. Apply quantitative analysis to solve problems in function of DNA (synthesis, transcription, and hypothetical and real situations. translation), regulation of gene expression, DNA 7. Demonstrate ability to process information and tools and biotechnology, and genomes and their experiences in the form of laboratory write-ups evolution. and project presentations to convey findings of 5. Explain and give examples of the evolution and library research and/or scientific inquiry using diversity of viruses, bacteria, and protists. appropriate language, format, and graphical 6. Apply quantitative analysis to solve problems in methods. hypothetical and real situations. 8. As a group (3-6 students) design and conduct a 7. Demonstrate ability to process information and scientific exploration, interpret results, and explain experiences in the form of laboratory write-ups findings in a logical and appropriate manner using and project presentations to convey findings of critical thinking and problem solving skills. library research and/or scientific inquiry using 9. Describe connections of the covered concepts of appropriate language, format, and graphical biology to their local environments and daily lives. methods. 8. As a group (3-6 students) design and conduct a Credits: 5 scientific exploration, interpret results, and explain Prerequisites: findings in a logical and appropriate manner using Placement into college-level English (ENGL& 101) and critical thinking and problem solving skills. prerequisite or concurrent MATH 098/099 or higher. 9. Describe connections of the covered concepts of biology to their local environments, possible future careers, and daily lives.

Credits: 5 Prerequisites: Eligibility for both ENGL& 101 and MATH 90/91.

80 2021-2022 BIOL& 222: Molecular & Cellular Biology BIOL& 223: Organismal Biology Second course in the three-quarter sequence of Third course in the three-quarter sequence of introductory biology for science students. Introduction introductory biology for science students. Introduction to structure and function of biomolecules, cells, and to the study of the structure and function of plants and membranes; photosynthesis and respiration; molecular animals and how they cope with varying environmental origin of life; phylogenetic and metabolic diversity of conditions. (NS) prokaryotes; and molecular genetics and genomics. Course Student Learning Outcomes (NS) 1. Read, correctly interpret, and critically evaluate Course Student Learning Outcomes biological information in books, journals, online 1. Read, correctly interpret, and critically evaluate resources, and the popular media. biological information in books, journals, online 2. Explain and give examples of the basic themes resources, and the popular media. and concepts of plant form and function including 2. Explain and give examples of the basic themes structure, growth and development, resource and concepts of the chemistry of life including acquisition and transport, soil and nutrition, basic cell chemistry, properties of water and pH, reproduction and related technology, and basic organic chemistry, and properties of organic responses to internal and external signals. macromolecules (carbohydrates, lipids, proteins, 3. Explain and give examples of the basic themes and nucleic acids). and concepts of the basic principles of animal 3. Explain and give examples of the basic themes form and function including comparative anatomy and concepts of cell biology including cell and physiology related to nutrition, circulation and structure and function, membrane structure and gas exchange, immunity, osmoregulation and function, metabolism and enzyme function, excretion, endocrine function, and reproduction respiration and fermentation, photosynthesis, cell and development. communication, and mitosis. 4. Explain and give examples of the basic themes 4. Explain and give examples of the basic themes and concepts of comparative anatomy and and concepts of genetics including meiosis and physiology of animal nervous systems, sensory sexual life cycles, Mendelian genetics, and motor mechanisms, and the fundamentals of chromosomes and non-Mendelian genetics, animal behavior. function of DNA (synthesis, transcription, and 5. Explain and give examples of the evolution and translation), regulation of gene expression, DNA diversity of plats and fungi. tools and biotechnology, and genomes and their 6. Apply quantitative analysis to solve problems in evolution. hypothetical and real situations. 5. Explain and give examples of the evolution and 7. Demonstrate ability to process information and diversity of viruses, bacteria, and protists. experiences in the form of laboratory write-ups 6. Apply quantitative analysis to solve problems in and project presentations to convey findings of hypothetical and real situations. library research and/or scientific inquiry using 7. Demonstrate ability to process information and appropriate language, format, and graphical experiences in the form of laboratory write-ups methods. and project presentations to convey findings of 8. As a group (3-6 students) design and conduct a library research and/or scientific inquiry using scientific exploration, interpret results, and explain appropriate language, format, and graphical findings in a logical and appropriate manner using methods. critical thinking and problem solving skills. 8. As a group (3-6 students) design and conduct a 9. Describe connections of the covered concepts of scientific exploration, interpret results, and explain biology to their local environments possible future findings in a logical and appropriate manner using careers, and daily lives. critical thinking and problem solving skills. 9. Describe connections of the covered concepts of Credits: 5 biology to their local environments and daily lives. Prerequisites: BIOL& 222 (minimum 2.0). Credits: 5 Prerequisites: BIOL& 221 (minimum 2.0), and CHEM& 121 or CHEM& 161.

81 2021-2022 BIOL& 241: Human Anatomy & Physiology I BIOL& 242: Human Anatomy & Physiology II Structure and function of the human body. Cardiovascular system; lymphatic system; immunology; Homeostasis; tissues; integumentary, skeletal, nervous, respiratory system; digestive system; metabolism; and muscular systems. This class will include students urinary system; endocrine system; reproductive system; from multiple sections. (NS) and genetics. This class will include students from Course Student Learning Outcomes multiple sections. (E) 1. Explain and give examples of the basic themes Course Student Learning Outcomes and concepts of the cells, including basic cell 1. Explain and give examples of the basic themes chemistry, properties of water and pH, basic and concepts of the cells, including basic cell organic chemistry, and properties of organic chemistry, properties of water and pH, basic macromolecules, cell structure and function, organic chemistry, and properties of organic membrane structure and function, metabolism macromolecules, cell structure and function, and enzyme function, respiration and membrane structure and function, metabolism fermentation, photosynthesis, cell communication, and enzyme function, respiration and and mitosis. fermentation, photosynthesis, cell communication, 2. Use and define descriptive anatomical and and mitosis. directional terminology such as anatomical 2. Use and define descriptive anatomical and position, directional terms, sections, body cavities directional terminology such as anatomical and regions, and body membranes. position, directional terms, sections, body cavities 3. Explain and give examples of the four types of and regions, and body membranes. tissues found in the human body, their functions, 3. List the general functions of, describe the gross and which organs they make up. and microscopic anatomy of, and explain the 4. List the general functions of, describe the gross physiological functions of the following systems and microscopic anatomy of, and explain the of the human body: cardiovascular (including physiological functions of the following systems blood), lymphatic, immune, respiratory, digestive, of the human body: integumentary, skeletal, urinary, endocrine, and reproductive. nervous, muscular, and special senses. 4. Explain and give examples of the principles of 5. Explain and give examples of select pathologies metabolism, fluid, electrolyte, and acid-base of each system and drugs used to treat them. balance, pregnancy and development, and 6. Demonstrate ability to process information and genetics. experiences in the form of laboratory 5. Explain and give examples of select pathologies presentations to convey findings of internet and/ of each system and drugs used to treat them. or text research using appropriate language. 6. Demonstrate ability to process information and 7. Describe connections of the covered concepts of experiences in the form of laboratory biology to their local environments, possible future presentations to convey findings of internet and/ careers, and daily lives. or text research using appropriate language. 7. Describe connections of the covered concepts of Credits: 5 biology to their local environments, possible future Prerequisites: careers, and daily lives. Eligibility for both ENGL& 101 and MATH 090/091; 2.0 or higher in BIOL& 160 (BIOL& 222 may substitute for Credits: 5 BIOL& 160.) Prerequisites: Eligibility for both ENGL& 101 and MATH 090/091; 2.0 or higher in BIOL& 241.

82 2021-2022 BIOL& 260: Microbiology BIOL 150: Introduction to Marine Biology Introduction to bacteria, viruses, and other Hands-on approach utilizing facilities at local marine microorganisms. Includes microbial structure, laboratory, field trips, and group projects to learn metabolism, genetics, ecology, technological biological concepts relevant to marine biology. applications, microbial diseases of humans, Emphasis on local organisms and ecology. This class immunology, public health, and medical control will include students from multiple sections. (NS) strategies. (NS) Course Student Learning Outcomes Course Student Learning Outcomes 1. Apply fundamental ecological principles to explain 1. Discuss the structural features of bacteria, biodiversity, ecosystem processes, and human viruses, and prions, and how those features are effects on ecosystems processes in the marine related to mechanisms of infection. environment 2. Discuss how strategies such as disinfection and 2. Explain common life processes of metabolism, pasteurization are used to control microbial photosynthesis, and homeostasis as applied to growth. the marine environment. 3. Discuss how mutations coupled with rapid growth 3. Differentiate among various taxonomic groups of support the emergence of multidrug-resistant marine autotrophs, invertebrates and vertebrates pathogens. based on physical characteristics. 4. Explain how recombinant DNA technology can be 4. Interpret observations of form of various marine used to produce large quantities of human organisms across taxonomic ranks in light of their proteins in bacteria for further study. function (physiological and ecological) and 5. Discuss the importance of arthropod vectors evolutionary history. (mosquitoes, e.g.) in transmission of malaria and 5. Identify common fundamental methods of other diseases. scientific inquiry (e.g. observation; hypothesis 6. Explain the fundamental differences between the creation; simple study design; development and innate and adaptive immune systems and the implementation of study protocols; data collection advantages/disadvantages of each. and analysis; drawing conclusions; and 7. Discuss the general mechanisms by which communicating scientific findings) within existing pathogens cause damage to the host, and be able marine biology research examples. to explain the difference between exotoxins and 6. Apply fundamental scientific inquiry to a novel endotoxins. question in marine biology that produces a 8. Explain how immunoassays are used to detect the complete study including presentation of results presence of particular pathogens, and why it is (written and oral presentation). useful to know the identity of the infectious 7. Demonstrate how physical properties of the ocean microbe. (geology, physical oceanography) affect marine 9. Discuss the principles of transmission of disease organisms and how they help define marine including the importance of portals of exit, portals ecosystems. of entry, and reservoirs of infection. 8. Critically evaluate current information surrounding 10. Demonstrate the ability to use the CDC website, a regional marine environmental issue in order to including the Morbidity and Mortality Weekly present an informed point of view on that topic, Report (MMWR), to learn about infectious along with possible realistic solutions. diseases. Credits: 5 Credits: 5 Prerequisites: Prerequisites: Eligibility for both ENGL& 101 and MATH 090/091 Eligibility for both ENGL& 101 and MATH 090/091; 2.0 or higher in BIOL& 160 (BIOL& 222 may substitute for BIOL& 160).

83 2021-2022 BIOL 161: General Biology I BIOL 162: General Biology II First course in the two-quarter sequence of introductory Second course in the two-quarter sequence of biology for forestry students. Topics include cell introductory biology for forestry students. Topics structure and function, cellular energy metabolism, include plant growth and survival, photosynthesis, and photosynthesis, genetics, and various facets of zoology, plant/ environmental interactions, evolution and including anatomy and physiology, physiological diversity of living plants and animals, fundamentals of ecology, and development. Current research will be ecology, and conservation biology. Current research will used to illustrate the scientific and social importance of be used to illustrate the scientific and social these topics. (NS) importance of these topics. (NS) Course Student Learning Outcomes Course Student Learning Outcomes 1. Conduct a scientific exploration in a logical and 1. Conduct a scientific exploration in a logical and appropriate manner. appropriate manner. 2. Correctly read and interpret biological information 2. Correctly read and interpret biological information in books, journals and the media. in books, journals and the media. 3. Understand the basic themes and concepts of the 3. Understand the basic themes and concepts of cellular basis of life. organismal biology, with the main focus on plants. 4. Understand the basic themes, concepts, and 4. Understand the following five central themes applications of molecular biology. relating to plant organismal biology: 5. Understand the basic themes and concepts of 5. How are organisms built? organismal biology, with the main focus on 6. How do organisms obtain and use nutrients and animals. energy? 6. Understand the following five central themes 7. How do organisms transport fluids internally? relating to organismal biology: 8. How do organisms sense and respond to the 7. How are organisms built? environment (internal and external)? 8. How do organisms obtain and use nutrients and 9. How do organisms develop and reproduce? energy? 10. Understand and become familiar with how plants 9. How do organisms transport fluids internally? have adapted to the challenges they face in 10. How do organisms sense and respond to the nutrition, respiration, water balance, excretion, environment (internal and external)? monitoring internal and external environments, 11. How do organisms develop and reproduce? movement and reproduction. 12. Understand and become familiar with how 11. Understand the basic themes and concepts of animals have adapted to the challenges they face ecology, including the scope of ecology, abiotic in nutrition, respiration, water balance, excretion, and biotic factors, ecology of individuals, monitoring internal and external environments, interactions, population ecology, community movement and reproduction. ecology, ecosystems, landscape ecology, global 13. Process information and experiences in the form ecology, succession, and conservation biology. of lab write-ups and projects, and demonstrate an 12. Understand the basic themes and concepts of ability to synthesize concepts, facts and ideas into genetics, including Mendelian and non-Mendelian coherent, independent work. genetics, Hardy-Weinberg equilibrium, and the 14. Discuss and express ideas and information, New Synthesis. applying what they have assimilated from 13. Understand the basic themes and concepts of readings, laboratory experiences and field work. evolution, including natural selection, sexual 15. Build a foundation for further study and educated selection, genetic drift, gene flow, mutation, decision-making in biology. microevolution, and macroevolution. 16. Connect the overall concepts of biology to their 14. Process information and experiences in the form local environments and daily lives. of lab write-ups and projects, and demonstrate an ability to synthesize concepts, facts and ideas into Credits: 5 coherent, independent work. Prerequisites: 15. Discuss and express ideas and information, Eligibility for both ENGL& 101 and MATH 090/091. applying what they have assimilated from readings, laboratory experiences and field work. 16. Build a foundation for further study and educated decision-making in biology. 17. Connect the overall concepts of biology to their local environments and daily lives.

Credits: 5

84 2021-2022 Prerequisites: BIOL 284: Native Plant Propagation: Winter Eligibility for both ENGL& 101 and MATH 090/091. (Formerly BIOL 291E) Learn how to propagate native plants for local restoration projects. Through hands on BIOL 265: Special Topics in Biology training, students will propagate native plants from This course fulfills the missing credit from transferring seed and live cuttings. Plants produced for this class semester credits to quarter credits for prerequisite will be used for various revegetation projects in the coursework for the Nursing DTA only. Olympic National Park and other Olympic Peninsula Course Student Learning Outcomes restoration projects. The winter session will focus on 1. Learning outcomes are determined by the course softwood cutting propagation, live-staking, seed outcomes for the course the student is attempting germination and establishment in a greenhouse and to fulfill. propagation planning for restoration projects. (E) Course Student Learning Outcomes Credits: 1 - 3 1. Understand the complexities of running a native BIOL 283: Native Plant Propagation: Fall plant nursery. Learn how to propagate native plants for local 2. Demonstrate an ability to propagate native trees restoration projects. Through hands on training, and shrubs from hardwood cuttings. students will propagate native plants from seed and 3. Analyze germination rates and determine the most live cuttings. Plants produced for this class will be used effective seed stratification method for a arietyv of for various revegetation projects in the Olympic native plant species. National Park and other Olympic Peninsula restoration 4. Develop plant propagation plans for a restoration projects. The fall session will focus on seed ecology, project. seed collection, seed cleaning and methods for Credits: 2 - 3 breaking seed dormancies. (E) Prerequisites: Course Student Learning Outcomes Eligibility for both ENGL& 101 and MATH 090/091 1. Understand the complexities of running a native plant nursery. BIOL 285: Native Plant Propagation: Spring 2. Describe basic seed ecology including seed (Formerly BIOL 291C) Learn how to propagate native dispersal mechanisms, seed dormancies and plants for local restoration projects. Through hands on types of fruiting bodies common in the Pacific training, students will propagate native plants from Northwest. Apply that knowledge to a novel seed and live cuttings. Plants produced for this class assignment. will be used for various revegetation projects in the 3. Demonstrate an ability to identify native species Olympic National Park and other Olympic Peninsula for seed collection. restoration projects. (E) 4. Demonstrate specific seed and fruit preparation Course Student Learning Outcomes techniques correctly and apply them to specific 1. Understand the complexities of running a native plant types. plant nursery. 5. Assess the quality of various references and will 2. Demonstrate an ability to care for young seedlings synthesize information from various sources into of native species in a working native plant nursery. cohesive written products. Students will be able to 3. Demonstrate proper fertilization and watering distinguish credible and current resources from techniques for native seedlings. less reliable ones. 4. Formulate potting soils for a variety of native species relative to their ecological needs. Credits: 2 - 3 5. Develop a planting plan for a restoration project. Prerequisites: Eligibility for both ENGL& 101 and MATH 090/091 Credits: 2 - 3 Prerequisites: Eligibility for both ENGL& 101 and MATH 090/091

85 2021-2022 BIOL 286: Elwha Restoration Research (Formerly BIOL 291D) Elwha Ecosystem Restoration, Botany the second largest restoration project ever undertaken BOT 100: Plants of the Pacific Northwest by the National Park Service, presents unique opportunities to learn about forest development and Introduction to flowering plants, conifers, ferns, and restoration assessment techniques in the Pacific mosses of the Pacific Northwest, with emphasis on Northwest. Olympic National Park implemented an identification, life history, ecological relationships, and unprecedented revegetation program in conjunction distribution. Two Saturday field trips equirr ed. (E) with dam removal, planting over 300,000 trees and Course Student Learning Outcomes shrubs to accelerate forest development in the former 1. Describe how plants are classified utilizing general reservoirs. Understanding how planting efforts principals of taxonomy. influence forest succession is critical to future dam 2. Identify regionally important plants by both removal and other salmon restoration projects. Learn common and scientific names. how to conduct scientific surveys of restoration sites, 3. Describe vegetative and reproductive morphology. identify native and non-native trees and shrubs in the 4. Differentiate how variation plays a role in plant winter, organize and manage data and identify factors identification. driving forest development. (E) Course Student Learning Outcomes Credits: 3 1. Identify important native and non-native tree and Prerequisites: shrub species in the winter. Eligibility for both ENGL& 101 and MATH 090/091. 2. Understand how native forests develop and how restoration can influence forest succession. 3. Demonstrate how to navigate in a field setting with compass and field GPS units. 4. Compare the strengths of different scientific survey methods to assess young forest stands and restoration sites. 5. Organize and evaluate scientific survey data and assess the strengths and limitations of the data they collect. 6. Demonstrate how the process of science is used to answer scientific questions. 7. Clearly communicate the results of a scientific study in written form.

Credits: 3 Prerequisites: Eligible to enroll in 100 level MATH with MATH 090/091 or MATH 098/099 as a prerequisite. BIOL 290-294: Undergraduate Research in Biology Students serve as active members on research teams working to advance knowledge in biological science. Dependent upon the project, students will participate in hypothesis formation, experimental design, data collection, analysis, and determination of conclusions. (E) Credits: 1 - 5 Prerequisites: Prerequisites determined by instructor.

86 2021-2022 BOT 101: Introduction to Botany Introduction to general plant biology. Anatomy, Business Administration physiology, and diversity of common protists, fungi, and BUS& 101: Introduction to Business plants, with emphasis on plants of the Pacific Northwest. (NS) Introduction to business systems, processes, and the general business environment. Students explore Course Student Learning Outcomes marketing, management, finance, accounting, business 1. Distinguish among the various major groups of law, information technology, human resources, plants and identify why they are categorized as so. entrepreneurship, and emerging business topics. (E) 2. Diagram or describe key plant processes such as photosynthesis, respiration, transpiration. Course Student Learning Outcomes 3. Identify some common native plants by common 1. Explain the functions of production, marketing, and sometimes scientific names. management, human resources, accounting, 4. Explain some of the key relationships between finance, and technology in business. plants and people including ecosystem services, 2. Identify ethical and societal challenges in agriculture, wood production, ethnobotany. business scenarios. 5. Interpret data collected from botanical inquiry. 3. Describe the nature of the general (macro) and 6. Analyze and communicate (verbally and orally) the specific (micro) economic forces shaping the results of a scientific study. global environment of business and decision- 7. Discuss some of the ecological dilemmas related making. to the plant kingdom and evaluate potential 4. Summarize the process of starting a new venture. solutions. 5. Describe the features of a successful business 8. Safely and correctly use lab equipment such as plan. microscopes. 9. Demonstrate the ability to collect field data and Credits: 5 use field equipment and oolst correctly (such as BUS& 201: Business Law dichotomous keys, GPS, compass). Introduction to the fundamentals of business law and 10. Accurately record, in detail, lab specimens in order the principles of the American legal system including to illustrate key characteristics of plant structures criminal, tort, and business law, contracts, sales, and compare and contrast characteristics. Uniform Commercial Code, and employment. 11. Use library resources to support a research Familiarity with Washington’s RCWs (Revised Codes of objective in an independent project. Washington) and WACs (Washington Administrative 12. Approach unknown questions with a critical eye. Codes) emphasized through researching regional Able to apply acquired knowledge to novel business law cases. (E) questions or challenges. Course Student Learning Outcomes Credits: 5 1. Exhibit critical thinking and knowledge in the legal Prerequisites: environment. Eligibility for both ENGL& 101 and MATH 090/091. 2. Describe the basic structure and principles of the American legal environment. 3. Critique ethical issues in business, including their legal implications. 4. Analyze rights, obligations and legal principles involved with business decisions. 5. Apply business and legal principles when analyzing opening or managing a business scenarios. 6. Identify options and apply sound business and legal principles to avoid or mitigate lawsuits.

Credits: 5

87 2021-2022 BUS 110: Small Business Planning 22. Identify public and private sources of small Designed for those who are thinking about starting their business management assistance and how to own business or who wish to expand an existing small access and use those sources when needed. business. Focus is on the basics of how to run a 23. Know how to recruit, hire, train, compensate and business. Students will create a business plan for a motivate employees. business of their choice that includes sections on 24. Understand and apply state and federal human business form, production, management, marketing, resource laws and regulations. and financials. 25. Understand and be able to apply the tenets and processes of Total Quality Management. Course Student Learning Outcomes 26. Understand diverse small business computer 1. Understand the nature of small business and the systems and be able to choose appropriate role it plays in the makeup of business in the hardware and software. United States and throughout the global economy. 27. Understand and be able to choose appropriate 2. Understand the nature of entrepreneurial insurance coverage for small business needs. opportunities. 28. Know how to value a business. 3. Understand the rewards and drawbacks of 29. Understand the importance and methods of entrepreneurship. harvesting (exit strategies) and be able to choose 4. Define the characteristics of an entrepreneur. an appropriate strategy. 5. Differentiate among the four routes to 30. Understand the personal problems of life after the entrepreneurship: the family business; the harvest. franchise; the startup; and, the purchase of an existing business. 6. Understand the concept of competitive advantage. Credits: 5 7. Select strategies to gain competitive advantage. 8. Understand the role of a business plan in a BUS 205: Principles of Management business. An introduction to management concepts, including 9. Prepare a business plan, including its research topics of planning, organizing, leading, managing, and and writing. motivating available human resources and business 10. Develop a marketing plan for a business. assets to optimally and ethically accomplish 11. Understand the theories and concepts of performance goals. management and be able to employ them in a Course Student Learning Outcomes small business. 1. Explain and apply the four primary functions of 12. Select a management team. management and how they apply in the operations 13. Understand the four basic forms of business and of a modern enterprise. be able to choose one for a new business. 2. Analyze the ways managers make decisions with 14. Understand how to prepare income tax reports for regards to planning and controlling business al forms of business. operations. 15. Select locations for, and plan the facilities of, 3. Differentiate and evaluate common organizational various types of small businesses, including structures and their affect on company culture. home-based businesses. 4. Summarize the key motivational factors 16. Understand and be able to create accounting influencing individual or team performance and statements for various types of small businesses. how a manager applies these in a leadership role. 17. Research and create financial forecasts for a 5. Evaluate the importance of diversity in small, local small business. businesses vs. large global businesses. 18. Locate and access public and private sources of 6. Appraise the importance of entrepreneurism in the funding for a small business, including both debt modern business environment. and equity capital. 19. Understand the process of consumer decision- Credits: 5 making. 20. Understand and apply the tenets and processes of customer satisfaction. 21. Understand social and ethical issues affecting small business and be able to choose socially responsible courses of action for a small business related to those issues.

88 2021-2022 BUS 210: Business Plan Intensive BUS 247: Payroll and Business Taxes This course introduces the fundamental considerations A study of current payroll and Washington State excise of starting and growing a business. Topics include tax laws, record keeping requirements, preparing entrepreneur readiness, operational planning, market payrolls, payroll reporting, and accounting procedures. planning, and cash flow forecasting. This class will Addresses such issues as excise tax and business include students from multiple sections. taxes, employee vs independent contractor, Fair Labor Course Student Learning Outcomes Standards Act, and statutory federal and state reporting 1. Describe the responsibilities and requirements of requirements. Uses computer-simulation software. owning and operating one's own business. Course Student Learning Outcomes 2. Describe the core functions of a business. 1. Identify and summarize federal and statement 3. Create a comprehensive marketing plan. employment laws. 4. Develop pro-forma financial statements projected 2. Describe and demonstrate required payroll record for one year. keeping procedures. 5. Analyze financial statements ot develop a 3. Calculate gross payroll, payroll deductions, and business strategy. net payroll. 6. Create a comprehensive business plan. 4. Compute the federal and state payroll taxes and prepare payroll tax reports. Credits: 5 5. Journalize the entries to record the payroll and payroll taxes. BUS 220: International Business 6. Describe the Washington State Business & This course examines the basics of international Occupation Tax rules and required reporting. business through social, economic, political, and cultural systems perspectives. Topics include Credits: 5 foundation concepts, the international business environment, ethics in international business, theories BUS 250: Operations Management of international trade, emerging markets, and Designed to present operations management tools that international business strategy. Planning and can be used to develop a competitive advantage in organizing international operations are integrated with commercial environments. Topics will be studied using the study of analyzing international business an operations management framework: Introduction to opportunities. operations management thinking, strategic and Course Student Learning Outcomes operational planning, ethical issues, organizational 1. Identify and apply strategic solutions to emerging controls and tools, risk management, and the role of issues in global business and the processes of technology in operations management. globalization. Course Student Learning Outcomes 2. Describe the key concepts influencing 1. Identify and apply the various elements that international business. comprise the field of operations management 3. Recognize and analyze the multi-cultural and (OM). political issues affecting globalization. 2. Critique new and evolving concepts within OM. 4. Identify and analyze the basic characteristics of a 3. Select and use OM tools and concepts that can be culture and its impact on business. applied to a wide variety of situations, including 5. Develop the basic skills for conducting research non-OM related areas. for evaluating business opportunities existing in 4. Analyze the relationship between OM and other international settings. management functions within an organization. 6. Formulate international market penetration 5. Develop a strategy to use OM tools in solving strategies. common manufacturing and service industries operations. Credits: 5 Credits: 5

89 2021-2022 BUS 270: Management Information Systems BUS 280: Managerial Finance Introduces the fundamental concepts about Focuses on maximizing economic value or wealth for management information systems and the integral role business owners: a study of how to allocate scarce they play in a successful business. Course objectives resources over time under conditions of uncertainty. embrace the notion that management of a modern Students will consider such financial decisions as when organization requires knowledge of information to introduce a new product, when to invest in new systems to gain a competitive advantage, defining what assets, when to replace existing assets, when to borrow they are, how they affect the organization and its from banks, when to issue stocks or bonds, and how employees, their strategic importance, and the role of much cash to maintain. Concepts of cash flow analysis emerging technologies in business processes. and financial planning, time aluev of money, net present Students will develop and demonstrate proficiency in value of cash flows, aluationv of stocks and bonds, the use of key business application technologies. capital budgeting, and ratio analysis will be explored. Course Student Learning Outcomes This class may include students from multiple sections. 1. Describe how the components of an information Course Student Learning Outcomes system in a digital world are used in managing a 1. Describe the concept of finance, financial assets, competitive business. and financial markets. 2. Explain how enterprise applications, collaboration 2. Explain and apply the mechanics of time value of and communication systems, and intranets money. improve organizational performance. 3. Describe and apply risk and return concepts. 3. Describe what ethical, social, and political issues 4. Calculate the value of various financial assets. are raised by information systems. 5. Determine whether a new project should be 4. Define TI infrastructure and its components. accepted or rejected using capital finance ools.t Identify current trends in hardware and software. 6. Define and measure the expected rate of return of 5. Describe the principal tools and technologies for an individual investment. accessing information from databases to improve 7. Describe and apply working capital management business performance and decision making. tools. 6. Define the components of an organizational framework for security and control. Credits: 5 7. Demonstrate competency in Microsoft Word, Prerequisites: Excel, and PowerPoint or in a comparable open Completion of ACCT& 202 and ENGL& 101. source office suite software application. BUS 282: Principles of Marketing Credits: 5 Examines the role of marketing in general business activities. Students will learn the marketing process that develops products and services, methods and techniques of market research, target markets, market segmentation, product planning, distribution, pricing, and promotion. Course Student Learning Outcomes 1. Explain the purpose of marketing and evaluate the ethical, economic, and social factors involved in the modern marketing environment. 2. Describe the concepts behind the strategic functions of marketing. 3. Analyze concepts behind the strategic functions of marketing. 4. Evaluate concepts behind the strategic functions of marketing.

Credits: 5

90 2021-2022 BUS 283: Human Resources Management BUS 299: Integrated Study-Honors A broad introduction to Human Resources In this capstone honors course, students will complete Management (HRM.) HRM is the implementation of a project relevant to their career pathway and program. organizational behavior knowledge to effectively The project will integrate at least two Business and IT manage people at work. Specific opicst include legal programs (Business Administration, Administrative issues, job analysis, recruiting and selection, Office Systems, Computer Applicationsechnology T , performance appraisal, compensation, benefits, training Multimedia Communications, Cybersecurity & and development, and career planning. Computer Forensics, or Information Technology) to Course Student Learning Outcomes provide breadth and relevance to the project. 1. Develop skills and knowledge in planning strategic Course Student Learning Outcomes Human Resources (HR) policies. 1. Complete a project relevant to learning pathway 2. Describe the equal opportunity and legal and program. environment and apply solutions to HR scenarios. 2. Integrate Business and IT programs to provide 3. Explain how to manage effective staffing and breadth and relevance to the project. employee separations and formulate HR strategies. Credits: 2 4. Design practices for managing the training Prerequisites: process. Completion of 60 credits in the BUS/ IT program of 5. Describe an effective compensation and benefits study with a GPA of 3.5 or higher; and completion of the strategy. English course required in the BUS/IT program of study. 6. Explain how to encourage effective communications. 7. Identify employer’s responsibilities in discipline and safety. Chemistry

Credits: 5 CHEM& 110: Chemical Concepts with Lab Introduction to chemistry covering selected principles BUS 290: Internship in Business and their effect on ourselves and our environment. Provides opportunities to assume the role of Intended for non-science majors wishing to improve employees in a business and gain practical experience their science literacy and develop a long-term interest in prior to paid employment. science. Includes online lab. (NS) Course Student Learning Outcomes Course Student Learning Outcomes 1. Participate in a structured work experience related 1. Communication - Distinguish between opinions, to the program of study and/or career goal. interpretations, and solid evidence. 2. Quantitative Reasoning - Apply quantitative Credits: 1 - 5 methods to characterize the behavior of chemical Prerequisites: systems. Permission of instructor. 3. Information - Identify and use appropriate reference materials to research a topic related to chemistry. 4. Critical Thinking - Analyze data to explain chemical trends. 5. Personal & Interpersonal - Synthesize course information and apply it to practical, everyday issues such as climate change, acid rain, air and water pollution, and limited resources on Planet Earth.

Credits: 5 Prerequisites: MATH 90/91 or higher; eligibility for ENGL& 101.

91 2021-2022 CHEM& 121: Introduction to Chemistry CHEM& 161: General Chemistry with Lab I For individuals with little or no chemistry background. For science and engineering majors. This course Atomic nature of matter, chemical bonding, periodic focuses on the fundamentals of chemical structures: table, chemical reactions, phases of matter, solutions, atomic nature of matter, atomic structure, periodic equilibrium, reaction rates, and nuclear reactions. trends, quantum concepts, molecular structure, and Includes laboratory. This class may include students chemical reactions. Three hours of lecture and four from multiple sections. (NS) hours of laboratory. This class may include students Course Student Learning Outcomes from multiple sections. (NS) 1. Communication - Distinguish between opinions, Course Student Learning Outcomes interpretations, and solid evidence with regard to 1. Communication - Distinguish between opinions, chemical systems. interpretations, and solid evidence with regard to 2. Quantitative Reasoning - Apply quantitative chemical systems. methods to characterize physical and chemical 2. Quantitative Reasoning - Apply quantitative changes (phases, kinetics, reactions, and methods to characterize chemical structures equilibrium). (electronic transitions and reaction stoichiometry). 3. Information - Utilize the scientific method ot 3. Information - Utilize the scientific method ot explore chemical systems. explore chemical systems. 4. Critical Thinking - Describe chemical systems in 4. Critical Thinking - Describe chemical structures in terms of structural composition and changes. terms of composition and geometry. 5. Personal & Interpersonal - Define chemistry as a 5. Personal & Interpersonal - Define chemistry as a scientific study of matter and its impact on scientific study of matter and its impact on society and everyday life. society and everyday life.

Credits: 5 Credits: 5 Prerequisites: Prerequisites: Completion of Math 90/91 or higher; eligibility for Eligibility for ENGL& 101; MATH 98/99 or higher; 2.0 or ENGL& 101. higher in high school chemistry or CHEM& 121; or permission of instructor. CHEM& 131: Intro to Organic/Biochemistry Presents organic chemistry and biochemistry, with CHEM& 162: General Chemistry with Lab II emphasis on functional groups, synthesis, and This course focuses on physical and chemical biochemical applications. This class may include interactions: intermolecular forces, properties of students from multiple sections. (NS) mixtures, gas laws, and thermodynamics. This course Course Student Learning Outcomes builds on the content developed in CHEM& 161. Three 1. Communication - Distinguish between opinions, hours of lecture and four hours of laboratory. This class interpretations, and solid evidence with regard to may include students from multiple sections. (E) chemical and biochemical systems. Course Student Learning Outcomes 2. Information - Utilize the scientific method ot 1. Communication - Distinguish between opinions, explore chemical and biochemical systems. interpretations, and solid evidence with regard to 3. Critical Thinking - Explain organic reactions and chemical systems. biochemical pathways using functional groups. 2. Quantitative Reasoning - Apply quantitative 4. Personal & Interpersonal - Define chemistry as a methods to characterize physical and chemical scientific study of matter and its impact on changes (gas laws and thermodynamics). society and everyday life. 3. Information - Utilize the scientific method ot explore chemical systems. Credits: 6 4. Critical Thinking - Describe chemical systems in Prerequisites: terms of structure and energy. Eligibility for ENGL& 101; MATH 98/99 or higher; 2.0 or 5. Personal & Interpersonal - Define chemistry as a higher in high school chemistry or CHEM& 121; or scientific study of matter and its impact on permission of instructor. society and everyday life.

Credits: 5 Prerequisites: 2.0 or higher in CHEM& 161 or permission of instructor.

92 2021-2022 CHEM& 163: General Chemistry with Lab III CHEM& 241: Organic Chemistry I This course focuses on the quantitation of dynamic First course for students planning to take three chemical systems: equilibrium, acid-based reactions, quarters of organic chemistry. Structure, nomenclature, electrochemistry, kinetics, and nuclear reactions. This reactions, and synthesis of the main types of organic course builds on the content developed in CHEM& 162. compounds. No organic laboratory accompanies this This class may include students from multiple sections. course. (E) (E) Course Student Learning Outcomes Course Student Learning Outcomes 1. Understand structure and bonding in organic 1. Communication - Distinguish between opinions, compounds including concepts of molecular interpretations, and solid evidence with regard to hybridization theory, charge distribution, chemical systems. resonance, and stereochemistry. 2. Quantitative Reasoning - Apply quantitative 2. Be able to name/recognize the functional groups methods to characterize dynamic chemical associated with organic compounds; apply the systems (equilibrium, electrochemistry, and rules of organic nomenclature. kinetics). 3. Use knowledge of acid/base theory, electronic 3. Information - Utilize the scientific method ot effects and steric effects to predict/explain explore chemical systems. reactivity of organic compounds. 4. Critical Thinking - Describe chemical systems in 4. Use knowledge of intermolecular forces to terms of composition and changes. predict/explain physical properties of organic 5. Personal & Interpersonal - Define chemistry as a compounds. scientific study of matter and its impact on 5. Apply knowledge of acid/base theory, electronic society and everyday life. effect and steric effects to propose reasonable mechanisms for reactions. Credits: 5 6. Apply knowledge of reaction mechanisms for Prerequisites: nucleophilic substitution, elimination, and addition 2.0 or higher in CHEM& 162 or permission of instructor. reactions to predict/explain the outcome of a reaction.

Credits: 4 Prerequisites: 2.0 or higher in CHEM& 163.

93 2021-2022 CHEM& 242: Organic Chemistry II CHEM& 243: Organic Chemistry III Second course for individuals planning to take three Third course for individuals planning to take three quarters of organic chemistry. Further discussion of quarters of organic chemistry. Polyfunctional physical properties and transformations of organic compounds, lipids, carbohydrates, amino acids, molecules, especially aromatic and carbonyl proteins, and nucleic acids. (E) compounds. (E) Course Student Learning Outcomes Course Student Learning Outcomes 1. Interpret patterns of reactivity for reactions of 1. Interpret patterns of reactivity for reactions of alcohols, carbonyl, and aromatic compounds, and alkenes, alkynes, alkyl halides, alcohols, ethers, provide electron-pushing mechanisms and epoxides, radicals, and aromatic compounds, and multistep products where applicable. provide electron-pushing mechanisms and 2. Apply IUPAC nomenclature rules and predict multistep products where applicable. trends in physical properties for simple organic 2. Apply IUPAC nomenclature rules and predict molecules based on their functional groups. trends in physical properties for simple organic 3. Provide reagents or predict products for reactions molecules based on their functional groups. of carbon nucleophiles, such as Grignard and 3. Provide reagents or predict products for reactions Gilman reagents. of carbon nucleophiles. 4. Apply resonance and/or molecular orbital theory 4. Predict the relative energies of radicals and in determining the stability of conjugated systems product distributions which arise from radical and predicting the product of conjugate addition reactions, including an understanding of side reactions (1, 2 - and 1,4- conjugate additions, reactions which occur. cycloadditions, etc.) 5. Design syntheses of organic molecules of 5. Provide reagents or predict products for reactions moderate complexity using multiple synthetic at the alpha carbon. steps to produce the highest yield using the 6. Classify and identify basic biomolecules such as fewest steps and/or protecting groups. carbohydrates, amino acids, lipids, and nucleic 6. Deduce molecular structures based on various acids. spectroscopic techniques such as NMR, MS, and/ 7. Apply basic organic reactions in a biological or IR. context, as in the reactions of carbohydrates, 7. Apply knowledge of reaction mechanisms to amino acids, lipids, and nucleic acids. predict/explain the outcome of a reaction. 8. Design syntheses of organic molecules of moderate complexity using multiple synthetic Credits: 4 steps to produce the highest yield using the Prerequisites: fewest steps and/or protecting groups. 2.0 or higher in CHEM& 241, or permission of instructor. 9. Apply knowledge of reaction mechanisms to predict/explain the outcome of a reaction.

Credits: 3 Prerequisites: 2.0 or higher in CHEM& 242, or permission of instructor.

94 2021-2022 CHEM& 252: Organic Chem Lab II Introduction to organic laboratory techniques and College Success preparation of representative organic compounds. (E) COLL 101: College Success Course Student Learning Outcomes In this course, you will get your college career off to a 1. Know and follow procedures for safe laboratory strong start by exploring how to turn your interests and practice. talents into an exciting plan for your future career and 2. Keep a detailed laboratory notebook as a record of academic success. Together we will look at the latest experimental procedure and outcomes. research on how learning works and on the habits and 3. Use knowledge of functional groups, electronic, strategies of successful people. You will apply this and steric effects to predict/explain physical knowledge toward developing your own personalized properties and reactivity of organic compounds. plan for success in college and in life. If you aren’t sure 4. Apply basic purification and separation techniques of the direction you want to take this course will help such as crystallization, extraction, distillation, and you explore and choose a path. Get ready for chromatography. challenging readings, great discussions, and time to reflect on what you really want out of your college Credits: 3 career. (E) Prerequisites: 2.0 or higher in CHEM& 241 and concurrent registration Course Student Learning Outcomes in CHEM& 242 or permission of instructor. 1. Explore your career and academic interests and develop a plan for success that is tailored to your CHEM& 253: Organic Chem Lab III individual field of study and interests. Preparation of representative organic compounds and 2. Develop knowledge of how you learn, and apply qualitative organic analysis. (E) learning and motivation strategies based on current research on what really works. Course Student Learning Outcomes 3. Develop and demonstrate critical thinking skills. 1. Know and follow procedures for safe laboratory 4. Develop and demonstrate good research practice. strategies. 2. Keep a detailed laboratory notebook as a record of 5. Participate effectively in the online course site and experimental procedure and outcomes. develop basic skills in electronic file management 3. Use knowledge of functional groups, electronic, and essential software programs like word and steric effects to predict/explain physical processing, spreadsheets, and presentation properties and reactivity of organic compounds. software. 4. Effectively use laboratory techniques to 6. Develop awareness and skills to communicate synthesize, isolate, and purify samples, and effectively in diverse settings and with people assess the purity and yield of final products. from diverse backgrounds. Credits: 3 7. Identify and use strategies for personal success. Prerequisites: 8. Read and demonstrate understanding of a 2.0 or higher in CHEM& 242, concurrent registration in syllabus. CHEM& 243, or permission of instructor. 9. Use email proficiently and with proper etiquette for classroom/professional communications. CHEM 265: Special Topics in Chemistry 10. Access faculty during office hourso t ask This course fulfills the missing credit from transferring questions and/or engage with course or area of semester credits to quarter credits for prerequisite study information. coursework for the Nursing DTA only. 11. Demonstrate understanding of college processes by identifying, accessing and using them. Course Student Learning Outcomes 1. Learning outcomes are determined by the course Credits: 2 - 5 outcomes for the course the student is attempting to fulfill.

Credits: 1 - 3 Prerequisites: Permission of instructor.

95 2021-2022 CMST& 210: Interpersonal Communication Commercial Driver's License Interpersonal communication theory and practice is explored in this class in regards to both dyad and group CDL 100: Commercial Driver's License A settings. Communications process is explored through This intensive 160 hour course will assist students with analysis of several areas, including: perception, preparation for the written portion of the Commercial listening, selfdisclosure, speech apprehension, ethics, Driver's License at the Department of Licensing and nonverbal communication, conflict, power, and prepare students for the driving test with a third-party dysfunctional communication relationships. This class Washington state tester. This class may include will include students from multiple sections. (H) students from multiple sections. Course Student Learning Outcomes Course Student Learning Outcomes 1. Demonstrate confidence in interpersonal encounters. Upon completion of this program, students will be able 2. Identify patterns in interpersonal communication to: processes. 3. Identify patterns in nonverbal communication. • Safely operate a commercial vehicle 4. Demonstrate listening skills, empathy, and the • Inspect a commercial vehicle capacity to self-disclose. • Take the Washington State Commercial Driving 5. Identify and manage ethical dilemmas. Class A test 6. Reflect on interpersonal communication concepts. 7. Research and present on an area of interpersonal Credits: 10 communication. 8. Attend and actively participate in classroom activities and discussions. Communication Study Credits: 5 CMST& 102: Intro to Mass Media Prerequisites: Examines vital issues for people who use mass media ENGL& 101 or permission of instructor. or are affected by it. Emphasis on freedom of CMST& 220: Public Speaking expression, censorship, fair trial, privacy, ethics, law, Explores classic and modern elements of persuasion media economics, technology, effectiveness in and applies that understanding to assemble, deliver, communicating to audiences and relationships to and evaluate extemporaneous speeches. (H) social, cultural, and political values in the United States and throughout the world. (H) Course Student Learning Outcomes 1. Rehearse, outline, and present a variety of Course Student Learning Outcomes extemporaneous speeches. 1. Define basic principles of media ethics and media 2. Analyze the rhetoric structure of argumentation. law. 3. Respond critically to oral presentations by other 2. Recognize mainstream social, cultural, and students. political values and structures related to mass 4. Define rhetorical appeals and objectives. media. 5. Develop a working outline of main idea including a 3. Recognize the roles of mass media to serve as thesis statement, introduction, and conclusion. information provider, entertainer, persuader, and 6. Employ effective semantic selection. transmitter of cultural values. 7. Demonstrate an understanding of verbal and non- 4. Recognize the basics of media economics and the verbal messages. role of technology across the dynamics of 8. Identify the four major goals of persuasion in international landscapes. speeches. 5. Recognize and analyze how the individual must 9. Develop effective persuasive strategies that are take responsibility for self learning and appropriate to neutral and unfavorable audiences. engagement in a democratic society that is 10. Analyze a published modern speech using criteria dependent on mass media. of classic and modern elements of persuasion. Credits: 5 Credits: 5

96 2021-2022 CMST 100: Introduction to Multimedia Journalism CMST 121: Photojournalism I In this course, students will be introduced to the various Introduction to Photojournalism I Foundation class in forms of professional communications. Students will use of cameras, lenses, light, composition, timing, and create multimedia stories for web, radio/streaming/ field techniques. Emphasis on news and feature podcasting, online publications, and public relations. photography with principles applicable to all visual This class may include students from multiple communications, including video. Produce black and sections. (E) white photos for assignments, mass communications, Course Student Learning Outcomes including the students news service The Buccaneer. Provide own DSLR camera equipment or mobile device 1. Write a clear and accurate media post and/or article. and USB drive for photo storage and field work. This 2. Develop stories in a variety of media formats and class may include students from multiple sections. (E) publish them in that format, including blogs, web, and Course Student Learning Outcomes other publications. 1. Identify and explain the controls of a 35 mm 3. Apply the ethics of journalism to professional digital single lens reflex camera and flash and or communications, including blogs, web posts, and other other mobile device. publications. 2. Identify a variety of light conditions and interpret their impacts on a given subject. Credits: 5 3. Identify aesthetic compositional devises that give a photo impact and interest. CMST 103: Careers in Communications 4. Recognize the newsworthy qualities of an action, Class explores the variety of careers available in event or trend. professional communications across multiple fields of 5. Develop a strategy for documenting a subject business, sales, public relations, and advertising. Class visually. includes traditional internal and external 6. Plan, execute and assemble a photo story, or communications and explores emerging roles in the essay, including 4-7 points with accompanying field of mass communications. This class may include text and captions. students from multiple sections. (E) 7. Identify legal restrictions that inhibit photographic Course Student Learning Outcomes documentation. 8. Compose a caption that will interpret and explain 1. Identify a range of careers available in professional, an image's content and context, understanding legacy, and emerging communication modalities. that it may be the deciding factor in a reader's 2. Demonstrate rudimentary ability to use common, decision to start a story. current modalities of professional communications. 9. Gather relevant information to a photo subject in order to write an effective caption. Credits: 3 10. Demonstrate a working knowledge of photographic terms related to the camera, lens, design, and aesthetic composition.

Credits: 5

97 2021-2022 CMST 122-123: Advanced Photojournalism II, III CMST 201: Social Media & Society Intermediate/advanced class applying professional Social media weaves a comforting security net for standards of journalistic photography to practical field some and a withering web for others. An in-depth look experience and digital imagery. Produce color photos at storytelling practices and civic engagement using for assignments, mass communications, including the emerging web tools. The tools of mobile technology in students news service The Buccaneer. Provide own social media will be explored as they effect civic DSLR camera equipment or mobile device and USB engagement, cultures, and communities around the drive for photo storage and field work. This class may world. Explore the phenomena of Twitter, Reddit, and include students from multiple sections. (E) the rise of information empires in the ascent of Course Student Learning Outcomes Facebook, our chosen family and fate. (H) 1. Identify, categorize and defend a selection of Course Student Learning Outcomes newsworthy topics to photograph for the campus 1. Demonstrate and accept responsibility for persinal newspaper. learning in a digital environment. 2. Analyze with a photo editor the best approach and 2. Recognize emerging web tools and social media photo treatment of an assignment. networks. 3. Work independently to complete a photo 3. Recognize legal and ethical aspects of Web assignment in the field. publications for informative, entertaining, and 4. Collaborate with other photographers to solve persuasive content. technical and aesthetic obstacles. 4. Identify case studies of social media in the role of 5. Lead a discussion on the merits and weaknesses informing, entertaining, and persuasions across of an image in a group, peer critique. historic systems of politics, commerce, and global 6. Demonstrate knowledge of color contrasts in communications. visual journalism. 5. Recognize the source of communications and its role in creating factual versus opinion-based Credits: 3 content.

CMST 197: Internship I Credits: 5 Opportunities to gain experience and insights in communications careers through internships supervised by media professionals. (E) Course Student Learning Outcomes 1. Gain insight into role of student press & professional press. 2. Analyze the performance of the media in reporting on the performance of community culture, sports, administrative leadership and student leadership. 3. Recognize the qualitative differences in news reports versus narrative feature stories and hybrids of the two. Recognize and separate opinion versus fact in all contexts of placement in broadcast and print. 4. Gain a better comprehension of beat coverage.

Credits: 1 - 5 Prerequisites: Instructor’s permission and CMST& 102 and CMST 121.

98 2021-2022 CMST 208: Reporting in the Digital Revolution CMST 209: Editing Stories & Images Learn in incremental stages to gather information The editing class will engage students in the discipline through direct observation, interviewing, document of editing text and images for publication. News copy searches, web searches, and database mining with desk operations will be introduced, including headline software, such as Access and Excel, and to build a writing, dummying, page design, pagination, creating report. Use the tools of reporting to increase the news graphics, photo cropping, photo editing, and accuracy and depth of news stories with an emphasis photo packaging. (H) on public affairs. Learn the philosophy and anatomy of Course Student Learning Outcomes a narrative story, drawn from short story fiction and 1. Apply critical thinking skills. creative news stories. These tools will be applied in the 2. Articulate ideas in speech and writing via news pursuit of reporting basic news and to exploring trends, reports and narrative stories. creating profiles, and dissecting organizations in more 3. Edit information that is gathered using a variety of advanced stories. (H) traditional and electronic resources, including Course Student Learning Outcomes software that paginates text and visuals together 1. Apply critical thinking skills. on a page. 2. Articulate ideas in speech and writing. 4. Identify and target audience interest values. 3. Gather information using a variety of traditional 5. Learn a variety of interviewing techniques. Work and electronic resources. cooperatively and collaboratively with staff. 4. Accept responsibility for one’s learning. 6. Recognize the differences between fact and 5. Work cooperatively and collaboratively with opinion. Learn to edit this content appropriately in others. the context of expository fashion for news reports 6. Recognize the differences between fact and and narrative stories. opinion. 7. Edit personal work and that of others in a 7. Edit others work in a professional and professional and collaborative style. collaborative style. 8. Begin to understand and facilitate publication 8. Design news pages. production. 9. Begin to understand and facilitate publication 9. Begin to understand the multiple means and production. manners of leadership. 10. Begin to understand the multiple means and 10. Display proficiency in principles of design for text manners of leadership. and visuals. 11. Display professional development for lifelong learning. Credits: 5 Prerequisites: Credits: 5 ENGL& 101 and either CMST207 or CMST208 or Prerequisites: permission of instructor. ENGL& 101

99 2021-2022 CMST 235: Multimedia Journalism Production CMST 286-288: Introduction to Newspaper Production Students will use journalistic techniques to publish the I, II, III college Buccaneer including the digital publication. The Theory and application of principles for supervising a Buccaneer will include news and feature stories, publication, from planning to preparation for printer. editorials and reviews. Publication of the Buccaneer Emphasis on effective collaboration, management, will provide opportunities for students to use the news judgment, ethical decision making, editing, publication as a public forum to inform, entertain, and design, and use of computers to produce student persuade, using its online platform. Skills gained can newspaper. More advanced students fill staff be easily applied to a variety of careers. This class may management roles on the newspaper. This class will include students from multiple sections. (E) include students from multiple sections. Course Student Learning Outcomes Course Student Learning Outcomes 1. Demonstrate professional development for 1. Integrate critical thinking, reading, and writing to lifelong learning related to course competencies. locate, research, and produce multimedia publications. 2. Demonstrate essential skills for collaboration in 2. Critically analyze and recognize legitimate and management, editing, design and production of a reliable sources of knowledge. publication. 3. Adapt writing and visuals to audience, context, and 3. Management needed to supervise materials purpose based on geography, political and other others produce. cultural elements. 4. Editing stories and images for publications. 4. Describe and evaluate publications for content and 5. Identify design that enhances a publication's design. effectiveness for readers. 5. Write in a range of professional modes using 6. Demonstrate ability to produce professional professional ethics. quality images and stories for printed and web- 6. Demonstrate ability to meet the deadlines and based publications. demands of a regular professional production schedule. Credits: 3 Prerequisites: Credits: 5 Permission of instructor. Prerequisites: Completion of CMST 100 or permission of instructor. CMST 291-293: Advanced Newspaper Production IV, V, VI CMST 265: Special Topics in Communication Studies Theory and application of principles for supervising a This course fulfills the missing credit from transferring publication, from planning to preparation for printer. semester credits to quarter credits for prerequisite Emphasis on effective collaboration, management, coursework for the Nursing DTA only. news judgment, ethical decision making, editing, Course Student Learning Outcomes design, and use of computers to produce student 1. Learning outcomes are determined by the course newspaper. More advanced students fill staff outcomes for the course the student is attempting management roles on the newspaper. This class will to fulfill. include students from multiple sections. Course Student Learning Outcomes Credits: 1 - 3 1. Professional development for lifelong learning related to course competencies. 2. Collaboration essential for management, editing, design and production of a publication. 3. Management needed to supervise materials others produce. 4. Editing materials for publications. 5. Design that enhances a publication's effectiveness. 6. Production, using computer-assisted technology to make materials ready for printing.

Credits: 3 Prerequisites: Permission of instructor.

100 2021-2022 CMST 294: Digital News 2.0 Practices and Principles CBT 105: Keyboarding Speed/Accuracy An in-depth look at storytelling practices and the This self-paced class is a continuation of CBT 104 and emerging innovation Web tools offer news outlets in is designed to build keyboarding speed and accuracy. the Digital Revolution. More than a dozen workshops The software program has special diagnosis will be held in areas of newswriting, editing, capabilities for speed and accuracy development, with photography, layout, design, media law, web publication, the starting goal of 28 words-per-minute for three and multimedia production. These workshops will be minutes with four errors or less. The program also led by professional journalists and multimedia experts helps those with higher-level typing skills. (CBT 104 from around the country. This class may include must be completed before starting CBT 105.) A students from multiple sections. maximum of 2 credits of CBT 104 and/or CBT 105 or Course Student Learning Outcomes combination thereof will count towards a degree or 1. Gain insight into role of collegiate and certificate. professional journalists. Course Student Learning Outcomes 2. Compare the roles of student media in print and 1. Key alphabetic and number keys by touch online through the eyes of university newspaper 2. Use and exhibit correct technique and keystroke staff, their advisers, and their online platforms. 3. Creating straight copy with improved speed and 3. Analyze the performance of the media in reporting accuracy skills. on student culture, politics, sports, administrative leadership and student leadership. Credits: 1 4. Recognize the qualitative differences and challenges in media production.

Credits: 1 Computer Applications Technology Computer-Based Training CAT 100: Introduction to Microcomputer Applications Introduction to mouse techniques, Windows operating CBT 104: Introduction to Keyboarding system, file management, word processing, electronic This self-paced course is designed for the student with spreadsheets, and databases. Hands-on class using no previous typing experience. Through the use of business-oriented exercises and projects. Credit for keyboarding software the student learns the basic both CAT 100 and any of the CAT 116-119 series will techniques of keying alphabet and number keys in not be used for graduation requirements or financial modern computer keyboards. Emphasis is on good aid. technique and the development of speed and accuracy. Course Student Learning Outcomes Students must purchase the keyboarding software to 1. Navigate and manage files on a Windows work at home, or can use Peninsula College’s computer computer. labs to complete all work. A maximum of 2 credits of 2. Create and edit a Word document. CBT104 and/or CBT 105 or combination thereof will 3. Create, edit, and add formulas to an Excel count towards a degree or certificate. This class will spreadsheet. include students from multiple sections. 4. Create, edit, and query forms with database Course Student Learning Outcomes software. 1. Key the alphabet, number, symbol, space bar, and enter keys by touch. Credits: 4 2. Demonstrate correct finger placement, technique, and keystrokes. 3. Demonstrate proficiency with straight-copy keyboarding speed and accuracy. 4. Type a minimum of 28 wpm on a 2-minute timed writing with 5 or fewer errors.

Credits: 1

101 2021-2022 CAT 111: Introduction to Microsoft Windows CAT 116: Windows Computing Overview Manipulate windows: multitask: customize: manage Introduces the basic elements and functions of disks, drives, files, folders: help and support: computer hardware and operating systems, including multimedia: graphics: conferencing: instant messaging: information on managing files, updating your PC, online blogging: scanning: sharing: and maintenance. personal safety and security, and an introduction to Course Student Learning Outcomes common office applicationeatur f es. This class will 1. Use Windows to launch and use desktop include students from multiple sections. applications Course Student Learning Outcomes 2. Develop and use file management strategies 1. Recognize standard computer hardware, 3. Personalize computer settings peripheral devices, ports, and connectors. 4. Use Internet to communicate and navigate World 2. Open, login, and navigate Windows 10 features Wide Web including the Start Menu, File Explorer, and 5. Develop strategies to secure your computer Desktop. 6. Apply computer graphics and media program 3. Demonstrate an understanding of basic operating documents systems, and Windows concepts and terms. 7. Manage networking and power settings 4. Use and customize Start Menu, Taskbar, and 8. Create backups and install peripherals. Desktop. 5. Open, switch between, and close apps/ applications. 6. Identify and use dialog boxes. Credits: 5 7. Create a screenshot and paste it into a document. 8. Create a simple text document and save it to a CAT 114: Introduction to Microsoft Powerpoint specific location. Basics of Microsoft PowerPoint, including creating and 9. Develop file management strategies. delivering a presentation, design templates, text layout 10. Use File Explorer to view, navigate, organize, styles, master slides, using clip art, drawing objects, name/rename, delete, and filter folders and files. animation to enhance presentations, working with 11. Identify file locations and file paths. delivery options, toolbar options, and editing tools. 12. Compress and extract files. Course Student Learning Outcomes 13. Describe how to identify and connect to a wireless 1. Creating and managing presentations, formatting network. textual content, designing slides, using a slide 14. Identify potential online security risks and master, formatting illustrations and tables, Windows Security measure. formatting pictures and other media, and applying animations and transitions to PowerPoint Credits: 1 presentations. CAT 117: Word Basics Credits: 2 A short introduction to Microsoft Word (word processing) basics. This class will include students from multiple sections. Course Student Learning Outcomes 1. Create new and edit existing documents in Word. 2. Save an existing document as a revised document under a new name. 3. Use Word Ribbon tools, tabs, groups, dialog box launchers, backstage view, and contextual tabs to edit and format a document. 4. Recognize and apply font formats, paragraph formats, page formats, and file formats. 5. Insert and modify a picture in a document. 6. Create and manage document comments. 7. Insert and edit document controls for headers/ footers, citations, and bibliographies. 8. Prepare a document for sharing and printing.

Credits: 1

102 2021-2022 CAT 118: Excel Basics CAT 130: Introduction to Microsoft Word A short introduction to Microsoft Excel (spreadsheet) Introduction to word processing covering basic basics. This class will include students from multiple concepts and terminology. Hands-on application sections. including working with text, working with paragraphs, Course Student Learning Outcomes working with documents, managing files, and 1. Create new and edit existing spreadsheet formatting. workbooks in Excel. Course Student Learning Outcomes 2. Save an existing workbook as a revised workbook 1. Create Documents and Use the Clipboard. under a new name. 2. Modify Fonts. 3. Use Excel Ribbon tools, tabs, groups, dialog box 3. Format Paragraphs. launchers, backstage view, and contextual tabs to 4. Format Pages. edit, manage, and format cells. 5. Edit Documents. 4. Identify, enter, and edit text, values, formulas, and 6. Insert Illustrations and Other Elements. functions. 7. Create and Format Tables. 5. Select, move, insert, and delete cells. 8. Use Themes, Styles, and Templates. 6. Demonstrate an understanding of cell range 9. Manage References. references. 10. Manage Headers, Footers, and Sections. 7. Apply and modify cell formats, including dates, 11. Use Office Collaboration Features. currency, percentages, alignments, merge, borders 12. Use Macros. & shading, and conditional formats. 8. Create calculations in a cell by using cell Credits: 5 references, static values, simple functions, order CAT 140: Introduction to Microsoft Excel of operations, and proper syntax. 9. Use Relative and Absolute references for copied Introduction to spreadsheets. Create, format, edit, and formulas. print worksheets; formula and function capabilities; 10. Use Formula View to error-check and edit analyze, link, and summarize data; create charts and formulas. tables; images and diagrams; work with multiple 11. Organize and modify worksheets within a worksheets; use templates and galleries. workbook. Course Student Learning Outcomes 12. Prepare a workbook for sharing and printing. 1. Create and Manage Workbooks. 2. Organize and Enter Data. Credits: 1 3. Change Properties and Print Worksheets. CAT 119: Access Basics 4. Format Cells. 5. Enter Simple Formulas. A short introduction to Microsoft Access (database) 6. Use Advanced Functions. basics. This class will include students from multiple 7. Display Data in Charts. sections. 8. Organize Data in Tables. Course Student Learning Outcomes 9. Summarize Complex Data. 1. Describe basic database concepts and terms. 10. Introduced to Pivot Tables/Charts. 2. Create a blank database. 11. Develop Excel Workbook implementing skills 3. Create and modify database Tables by adjusting learned. layout, renaming fields, adding and deleting fields, and defining field operpr ties. Credits: 5 4. Add records to a Table using direct entry, copy/ paste, and importing. 5. Create and modify simple Queries, Forms, and Reports. 6. Import database tables from another database. 7. Create a relationship between Tables. 8. Prepare a Report for printing. 9. Describe how to compact & repair, back up, and restore a database.

Credits: 1

103 2021-2022 CAT 212: Help Desk and Support Specialist CAT 270: CAT Internship This course introduces the student to a broad range of Internship in a workplace setting of the student's topics about what an entry-level user support specialist choice, based on needs and interests. is expected to know, including knowledge, skills and Course Student Learning Outcomes abilities they need to find employment in the support 1. Acquire real world skills in a workplace setting industry. based on the criteria identified in a learning Course Student Learning Outcomes contract agreed upon by the student, instructor 1. Customer service skills for user support agents. and the internship supervisor. 2. Writing for end users. 2. Apply computer application technology skills in a 3. Skills for troubleshooting technology problems. workplace setting based on the criteria identified 4. Identifying common support problems. in a learning contract agreed upon by the student, 5. Help Desk operation. instructor and the internship supervisor. 6. User support management. 3. Identify strengths and weaknesses related to 7. Product evaluation strategies and support workplace skills and behaviors based on the standards. criteria identified in a learning contract agreed 8. Students will also create a user support utility tool upon by the student, instructor and internship kit and will participate in first hand experience in supervisor. simulated Help Desk drill. Credits: 1 - 5 Credits: 5 Prerequisites: CAT 111, CAT 114, CAT 130, CAT 140 or instructor CAT 242: Intermediate Microsoft Excel permission. This course will cover advanced Microsoft Excel concepts and practices that will be beneficial in math, science and business settings. Course Student Learning Outcomes 1. Students will work with Excel Tables, PivotTables, and Pivot Charts. 2. Students will learn to manage multiple worksheets and workbooks. 3. Students will develop an Excel Application including working with Macros, Recording a Macro, Running a Macro and protecting against Macro Viruses. 4. Students will work with advanced functions. 5. Students will explore financial oolst and functions. 6. Students will perform What-If Analyses. 7. Students will connect to External data. 8. Students will collaborate on a Shared Workbook.

Credits: 5 Prerequisites: 2.0 or higher in CAT 140 or instructor permission.

104 2021-2022 CS 142: Computer Science II with Java Computer Science This course continues CS& 141, delving more deeply into computer science principles and professional CS& 141: Computer Science I with Java software development principles and practices. We This course introduces the "algorithmic thinking" and cover and use object-oriented and functional the design and implementation processes necessary programming paradigms, basic top-down context- for you to solve complex, real-world problems with derived software processes and architectures, abstract computers. We introduce the Java programming data types, generics, data structures, language to learn to write programs; understand the recursion,complexity analysis of algorithms and O- features of programming languages; decompose notation, computer ethics,handling and querying data, problems; develop algorithms; and use important unit tests, developing to standards, modeling physical software practices. We include software architecture processes, graphical user interfaces. We use a modern, (structure), classes(ways of modeling things), handling intelligent professional development environment to data, some computer ethics,standards, and maintaining implement concepts concretely.This course will help program correctness. This course and its successor, you become more competent and comfortable on the CS-142 will help you become more competent and paths to both computer science and professional comfortable on the paths to both computer science software development. This class may include students and professional software development. This class from multiple sections. (E) may include students from multiple sections. (E) Course Student Learning Outcomes Course Student Learning Outcomes 1. Estimate time and space complexities for a given 1. Implement basic numerical algorithms. algorithm using Big-Onotation. 2. Implement common search algorithms, including 2. Contrast standard complexity classes. linear searches. 3. Implement common search algorithms, including 3. Apply the concepts of modeling and abstraction linear and binary searches. with respect to problem solving. 4. Compare various data structures for a given 4. Design a simple class hierarchy using problem, such as array, list,set, map, stack, queue, superclasses, and subclasses. hash table, tree, and graph. 5. Design an algorithm in a programming language 5. Create and execute different traversal methods for to solve a simple problem. trees and graphs. 6. Create code in a programming language that 6. Calculate probabilities of events and expectations includes primitive data types, references, of random variables for elementary problems. variables, expressions, assignments, I/O, control 7. Implement in code OOP constructs, including structures, and functions. encapsulation, abstraction,inheritance, and 7. Apply a variety of strategies to test and debug polymorphism. programs. 8. Contrast functional and object-oriented 8. Use an integrated development environment (IDE) programming paradigms. to create, execute,test, and debug secure 9. Use a professional-level integrated development programs. environment (IDE) to create, execute, test, and 9. Use standard libraries for a given programming debug secure programs. language. 10. Apply consistent documentation and program 10. Differentiate among intellectual property, fair-use, style standards. copyright, patent,trademark, and plagiarism. 11. Implement in code different types of testing, 11. Develop technical artifacts. including security, unit testing, system testing, 12. Develop and use Unit Tests to guide development integration testing, and interface usability. and verify software methods. 12. Compare professional codes of conduct from the 13. Write programs involving multiple classes and ACM, IEEE Computer Society, and other files, user I/O and internal storage. organizations. 13. Understand and apply appropriate software Credits: 5 architecture and software development strategies Prerequisites: in creating solutions to a range of problems. P (2.0 or higher) in MATH 98/99 or above OR 14. Apply directions, requirements, and specifications concurrent enrollment. in solving problems. 15. Search and manipulate data using functional stream techniques. 16. Evaluate computer ethics issues.

Credits: 5

105 2021-2022 Prerequisites: CS& 141 and currently enrolled in MATH& 141 OR 2.0 or Construction Technology higher in MATH& 141 with instructor permission. GRBD 101: Introduction to Woodworking CSC 100: Introduction to Computer Science Introduction to woodworking tools, materials, hand and An introduction to fundamentals of computer science. power tools used in residential and commercial Topics covered include algorithmic design; problem- jobsites. Overview of the woodworking industry, safety solving techniques for computer programming; and building materials. fundamentals of digital logic and computer Course Student Learning Outcomes organization; the role of the operating system; 1. Students will be able to recognize and introductory programming methodology, including demonstrate proper and safe usage of modern variables, assignment statements, control statements hand and portable power tools and stationary and subroutines (methods); programming paradigms; tools. the compilation process; theoretical limits of 2. Students will have working knowledge of common computation; database structures; and social and fasteners and building materials to construct ethical issues. (NS) simple projects. Course Student Learning Outcomes 3. Students will be able to construct their own shop 1. Describe the early human history of computation drawings and be able to build simple projects and the development of tools to aid in from magazine plans, shop drawings and similar computation including computer science designs. pioneers. 4. Students will gain and demonstrate the 2. Articulate the social and ethical implications of confidence necessary to undertake simple technology, and issues related to privacy and projects on their own. digital security. 3. Describe the main parts of a modern computer Credits: 3 and how a computer operates. 4. Describe what an algorithm is and develop GRBD 102: Woodworking II algorithms to solve problems. Students will explore the art of creating finished pieces 5. Demonstrate algorithmic thinking, programming, and establishing a career in the woodworking industry. and debugging. This class covers advanced woodworking, cabinet 6. Demonstrate working knowledge of how data is making, and Labor and Industry guidelines for shop represented in the computer including common floor plans and walkways. Students will construct using data types. jogs and templates. 7. Develop functions in code to make code modular. Course Student Learning Outcomes 8. Develop and test functions which accept 1. Students will be able to recognize and arguments and return values. demonstrate proper and safe usage of modern 9. Write code for a basic sorting algorithm, test the hand and portable power tools and stationary code and prove it works. tools. 10. Articulate the difference between a class and an 2. Students will demonstrate the knowledge of OSHA object. and WA St. Dept L & I guidelines and requirements 11. Write code that instantiates an object and uses by designing a shop floor print, complete with the object's methods. walkways, minimum tool requirements, workflow 12. Write code to work with user input. and storage. 3. Students will explain the meaning of significant Credits: 5 figures an tolerances as they relate to woodworking. 4. Students will demonstrate their ability to build precision cabinets by making drawing and building cabinet box, face, doors and drawers to within 1/ 32" tolerances. 5. Students will demonstrate their ability to make matching pieces by constructing and using jigs and templates.

Credits: 5

106 2021-2022 GRBD 103: Finish Carpentry GRBD 106: Foundations and Framing Students will learn finish carpentry techniques, This class introduces students to the beginning craftsmanship finishing ouchest on construction carpentry phases of conventional stick frame project. Learn about traditional, colonial and modern residential and light commercial construction. Learn construction styles including interior and exterior trim. International Building Codes as they apply to Course Student Learning Outcomes foundations and framing. 1. Using traditional, colonial, and modern molding Course Student Learning Outcomes styles; students will be able to trim out the interior 1. Students will be able to demonstrate a basic and exterior profiles of a windows and doors. understanding of blueprint reading and the IBC 2. Using a compound miter saw and a coping saw; (International Building Code). students will demonstrate two ways to make 2. Students will be able to explain the construction of corner joints for interior molding. typical stem wall and monolithic foundation 3. Students will be able to describe, draw, and build a systems as well as explain the advantages and wainscoting wall finish complete with chair ail.r disadvantages of each. 4. Students will install multiple base cabinets and 3. Students will be able to properly demonstrate the uppers, install countertop, and trim out. layout of walls on a subfloor and be able ot use 5. Students will design and build a coat closet the proper equipment and techniques to check for organized, complete with adjustable shelves. square, level, and plumb. 4. Students will be able to work together, as a crew Credits: 5 would on a jobsite, to frame floors, wall, and ceilings. GRBD 105: Blueprint Reading 5. Students will be able to demonstrate the ability to Introduction on how to read and use blueprints to frame the rough openings for windows and doors construct residential and commercial structures. in exterior and interior walls. Course emphasis will be on learning to read blueprints and how to apply different types of foundations, Credits: 5 framing, and interior and exterior finishes. Learn how building codes apply to various stages of construction. GRBD 107: Siding, Decks and Stairs This is one of the required courses for the Carpentry This class will focus on three of the most functional one-year certificate. and visible elements of any residential construction or Course Student Learning Outcomes light commercial project: siding, decks, and stairs. Code 1. Understand the purpose of blueprint drawings as a compliance will be a major focus of deck and stair communication tool. system construction. 2. Identify the composition and layout of a set of Course Student Learning Outcomes drawings. 1. Apply both shear and non-shear compliant siding 3. Interpret symbols, abbreviations, dimensions, line as well as the flashing and trim components. types and weights. 2. Explain deck code compliance, as it applies to 4. Understand scale as a relationship between the fasteners, spans, and design. measurement used on a drawing and the 3. Design and build code compliant small deck measurement of the object it represents. project complete with stairs. 5. Develop proficiency using an architect's and 4. Demonstrate proper stair system design, layout, engineer's scale. and placement. 6. Evaluate the completeness of a set of drawings. 5. Develop and submit a deck addition permit 7. Interpret specifications and schedules. application, as required by local building 8. Differentiate between the various presentation department. drawings. 9. Understand the role of building codes in the Credits: 5 construction process. 10. Apply the building code to various aspects of the drawings.

Credits: 3

107 2021-2022 GRBD 108: Roof Systems and Roofing GRBD 160: Small Farm and Backyard Carpentry This class will focus on the proper and safe Students will learn the necessary skills required to construction of both rafter and truss roof systems. research, design, and build backyard farm and garden Students will learn about various roofing material, structures that promote efficiency of urban sustainable practice flashing and installing multiple oofingr living. products. Course Student Learning Outcomes Course Student Learning Outcomes 1. Define terminology and concepts elatedr to hands 1. Using OSHA approved fall protection equipment, on carpentry techniques for small farm and students will demonstrate the proper way to backyard structures. harness and operate on a roof. 2. Locate, identify, and comply with local Laws, 2. Following OSHA guidelines, students will Codes, Covenants, and Restrictions. successfully and properly setup scaffolding, 3. Develop the skills and confidence ot safely use ladders, ladder jacks, planks and roof jacks. common hand and power tools. 3. Students will have working knowledge of 4. Students will learn to read and build from prints diagnosing the indicators of the most common and shop drawings and will learn the skills roof leakage hazards and demonstrate the proper necessary to construct shop drawings. way to flash them. 5. Identify and select the proper materials and 4. Students will construct and roof both a truss and a fasteners for your project. rafter roof system. 6. Research, design, and build small outdoor 5. Students will calculate and cut the seat cut and structures. top cut of an exposed truss so that it is both structurally and visually sound. Credits: 3

Credits: 5 GRBD 165: Introduction to Alternative Energy Students will learn about sustainable alternative energy GRBD 153: Residential Homebuilding and examine, in detail, solar, wind, and mini-hydro Hands on residential construction at an actual home electricity. Perform an energy audit and analyze current building site. Students will learn safety, OSHA energy usage. Explore components, efficiency, and competent person, how to operate power tools, building requirements of each type of system and design a grid codes, construction standards, blueprint reading, and tied or an off grid sustainable alternative energy system how to build walls, floors and ariousv components of a Course Student Learning Outcomes home. 1. Define terminology and concepts elatedr to Course Student Learning Outcomes Sustainable Alternative Energy. 1. Identify and demonstrate safe and competent 2. Perform an energy audit to determine household person work practices. energy requirements. 2. Demonstrate safe and appropriate workplace (job 3. Compare and contrast Solar, Wind, and Mini-Hydro site) behavior. Sustainable Alternative Energy options. 3. Identify hand and power tools and be able to 4. Develop and design a Sustainable Alternative demonstrate proper safety and use. Energy System plan that adequately meets the 4. Identify and explain the elements of common energy requirements of a single family residence, residential construction. as determined by an energy audit. 5. Perform measurements and mathematical 5. Compare cost, efficiency, and reliability of Solar, calculations critical to carpentry. Wind, Mini-Hydro, and Grid Power for a given 6. Identify building codes and residential location. construction standards. 7. Build key components of a home. Credits: 5 8. Demonstrate the ability to accurately read blueprints. 9. Identify weatherization standards for home building.

Credits: 5

108 2021-2022 GRBD 206: Construction Technology, Concepts and GRBD 210: Job Site Management Design This class will introduce the students to construction Learn Construction Technology techniques and jobsite management. Learn OSHA and Washington processes and how they apply modern stick framed State Department of Labor and Industries requirements residential and light commercial building. Design and for job site safety. Control of resources and materials orient a house plan. Practice advanced framing, on the jobsite as well as the proper order and flow of insulation, air infiltration and material selection. Learn jobs on the worksite. Negotiate with labor and the United States Construction Technology Council subcontractors. This class will teach students LEED process. Explore eligibility requirements from leadership skills to work as a foreman or contractor on Energy Star and Clallam Built Green. a construction site. Course Student Learning Outcomes Course Student Learning Outcomes 1. Students will be able to demonstrate a knowledge 1. Explain the OSHA and WA State L & I of the Green Building movement and what it requirements, as they apply to residential and light means. They will be able to explain what Building commercial construction. Certification is, what certifications there are 2. Serve as project manager and demonstrate the national and locally, and what may be certified. knowledge of the correct order of work as well as 2. Students will study and gain an advanced proper and efficient and operpr storage and knowledge of building science (principles of distribution of materials on the job site. energy, heat and air flow, moisture flow, dew point 3. Define, document, and eepk record of what is and condensation, and relative humidity). important on the job site. 3. Students will demonstrate their understanding of 4. Document the proper order and scheduling of structure orientation, window and landscape deliveries, construction, and subcontractor shading, waste management, and design by schedules. designing a residential structure for a particular 5. Explain the impact that change orders and plot. mistakes have on both the time line and the 4. Students will be able to demonstrate their bottom line for the contractor. knowledge of Green Building concepts, such as advanced framing, thermal bridging, and air Credits: 3 infiltration by taking a standard set of blueprints GRBD 212: Engineered Building Materials & Methods and Greening them up by applying Green Building Techniques. This class focuses on the role and use of engineered 5. Students will study the key components to Green wood, steel, and fast growing plants in the construction Material selection and will be able to argue for and world. Starting with Glulams, finger-jointed studs, and against the selection of Building Materials, based manufactured trusses. Learn about cutting edge on whether or not they are Green Building engineered building materials like mass timbers, cross Materials. laminated timbers, and thermally modified wood and their impact on the Construction Technology Credits: 5 Movement. Course Student Learning Outcomes 1. Learn what engineered wood building material are commonly used today as well as the pros and cons of each of these. 2. How the use of engineered building materials impacts the cost and time of residential and light commercial construction. 3. Gain a working knowledge of the many new materials hitting the market and how the implementation of these building materials can impact the Green Certifications of the project as well as the design and structural loads of the structure. 4. What changes are on the horizon and what are the costs associated with using a new building material or process (tooling up, learning curve, additional permits, inspections, or engineering)?

Credits: 5

109 2021-2022 GRBD 215: Carpentry Estimation GRBD 225: Construction Management This class will cover practices for successful cost Learn leadership and ethics for construction estimation of residential and light commercial management and the business of being a contractor. construction. Students will conduct material ‘take offs’ Explore legal requirements and risk analysis for a then put their skill to use, estimating materials such as construction project. Analyze cost and project budgets. lumber, roofing, windows, doors, permits applications, Course Student Learning Outcomes professional fees for architects and engineers, waste, 1. Create a successful business plan that includes a time, and overhead. vision statement, for the construction industry. Course Student Learning Outcomes 2. List and describe all the legal requirements for 1. Estimate the costs associated with the become a contractor. construction of residential and light commercial 3. Develop the ability to identify and analyze the risks construction. associated with a construction project. 2. Calculate board feet, square and cubic feet and 4. Understand the basics of cost flows and project yards and convert from inches to feet to yards as budgets. well as figuring the cost associated with 5. Understand the ethics of construction quantities verse single items. management. 3. Using blueprints or drawings, students will accurately estimate the quantity of materials, Credits: 3 including waste, to complete the project at hand. 4. Identify hidden components that fall into the general category of overhead (gas, hours at night, wear and tear on equipment, license, bond, and Criminal Justice insurance, etc.) and how to bed on those items. CJ& 101: Introduction to Criminal Justice 5. Describe the importance of accuracy and the costs associated with over and underbidding. Traces historical development of courts, corrections, and law enforcement to understand structure and Credits: 3 process of the criminal justice system. Examine roles, responsibilities, and perspectives of its participants. (E) GRBD 220: Alternative Building Methods Course Student Learning Outcomes Class focuses on building engineered wood products 1. Define what historical events influenced the into traditional stick framing as well as construction development of our current criminal justice using Structurally Insulated Panels (SIPS), Insulated system. Concrete Forms (ICF), and other nontraditional, yet 2. Identify and discuss and discuss the strength and existing and allowable building methods for today’s weaknesses of the U.S. criminal justice system. construction industry. 3. Define the elements of a crime and distinguish Course Student Learning Outcomes between civil and criminal law. 1. Explain and demonstrate how SIPS panels are 4. Identify and discuss the role of the police, courts assembled and installed on the job site. and correctional components of the criminal 2. Select one engineered building material and justice system. describe how it could be used as an architectural 5. Discuss the role of the prosecutor in the criminal or structural element, or both, in a conventionally justice process, the areas of conflict and stick framed house. Include shop drawings. cooperation between the prosecutor and the 3. List and explain the engineering code changes police. that have come into place in the past 1 0 years 6. Discuss the pretrial procedures following arrest concerning pole building construction and and describe the process including the problems describe what must be done meet these code and purposes associated with each step. changes. 7. Describe the organization, function and 4. Construct a geodesic dome and detail the jurisdiction of Federal and State Courts, and elements that make this building structure so cost discuss the role of the judge in a criminal trial. efficient and sturdy. 5. Design, draw, and estimate the cost of building a Credits: 5 400 sf exempt structure that minimizes the square footage cost.

Credits: 5

110 2021-2022 CJ& 105: Introduction to Corrections CJ& 110: Criminal Law Examines institutional and community correction Substantive criminal law applied to crime prevention applications, focusing on correctional facility and control activities in criminal justice. Examines operations, probation, parole, and intermediate definitions, classifications, ades,gr prohibitions, and sanctions within the American criminal justice system. punishments ascribed to criminal law through statutes Course Student Learning Outcomes and case law. 1. Provide the student with a clear understanding of Course Student Learning Outcomes the correctional system, as it exists today and the 1. Explain what makes an act or omission a crime. role of corrections as a critical element of the 2. Explain Mens Rea. criminal justice system. 3. Define the difference between General Intent and 2. Assist the student in understanding the entire Specific Intent. correctional system: jails and minimum, medium, 4. Explain the Violence Against Women Act. maximum and super maximum prison facilities, 5. Discuss the difference between Church and State. halfway houses and other types of correctional 6. Explain what a Grand Jury is and its functions facilities and programs. today. 3. Provide the student with an understanding of the 7. Explain the history of the Eighth Amendment to goals of punishment versus rehabilitation, the U.S. Constitution. incarceration versus non-incarceration sentencing structures, and diversionary programs currently in Credits: 5 use in many state correctional systems. CJ 115: Constitutional Issues in Criminal Justice 4. Provide the student with the cornerstone knowledge that will maximize criminal justice Comprehensive study and analysis of constitutional law learning in future courses of study in this specific applying to administration of justice (criminal law field. procedure), specifically constitutional guidelines 5. Provide the student with the knowledge that will guaranteeing due process of law, equal protection, and allow them to understand the theories currently in fundamental fairness in application of the law. use regarding corrections and how these theories Course Student Learning Outcomes and practices have changed and will continue to 1. To appreciate the long constitutional history of change over time. responding to crime with justice; 2. To understand the developments in society such Credits: 5 as technological innovations shape and reshape CJ& 106: Juvenile Justice criminal justice legislation; 3. To understand the roles and functions of police, Overview of the juvenile justice system covering due courts and corrections in a constantly challenging process requirements of each phase of the process. society; Also examines theories behind delinquency causation 4. To understand and appreciate a multicultural and discusses treatment modalities and programs. society; Course Student Learning Outcomes 5. To understand and explain the constitutional 1. Understand the nature and purposes of the issues facing today’s criminal justice system; juvenile justice system. 6. Identify the constitutional roles and functions of 2. Understand the reasons for the development of police, courts, and corrections as they apply to the juvenile court. criminal justice system. 3. Understand how the juvenile court functions. 4. Understand the philosophical basis for the juvenile Credits: 5 court. 5. Understand the limitations of the juvenile court and the reasons for those limitations. 6. Understand the correctional process of the juvenile justice system and its integration into the adult correctional system. 7. Understand the current issues in the field of juvenile justice and trends for the future.

Credits: 5

111 2021-2022 CJ 121: Criminal Evidence CJ 136: Law Enforcement Report Writing Rules of criminal evidence regulating the burden of Report writing for law enforcement provides students proof, admissibility, relevancy, materiality, weight, and with a comprehensive guideline that documents all the sufficiency of evidence in criminal legal proceedings. aspects of the criminal justice system, from the arrival This class may include students from multiple sections. at an incident to the presentation of the written report Course Student Learning Outcomes in court. This class may include students from multiple 1. Understand and explain the history of evidence sections. law and the legal process. Course Student Learning Outcomes 2. Be able to discuss the sources of the individual 1. Demonstrate proficiency in basic English grammar rights including the US Constitution and Bill of and police terminology. Rights. 2. Exhibit proficiency taking notes at a crime scene. 3. Be able to discuss the implications of the Bill of 3. Demonstrate the process of writing a detailed, Rights regarding evidence. narrative case report for an investigation in a 4. Be familiar with the concept of judicial review. chronological format. 5. Be knowledgeable about the history of the rules of 4. Explain the duties of the first espondingr officer evidence. arriving at a crime scene. 6. Identify the federal sources of rules of evidence. 5. Accurately complete various forms utilized by 7. Be able to discuss the role of the Constitution, officers in their day to day duties. Supreme Court, and the Federal Courts in 6. Demonstrate an understanding of basic evidence law. requirements needed in probable cause affidavits, 8. Be familiar with the Uniform Rules of Evidence and search warrants and arrest warrants. the Federal Rules of Evidence. 7. Explain what an Affidavit of Expertise is and how it 9. Understand the role of state constitutions, rules of builds a foundation for court room testimony. evidence, and case law as they relate to evidence. 10. Understand the content and quality of good evidence. 11. Be able to distinguish between the concepts of Credits: 5 relevancy, materiality, and inadmissibility in CJ 211: Criminal Investigation evidence. Criminal investigation case management, interview/ Credits: 5 interrogation techniques and methods for reconstructing past events. Provides basic skills for conducting criminal investigations. Course Student Learning Outcomes 1. Define the major historical benchmarks of criminal investigation. 2. Define and apply the basic concepts of criminal investigation. 3. Define and apply how current technology impacts police investigations. 4. Understand the interrelationships that the criminal investigator has with other professionals in the system. 5. Understand crime specific investigative techniques. 6. Understand arrest and search responsibilities of investigators. 7. Conduct successful victim, witness and suspect interviews. 8. Understand court process, testimony and evidence presentation. 9. Comprehend the importance of future directions in police criminal investigation techniques.

Credits: 5

112 2021-2022 CJ 236: Introduction to Patrol Procedures CJ 242: Introduction to Police Management Provides an overview of the types and purposes of Introduces selected issues and practices associated police patrol, including vehicle patrol and routing patrol with midlevel police management. Emphasizes the procedures, mediation, and management of crisis changing police environment and the shift that has situations. Emphasis is placed on citizen protection, been occurring in police organizational structures. crime prevention, and identification and apprehension Course Student Learning Outcomes of suspects. 1. Define the major historical benchmarks of police Course Student Learning Outcomes management 1. Explain the role of the field officer in thev o erall 2. Define and apply the major theoretical scheme of law enforcement management principles to current police 2. Describe how a police or sheriff's department is operations including leadership, supervision, and organized and managed in the 21st Century communications 3. Recount a brief history of police patrol in the 3. Define and apply how current technology impacts United States police operations 4. Discuss the basic objectives of police patrol 4. Present and analyze current managerial issues 5. List and explain the basic patrol activities related to human resources, planning and labor 6. Explain the decision-making process in relations deployment of resources 5. Present future directions in police management 7. Discuss the importance of ethical conduct and 6. Conduct proactive planning integrity of the law enforcement professional Credits: 5 Credits: 5 CJ 250: Supervision for Law Enforcement CJ 241: Ethics in Criminal Justice Introduction to selected issues and practices Philosophical foundations of moral and ethical theory, associated with police supervision. This course doctrines, and controversies for understanding the focuses on strength based leadership, ethics, necessity for practicing good moral and ethical communications, empowerment, self-control, and judgment when performing criminal justice duties. teamwork. Students will learn how to apply basic Course Student Learning Outcomes leadership theory and practice of police supervision to 1. Define the term ethics and explain its application improve performance and accountability. in the criminal justice system Course Student Learning Outcomes 2. Examine the philosophical foundations of ethical 1. Identify issues related to supervising law theory and list the major theories and theorists enforcement personnel. 3. Define the term ethics and describe the nature and 2. Explore leadership theory and practices. sources of ethics 3. Discuss the art of persuasion and the language of 4. Trace the historical origins of ethics and describe reassurance. its development 4. Discuss ethics, empowerment, and self-control. 5. Explain how constitutional provisions serve as a 5. Apply effective communication strategies to source of ethics motivate individuals and teams. 6. Explain the role of law as a source of ethics 6. Analyze strength based leadership strategies in 7. Describe the purpose of a professional code of law enforcement. ethics in criminal justice and explain why it is important to attach ethics to the issue of Credits: 5 professionalism

Credits: 5

113 2021-2022 CSIA 190: Cybersecurity II: Securing the Modern Cybersecurity & Computer Enterprise Forensics From securing networked computers to securing the web this course provides and in-depth look at the CSIA 110: Introduction to Cybersecurity and challenges and opportunities with securing the modern Cybercrime enterprise. This class will include students from multiple sections. Provides an introduction to the field of Cyber Security through the analysis of technology and concepts in the Course Student Learning Outcomes field of cyber security and cybercrime. This course 1. Demonstrate the core functions of computer provides a complete introduction to the protection of networking. business information and systems that support 2. Identify and demonstrate understanding of business process. The objective is to identify common networks connect to other networks. threats and attacks, analyze the role of security 3. Articulate the risks and threats unique to large techniques and architectures, explain the role of enterprises. cryptography, and analyze issues related to managing 4. Demonstrate and understanding of how security. encryption on networks functions. 5. Articulate the security issues with email and other Course Student Learning Outcomes internet services used in the enterprise. 1. Develop an understanding of security in relation to 6. Demonstrate understanding of government level technology and information systems. information security policy. 2. Demonstrate an understanding of basic computer 7. List security classifications and clearance levels and networking technologies in relation to IT within various government agencies. security. 3. Identify career pathways in the fields of digital Credits: 5 forensics and cyber security. 4. Explore case studies in the fields of cyber security CSIA 195: Cybersecurity III: Ethical Hacking and cyber crime. This course serves as an introduction into the skills, 5. Develop basic understanding of the role of steps and concepts related to the field of penetration information security in the IT field. testing and ethical hacking. The modern penetration 6. Identify core principles of cybercrime and tester or “pen tester” relies on a specific set of skills ot cybersecurity. help secure IT infrastructure by testing defenses. This course places a heavy emphasis on the ethical issues Credits: 5 and practices required by all professional penetration CSIA 185: Cybersecurity I: Risks, Control and testers. Encryption Course Student Learning Outcomes This course explores the basic security landscape 1. Articulate the ethical issues of information through the topics of risks, threats, control and technology. encryption. Learn how to assess and prioritize risks 2. Demonstrate the principles of unethical and with computer system, implement authentication ethical penetration testing. controls and the functions of encryption/cryptography. 3. Demonstrate working knowledge of Course may prepare students to complete Security + reconnaissance practices and tools including certification. Course maps ot CTCITC117 Security +. scanning and sniffingools. t 4. List vulnerabilities within TCP/IP. Course Student Learning Outcomes 5. Demonstrate understanding of password cracking, 1. Demonstrate an understanding of the process for spoofing and session hijacking techniques. comparing and prioritizing security risks. 6. Identify techniques for penetrating network 2. Demonstrate an understanding of mechanisms devices. used to control access to computer systems. 7. Demonstrate understanding of operating system 3. Illustrate techniques for controlling computer files. vulnerabilities including Windows and Linux 4. Identify features of major file systems used in Operating Systems. operating systems and removable storage. 8. Demonstrate the proper incident handling 5. Articulate techniques for accurately associating techniques and practices. individuals with user identities inside computer systems. Credits: 5 6. Demonstrate the fundamentals of encryption and cryptanalysis.

Credits: 5

114 2021-2022 CSIA 280: Computer Forensics I: Intro to Computer CSIA 290: Cybersecurity Capstone Forensic Provides cybersecurity students with the opportunity to Explore the role and skillset required of the computer develop a complex, quarter long project working in the forensics professional investigator including an field of information security. Students will work with introduction to the computer investigation process, their instructor to determine career readiness and data acquisition process, crime scenes and forensics develop a project focused on honing specific individual tools. This class will include students from multiple skills based on areas of need. Students will have the sections. opportunity to collaborate with others and learn from Course Student Learning Outcomes real world needs, often working with industry on 1. Define computer forensics and describe how to projects. This class may include students from multiple prepare for computer investigations. sections. 2. Demonstrate the importance of maintaining Course Student Learning Outcomes professional conduct. 1. Develop and present a resume to potential 3. Explain how to prepare a computer investigation employers. and explain requirements for data recovery 2. Demonstrate job searching skills techniques for workstations and software. researching potential jobs. 4. Describe certification equirr ements for computer 3. Design, deploy and document a project tied to real forensics lab. world needs and skills. 5. Explain the criteria for selecting a basic forensic 4. Develop a plan for continuing professional workstation. development, certifications, and skill building. 6. List digital evidence storage formats and explain 5. Present project work in written and oral forms. how to use acquisition tools. 6. Demonstrate the ability to collaborate with others 7. Articulate rules for controlling digital evidence. on a quarter long project. 8. Explain guidelines for seizing digital evidence at a 7. Demonstrate interviewing skills for technical job crime scene. interviews. 9. Describe computer forensics software tools and methods for validating and testing computer Credits: 5 forensics tools. CSIA 295: Cybersecurity Internship Credits: 5 Internship in a workplace setting of the student’s choice, based on needs and interests. Fifty-five hours per credit. Course Student Learning Outcomes 1. Develop an internship learning contract with supervisor to describe duties, responsibilities and hours. 2. Apply skills and concepts learning throughout the student's studies in the field of information security/cybersecurity to real world projects in a real workplace. 3. Develop a list of strengths, weaknesses and opportunities for continued professional development based on the duties, responsibilities and feedback from the internship learning contract supervisor.

Credits: 1 - 5 Prerequisites: Instructor permission.

115 2021-2022 CSIA 299: Integrated Study-Honors In this capstone honors course, students will complete Drama a project relevant to their career pathway and program. DRMA& 101: Intro to Theatre The project will integrate at least two Business and IT programs (Business Administration, Administrative Introduction to history, art, and craft of theater. Plays Office Systems, Computer Applicationsechnology T , are read and discussed. Play production is studied from Multimedia Communications, Cybersecurity & the viewpoints of the playwright, actor, director, and Computer Forensics, or Information Technology) to theater technicians. Attendance at current community provide breadth and relevance to the project. theater production is desirable. (H) Course Student Learning Outcomes Course Student Learning Outcomes 1. Complete a project relevant to learning pathway 1. Apply Aristotle’s six traditional parts of drama: and program. plot, character, theme, music, diction, and spectacle in relation to excerpts from several Credits: 2 significant plays, ranging from classical to Prerequisites: contemporary theatre. Completion of 60 credits in the BUS/ IT program of 2. List and explain traits that theatre shares with study with a GPA of 3.5 or higher; and completion of the other kinds of performance. English course required in the BUS/ITprogram of study. 3. Describe the basic process of script development and key elements of plot structure. 4. Apply basic performance skills, with a focus on “honesty” in character development and action. Directed Studies 5. Explain how design and technical theatre areas enhance and support a live performance. DS 290: Directed Research 6. List and explain traits of theatre itself including Directed Research is an in-depth learning opportunity configurations and stage shapes. offered to students where their abilities and interests 7. Practice costume and set design. indicate they would benefit from a highly focused task 8. Perform a monologue and a duet. under the direction of an individual faculty member. The 9. Write a critique of a play performed locally. student is responsible for finding a sponsoring faculty 10. Write and perform a two person scene. member. (E) Credits: 5 Course Student Learning Outcomes 1. Learning outcomes vary according to project DRMA 107: Theatre Production and Design This course provides instruction and experience in Credits: 1 - 5 technical theater through lecture, readings, and Prerequisites: practical experience. Students will work together as a All arrangements must be made with the instructor production team to assist in the design and production prior to enrollment. of the play being performed within the quarter. This DS 295: Special Topics class will include students from multiple sections. (E) Special Topics courses are offered from time to time Course Student Learning Outcomes for groups of students where an opportunity for 1. Create meaningful and functional design for specialized study exists. Examples might include theatrical performances. lectures by a visiting expert, study of a timely topical 2. Operate the basic systems in a theatre. development, a local conference, an on-going faculty 3. Respond critically to various theatrical research project, or other exceptional educational performance designs. experience. 4. Work collaboratively as a member of a technical stage crew and participate effectively in Course Student Learning Outcomes production meetings. 1. Learning outcomes vary according to project Credits: 5 Credits: 1 - 5

116 2021-2022 DRMA 124: Acting I DRMA 175: Introduction to Playwriting Acting I is an introduction to craft: the balance of Students will develop a critical vocabulary to talk about external technique and internal elements in order to scripts as artifacts. Students will develop original one- create a flexible but consistent process that can be act plays and compete for possible production spots in used to create believable characters in a variety of the spring Festival of Student-Directed One-Act Plays. settings. The class is a combination of theory and (E) practice. Students are exposed to major post- Course Student Learning Outcomes Stanislavkian acting theories that are applied in scene 1. Identify dramatic action that will contribute to an and partner work. This class will include students from effective writing structure. multiple sections. (P,H) 2. Analyze dramatic structure using Aristotle’s Course Student Learning Outcomes elements (i.e. plot, character, theme, diction, 1. Demonstrate the following aspects of the craft of music, spectacle). acting: relaxation/breathing techniques, 3. Develop, edit, refine, and complete several visualization, given circumstances, objectives, playwriting assignments, including a 5-10 minute scene analysis, and improvisation. play for the Find Your Voice Play Festival and/or 2. Analyze scenes from plays. Studium Generale. 3. Demonstrate creativity and critical reflection 4. Employ constructive feedback techniques for throughout the process of acting. peers in class. 4. Apply a working vocabulary of theatre terms. 5. Demonstrate critical vocabulary for identifying 5. Memorize lines in a timely manner. strengths and areas of concern in peer work. 6. Demonstrate relaxation and energizing methods from warm-ups to rehearsal. Credits: 5 7. Demonstrate and apply outer and inner DRMA 211: Theater Practicum I concentration techniques in rehearsal. 8. Apply imaginative techniques to a variety of acting Development of theater production basics, with scripts and rehearsal situations. practical application of this knowledge in the 9. Apply sensory perception as an acting tool. development of a staged play on campus. Classic 10. Create and apply the concept of "intention" to the theater is often emphasized. After the general overview, planning and rehearsal of scenes. class members will select areas of concentration, such as acting, stagecraft, lighting, makeup, costuming, Credits: 5 publicity, and house or stage management. Participants commit to evening rehearsal and production hours. (E) DRMA 125: Acting II Course Student Learning Outcomes Acting II is a continuation of the craft-based study of 1. Demonstrate the ability to work on various acting. Students will continue to engage with theory practical aspects of theatre production production and practice, implementing the ideas of Stanford (e.g. lighting, set construction, makeup, costume Meisner to apply one particular theoretical approach in design, stage management) the Stanislavskian tradition of realistic theatre. 2. Develop professional courtesy when working with Students will dissect two plays over the course of the all members on the production team quarter, performing scenes from both in front of an 3. Develop shop skills and safety practices when audience. This class will include students from multiple working on a production sections. (P) 4. Use time-management skills to schedule and Course Student Learning Outcomes complete required hours 1. Analyze the psychology and emotional depth of a character. Credits: 1 - 5 2. Apply an advanced working vocabulary of theatre terms. 3. Demonstrate a critical approach to scene analysis through the written and spoken word. 4. Knowledge of history and application of acting techniques (e.g. Stanislavsky, Meisner, etc.) 5. Perform in contrasting acting styles and genres (e.g. film, classic, modern, comedic, dramatic, etc.)

Credits: 5

117 2021-2022 DRMA 212: Theater Practicum II Development of theater production basics, with Early Childhood Education practical application of this knowledge in the ECED& 105: Introduction to Early Childhood Education development of a staged play on campus. Classic theater is often emphasized. After the general overview, Explore the foundations of early childhood education. class members will select areas of concentration, such Examine theories defining the field, issues and ends,tr as acting, stagecraft, lighting, makeup, costuming, best practices, and program models. Observe children, publicity, and house or stage management. Participants professionals in action. This class will include students commit to evening rehearsal and production hours. (E) from multiple sections. STARS approved. Course Student Learning Outcomes Course Student Learning Outcomes 1. Be self-motivated in seeking hours and a variety of 1. Explain current theories and ongoing research in tasks to complete early care and education. 2. Demonstrate advanced knowledge of various 2. Describe the role of play in early childhood aspects of theatre production (e.g. lighting, set programs. construction, makeup, costume design, stage 3. Compare early learning program models. management) 4. Explain the importance of developing culturally 3. Continue to employ professional courtesy when responsive partnerships with families. interacting with all members of the production 5. Identify appropriate guidance techniques used in team early care and education settings. 4. Maintain shop skills and safety practices when 6. Describe the observation, assessment, and working on a production teaching cycle used to plan curriculum for all 5. Use time-management skills to schedule and young children. complete required hours 7. Apply the professional code of ethics for early care and education to resolve dilemmas. Credits: 1 - 5 8. Describe major historical figures, advocates, and events shaping today’s early childhood education. DRMA 230: Directing I Students will develop a critical vocabulary and be Credits: 5 introduced to a variety of contemporary perspectives about play direction. Students will work practically to develop their own ideas and style by directing three short, two-person scenes with outside actors. Students will compete for spots in the spring Festival of Student- Directed One-Act Plays. (E) Course Student Learning Outcomes 1. Demonstrate a critical vocabulary to talk about direction. 2. Analyze a text for performative possibility. 3. Facilitate an interpretation of a text as a collaborative and performative artifact. 4. Explain contemporary theories of direction. 5. Explain acting from a directorial perspective. 6. Communicate objectives to student actors. 7. Articulate a personal theory of directorial leadership pertaining to issues of movement, motivation, trust, and creative freedom as it relates to actors and other collaborators. 8. Prepare an application to direct a one-act play in the Festival of Student-Directed, One-Act Plays on the PC main stage, Spring quarter.

Credits: 5

118 2021-2022 ECED& 107: Health, Nutrition, and Safety ECED& 132: Infants and Toddlers Introduces basic concepts of equitable health, safety, Examine the unique developmental needs of infants and nutrition standards for the growing child in group and toddlers. Study the role of the caregiver, care and education programs. Requirements as relationships, developmentally appropriate practices, outlined in Chare Care Block Grant funding (CCDF) and nurturing environments for infants and toddlers, and state licensing standards for child care providers will be culturally relevant care. STARS approved. covered including the knowledge and skills to ensure Course Student Learning Outcomes appropriate health, nutritional, and safety practices. In 1. Discuss developmental milestones from birth to addition, the course will emphasize the skills necessary 36 months articulating the influences of individual to recognize signs of child maltreatment, the educator’s development, temperament and cultural norms in role as a mandated reporter and the process of the context of important, ongoing relationships. identifying and referring families to available 2. Design a plan to support reciprocal, culturally community resources. STARS approved. sensitive partnerships with families. Course Student Learning Outcomes 3. Select positive guidance techniques that are 1. Describe federal and state mandated health, appropriate and effective with infants and safety, and nutrition practices. toddlers. 2. Identify indicators of illnesses/ infectious 4. Critique infant and toddler early learning diseases and steps to prevent the spread of them. environments, articulating environmental 3. Outline safety procedures for providing emergency influences on the learning processes of infants care and daily care. and toddlers during authentic play activities. 4. Evaluate program safety policies. 5. Describe a plan for developmentally appropriate, 5. Describe food programs and practices that culturally relevant curriculum that supports support the development of children. language, physical, cognitive, creative, social, and 6. Create examples of developmentally appropriate emotional development. and culturally responsive health, safety, and nutrition education materials and activities. Credits: 3 7. Describe the responsibilities of mandated ECED& 134: Family Childcare Management reporters. 8. Develop strategies for working with culturally, Learn how to manage a family childcare program. linguistically, and ability diverse families in Topics include: licensing requirements, record-keeping, accessing health, nutritional, and dental services. relationship building, communication strategies, guiding behavior, and promoting growth and Credits: 5 development. ECED& 120: Practicum Course Student Learning Outcomes 1. Describe strategies for complying with Family This course will provide students an opportunity to Childcare Minimum Licensing Requirements. focus on, develop and apply best practice for engaging 2. Describe strategies for meeting the developmental in nurturing, supportive relationships with children, needs and guiding the behavior of children in families, and professional peers in an early learning multi-age groups. setting. Students will apply and additional focus of 3. Identify strategies for family child care business children’s health and safety while promoting growth and management including tax planning and record- development to relationship building with children and keeping. families. This class will include students from multiple 4. Create written documents, such as a contract and sections. STARS approved. policy handbook, that facilitate communication Course Student Learning Outcomes between the provider and the families. 1. Describe the characteristics of nurturing 5. Develop strategies for creating reciprocal, relationships built between teachers and children. culturally responsive relationships with families. 2. Practice ideals of professionalism in work with 6. Articulate knowledge and skills that define amilyF children, families and peers. Childcare Providers as professionals. 3. Recognize cultural responsiveness when observing professionals and programs. Credits: 3 4. Identify practices that promote health, safety, growth and development of children.

Credits: 2

119 2021-2022 ECED& 136: School Age Care ECED& 139: Administration of ECE Programs The basics of quality child care programs for children This course will help students develop administrative age 5-12, including developmental profiles of the skills required to develop, open, operate, manage, and school-age child, planning, budgeting, program set-up, assess early childhood education and care programs. curriculum, and resources. Students will explore techniques and resources Course Student Learning Outcomes available to Washington State licensing and NAEYC 1. Evaluate, written philosophies of school age standard compliance. child care that address high quality care. Course Student Learning Outcomes 2. Identify at least five professional organizations or 1. Articulate early learning program philosophies, resources for school age care providers. mission statements, and corresponding daily 3. Develop an appropriate plan for a before and After practice. school age care environment, (that is bias free, 2. Create program policies and practices in respects cultural and individual diversity, is compliance with state child care licensing codes, developmentally appropriate, and supports food program guidelines, and accreditation positive self-esteem, social interaction, active standards. involvement, initiative, responsibility, creativity, in 3. Plan for appropriate staffing, meals, equipment addition, a growing sense of autonomy.) and materials and programing for specific age 4. Use Washington State Career Development Core groups and settings. Competencies or Skills Standards for school age 4. Use a variety of strategies to maintain regular care providers for self-assessments and communication with families and provide professional development planning for opportunities for parent engagement and educational/training needs. education. 5. Analyze a school age program and identify a plan 5. Plan a balanced budget. for Improvement that is based on best practices, 6. Identify methods for recruiting, hiring, evaluating, and accepted standards. supervising, and supporting the professional development of program personnel. Credits: 3 7. Use tools to evaluate program effectiveness and identify areas of improvements. 8. Articulate effective application of the NAEYC Code of Ethics.

Credits: 3

120 2021-2022 ECED& 160: Curriculum Development ECED& 180: Language and Literacy Development Investigate learning theory, program planning, and Teaching strategies for language acquisition and methods for curriculum development promoting literacy skill development are examined at each language, fine/gross motor, social-emotional, cognitive developmental stage (birth-age 8) through the four and creative skills and growth in young children birth interrelated areas of speaking, listening, writing, and through age 8 utilizing developmentally appropriate reading. This class will include students from multiple practice. STARS approved. sections. STARS approved. Course Student Learning Outcomes Course Student Learning Outcomes 1. Explain major early childhood curriculum theories 1. Explain the continuum of language acquisition and current trends in curriculum design for early and early literacy skills. learning environments. 2. Develop evidence-based, appropriate 2. Apply principles of developmentally, individually environments and opportunities that support and culturally appropriate practice when children’s emergent language and literacy skills. designing, implementing and evaluating 3. Describe strategies for responding to children who curriculum. are culturally, linguistically, and ability diverse. 3. Evaluate integrated learning experiences 4. Develop ways to facilitate family and child supportive of children’s development and learning interactions as primary contexts for heritage incorporating national, state and local standards. language and English development. 4. Design curriculum that supports children’s 5. Analyze images of culture and individual abilities language/communication, cognitive, social/ reflected in children’s literature and other learning emotional, fine/gross motor and creative materials. development. 6. Utilize developmentally appropriate and culturally 5. Design curriculum that is inclusive and represents responsive assessment practices for the diversity of children and families. documenting the growth of language and literacy 6. Plan developmentally appropriate activities and skills. schedules, which promote all children’s growth and learning. Credits: 3 7. Observe, document and assess individual and ECED& 190: Observation and Assessment group needs, interests and skills for the purpose of curriculum planning and on-going modifications Collect and record observation and assessment data in of plans. order to plan for and support the child, the family, the group, and the community. Practice reflection Credits: 5 techniques, summarizing conclusions, and communicating findings. STARS approved. ECED& 170: Environments Course Student Learning Outcomes This class focuses on the adult's role in designing, 1. Describe reasons for collecting observation and evaluating, and improving indoor and outdoor assessment data. environments that ensure quality learning, nurturing 2. Identify indicators of growth, development, experiences, and optimize the development of young learning and social behaviors in all children. children. STARS approved. 3. Identify techniques for avoiding bias, judgments, Course Student Learning Outcomes and assumptions in observations. 1. Design healthy, respectful, supportive, and 4. Collect factual, descriptive data using a variety of challenging learning environments for children. assessment tools and strategies. 2. Identify strategies to achieve compliance with 5. Document and analyze assessment data for use Washington Administrative Code and other state in planning curriculum for individual and groups of or federal regulations. children. 3. Create environments that promote growth in all developmental domains and academic Credits: 3 disciplines. 4. Establish environments, routines, and schedules that promote children’s age- appropriate, self- regulated behaviors. 5. Establish environments that promote the cultural diversity of children, families, and their communities.

Credits: 3

121 2021-2022 ECED 147: Practicum II ECED 201: Internship Participation with children and staff in an approved Individually designed field experience and seminar ot early childhood center. Practice applying guidance work with children and/or adults (parents, staff, procedures, implementing curriculum, and working community) in schools, childcare, or human service cooperatively with staff. Lab assignments, six hours per agencies. This class will include students from multiple week; seminar, one hour per week. This class may sections. include students from multiple sections. Course Student Learning Outcomes Course Student Learning Outcomes 1. Develop personal goals for the quarter. 1. Create and Maintain a Safe and Healthy 2. Develop objectives to meet personal goals. Environment for Young Children. 3. Develop activities to accomplish objectives. 2. Meet Each Child’s Individual Needs and Plan for Group Needs. Credits: 1 - 3 3. Prepare and Evaluate the Learning Environment Prerequisites: for Young Children. 15 credits of ECED. STARS approved. 4. Develop and Implement Curriculum Plans for ECED 260: Practicum III Young Children. 5. Support the Child and Family. Advanced practicum experience based on skill 6. Contribute to a Professional Team Environment. standards in a developmentally appropriate setting with 7. Develop Personally and Professionally. qualified master teacher. Individualized opportunities for students to practice advanced teaching Credits: 5 competencies and professional interactions with site Prerequisites: staff and parents. This class will include students from 2.0 or higher in ECED& 120 and ECED& 190. STARS multiple sections. STARS approved. approved. Course Student Learning Outcomes ECED 161: Math for Young Children 1. Create and Maintain a Safe and Healthy Environment. Provides an overview of appropriate math concepts for 2. Meet Each Child’s Individual Needs and Plan for preschool age children and techniques to facilitate Group Needs. young children's math learning. Course also provides 3. Prepare and Evaluate the Learning Environment. techniques adults may use to eliminate math anxiety 4. Develop and Implement Curriculum. and improve their basic math skills. STARS approved. 5. Support the Child and Family. Course Student Learning Outcomes 6. Create and Maintain a Professional Team 1. Develop skills that eliminate adult math anxiety. Environment. 2. Acquire knowledge about math concepts, which 7. Develop Personally and Professionally. are appropriate for young children. 3. Develop age appropriate and developmentally Credits: 5 appropriate math activities and experiences for Prerequisites: young children. Completion of ECED& 120 and ECED& 190 (or 4. Facilitate a math activity with a small group of ECE101-103), ECED 146 and 147, and at least 30 young children. credits in ECE courses. Grade of 2.0 or higher in ECED& 5. Design an environment for young children, which 120, ECED& 190, ECED 146, and ECED 147. promotes math.

Credits: 2

122 2021-2022 ECON& 202: Macroeconomics Economics Presents economic theories used as tools for critical thinking to show how the U.S. economy operates. ECON& 201: Microeconomics Emphasis on causes and consequences of Promotes use of critical thinking to explore an unemployment and inflation and how they affect the individual's relationship to the supply and demand of well-being of Americans. The use of government goods and services. Tools of economic analysis are spending, taxation, and the monetary system to used to investigate management of environmental promote full employment and stable prices will be systems. (SS) examined. Explores role of energy and natural Course Student Learning Outcomes resources in shaping our economic future. (SS) 1. Students will use graphs and equations to Course Student Learning Outcomes construct and apply the models of consumption 1. Students will access and use primary data from possibilities to explain opportunity costs; the BEA and BLS to describe the business cycle 2. Students will use graphs and equations to explain using macroeconomic performance indicators. the theory of utility as the foundation for the 2. Students will apply alternative theories (Classical, theory of demand, and explain how and why each Marxist, Institutionalist, Keynesian and demand coordinate represents a constrained Monetarist) to explain the business cycle. maximum; 3. Students will use algebraic and graphical analysis 3. Students will use the theory of demand to identify to design and assess the impacts of fiscal and and estimate own-price, cross-price, and income monetary policy. elasticity of demand, along with projected 4. Students will access primary data of changes in expenditures; macroeconomic performance from the BEA, BLS 4. Students will use graphs and equations to explain and Census to create spreadsheets and construct the theory of production and the theory of cost as trendlines to evaluate the impacts of fiscal and the foundation of the theory of supply; monetary policy. 5. Students will use the duality theorem to explain 5. Students will describe the historical events the relatonship between production and cost shaping the evolution of economic society and theory as the foundation for the theory of supply; theories describing macroeconomic outcomes. 6. Students will use the theory of demand and supply 6. Students will use critical thinking – the use of to explain how idealized perfect competition can empirically grounded reason to understand maximize economic welfare. phenomena of interest – to evaluate claims about 7. Students will apply theories of market structure to the impact of fiscal and monetary policy on explain departures from the maximization of macroeconomic performance. economic welfare under perfect competition. 8. Students will use other economic paradigms (e.g., Credits: 5 Ecological Economics, Feminist, Institutionalist Prerequisites: and Marxist) to explain economic outcomes; AMATH 121 or MATH 090/091 and ENGL&101. 9. Students will use critical thinking – the use of empirically grounded reason – to test claims about the impact of public policy on economic outcomes.

Credits: 5 Prerequisites: AMATH121 OR MATH 090/091 and ENGL&101.

123 2021-2022 ECON 101: Introduction to Economics Introduction to fundamental economic concepts Education through contemporary social issues. Examine how EDUC& 115: Child Development societies deal with limited resources and social, cultural, and political responses to changing economic (Formerly EDUC& 114) Build a functional understanding conditions. Recommended for those seeking a greater of the foundation of child development from understanding of economics and contemporary issues. conception through early adolescence in all domains of (SS) development as seen through various developmental theories. The impact of culture, race, gender identity, Course Student Learning Outcomes socioeconomic status, family status, and 1. Students will use economic history to explain the exceptionalities on overall development will be evolution of economic institutions and their examined as well as current research regarding brain ideological legitimation of the distribution of development. Methods of observing and documenting welfare. developmental growth will be examined. STARS 2. Students will use graphical models – approved. consumption possibilities, production possibilities, demand and supply, aggregate Course Student Learning Outcomes demand and supply – to explain economic 1. Discuss prominent child development research outcomes. and theories guiding parenting and caregiver’s 3. Students will explain, using economic models, practices. how fiscal and monetary policy affect the 2. Describe the developmental sequence from business cycle. conception through early adolescence in all 4. Students will access primary data for domains. macroeconomic performance from the BEA, BLS 3. Analyze critical stages of brain development as and Census to test propositions about economic influencers of child development. outcomes as shaped by public policy. 4. Examine techniques to conduct and document observations of children as a means to assess Credits: 5 and communicate growth and development. Prerequisites: 5. Explain individual differences in development. MATH 090/091 orAMATH 121 or concurrent 6. Identify how family, caregivers, teachers, enrollment; and eligibility for ENGL& 101. community, culture, and trauma influence development. 7. Outline community resources to support children’s and families’ development.

Credits: 5 EDUC& 130: Guiding Behavior Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences. STARS approved. Course Student Learning Outcomes 1. Identify developmentally appropriate individual and group behaviors of children. 2. Compare at least three approaches to guiding behavior. 3. Recognize positive, respectful, culturally responsive approaches to guidance. 4. Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function. 5. Articulate strategies to promote social/emotional competence and positive sense of self.

Credits: 3

124 2021-2022 EDUC& 150: Child, Family, and Community EDUC 206: Issues of Child Abuse and Neglect Integrate the family and community contexts in which a Insights into child abuse and neglect within a family child develops. Explore cultures and demographics of system. Identify types of abuse and signs and families in society, community resources, strategies for symptoms of victims. Mandated reporting involving families in the education of their child, and requirements consistent with WAC 180-78-165 for tools for effective communication. This class will educators, caregivers, and youth workers. STARS include students from multiple sections. approved. Course Student Learning Outcomes Course Student Learning Outcomes 1. Evaluate and describe the cultural influences, 1. Define the legal definition of abuse and neglect social issues, changes and transitions that affect and explain the state statues regarding children, families, schools and communities. responsibilities in reporting. 2. Examine the concept of family, school, peers, 2. Recognize signs of abuse and neglect and media and community as socialization agents. describe ways to work effectively with children 3. Analyze strategies that empower families to who have experienced maltreatment. establish and maintain collaborative relationships 3. Identify characteristics of a potential abuser and to support the growth and development of list behaviors which might be indicators of children. maltreatment. 4. Identify how one’s own family history and life 4. Describe the mandated reporter’s role in reporting experiences may impact relationships with suspected abuse and neglect. children and families. 5. Describe the steps in reporting suspected 5. Identify community services and agencies that maltreatment. support the needs of children and families and 6. Explain and discuss factors that could lead to establish resource and referral systems for child abuse and neglect and how to prevent it. parents and educators. 7. Research local community resources that support people who have experienced maltreatment. Credits: 3 Credits: 2 EDUC& 203: Exceptional Child An introductory course in understanding educational EDUC 240: Advancing Equity in Education programs, and state and federal laws regarding the Explore fundamental principles of fairness and justice, education of children with special needs. An overview and work to eliminate structural inequalities that limit of current issues, trends, and resources affecting equitable learning opportunities. Examine teaching services and programs for children with special needs. practices that use inclusive teaching approaches, (E) demonstrate respect for diversity and value all Course Student Learning Outcomes children's strengths. This class may include students 1. Explain the history and current legislation from multiple sections. regarding education of young children with Course Student Learning Outcomes disabilities. 1. Explain how one's own biases (implicit and 2. Describe major categories and characteristics of explicit) may contribute to interactions and developmental delays. messages being sent to children and families. 3. Demonstrate a working knowledge of educational 2. Describe the developmental, cultural, and models for children with special needs. linguistic appropriateness of the learning 4. Demonstrate an understanding of how a child with environment and teaching practices. special needs impacts a family. 3. Explain the importance of developing culturally 5. Outline the process of Child Find, assessment, responsive partnerships with families. placement, and program planning. 4. Embed fair and equitable approaches in all aspects of early childhood program delivery, Credits: 3 including standards, assessments, curriculum, Prerequisites: and personnel practices. EDUC& 114 or 115 or permission of instructor/advisor. STARS approved. Credits: 3

125 2021-2022 ENGL& 102: Composition II English Reading and writing using analytical and critical approaches. One or more research papers. Builds on ENGL& 101: English Composition I concepts introduced in ENGL& 101. This class will Active reading, effective writing, and critical thinking, include students from multiple sections. (CC) using subjective and objective approaches. Introduction to research techniques. This class will include students Course Student Learning Outcomes from multiple sections. (CC) 1. Demonstrate an ability to follow the writing process of prewriting, drafting, revising, editing. Course Student Learning Outcomes 2. Compose thesis-centered, well-organized essays 1. Demonstrate an ability to follow the writing that use correct grammar and mechanics with process of prewriting, drafting, revising, and purpose, style, and voice. editing. 3. Demonstrate an ability to research academic 2. Compose thesis-centered, well-organized essays sources and apply quotes and information from that use correct grammar and mechanics with reliable sources to writing assignments. purpose, style, and voice. 4. Demonstrate an ability to recognize plagiarism 3. Discuss an author’s main point and supporting and apply proper citation format for secondary details in professional essays, assigned readings, sources. and classmates’ essays. 5. Discuss an author’s main point and supporting 4. Recognize and avoid plagiarism, using proper details in professional essays, assigned readings, citation format. and classmates’ essays. 5. Apply self-assessment to evaluate knowledge and 6. Evaluate stylistic choices, rhetorical strategies, skills in reading, writing, and research. logical explanations, and supporting evidence in 6. Demonstrate good listening skills, and discuss professional essays, assigned readings, and different viewpoints. classmates’ essays. 7. Apply self-assessment to evaluate knowledge and Credits: 5 skills in reading, writing, and research. Prerequisites: 8. Demonstrate good listening skills and tolerate Score of 92 or more on Accuplacer placement test, or different viewpoints. passing ENGL 090, 091, or 092. Credits: 5 Prerequisites: 2.0 or better in ENGL& 101.

126 2021-2022 ENGL& 111: Introduction to Literature ENGL& 113: Introduction to Poetry Study of the major genres of multicultural literature, Approach poetry successfully. Study of poetic form and including fiction, poetry, and drama. Focus on structure, as well as major poets and poems, past and understanding key concepts to increase appreciation present, American and worldwide. (H) and knowledge. (H) Course Student Learning Outcomes Course Student Learning Outcomes 1. Analyze one’s sense of self and purpose in life; 1. Writing Competency: Plan, draft, revise, and 2. Analyze one’s own values and how family and complete written compositions which express community influence them; complex ideas and pose challenging questions, 3. Compare and contrast one’s identity with people exhibiting clarity, coherence, completeness, from other cultures. correctness, and creativity. 4. Read actively and analytically about other 2. Reading Competency: Read a variety of texts, individuals’ and other cultures’ values, practices, applying skills of comprehension, imagination, and behaviors, norms, and expectations; analysis. 5. Compare to one’s own values, practices, etc.; 3. Critical Thinking: Identify and troubleshoot 6. Engage with the complexity of the literature by problems; collect and apply data, recognize that thinking creatively and logically about what the values and perspectives influence thinking. author is communicating and how it relates to 4. Information Competency: Locate, retrieve, analyze, one’s own beliefs and experiences. synthesize, evaluate, and integrate information. 7. Discuss personal and cultural differences with 5. Personal Competency: Accept responsibility for classmates; one’s own learning. 8. Acknowledge and tolerate different viewpoints; 6. Interpersonal Competency: Listen actively, work 9. Evaluate and challenge assumptions and cooperatively and productively with others, and conclusions—both one’s own and others. make useful contributions in large and small 10. Explore, discover, and express ideas about group discussions. literature and the human condition; 11. Write essays controlled by a thesis and supported Credits: 5 with specific examples from the texts; 12. Write in complete, varied sentences and unified, ENGL& 112: Introduction to Fiction coherent, and developed paragraphs; Discover successful ways of exploring fiction. Study of 13. Avoid and correct errors in grammar, punctuation, form and structure, as well as major novelists and mechanics, and usage. Question, explore, and short-story writers, past and modern. (H) share ideas, values, and beliefs; Course Student Learning Outcomes 14. Reduce anxiety and timidity in expressing opinions 1. Analyze one’s own values, identity, and in a group setting; connections to community. 15. Acknowledge the needs and expectations of 2. Analyze literary texts from thematic, cultural, and others. Find and retrieve information from literary stylistic perspectives. texts, incorporating that information into essays 3. Explain observations and interpretation of literary and class discussion; texts. 16. Document sources according to MLA in-text 4. Evaluate reactions to literary texts. citation format. 5. Interpret information from literary texts, incorporate that information into essays, and document sources correctly. 6. Demonstrate collaborative learning. Credits: 5

Credits: 5

127 2021-2022 ENGL& 114: Introduction to Drama ENGL& 226: British Literature I Helps to understand and experience a diversity of Survey of British literature from diverse periods. dramatic literature, from the Greeks through the Selections will vary by quarter but will include classic Renaissance to modern and contemporary playwrights. and influential texts. (H) (H) Course Student Learning Outcomes Course Student Learning Outcomes 1. Read literature with insight 1. Analyze one’s own values, identity, and 2. Formulate verbal responses to literature connections to community. 3. Acquire knowledge about major British authors 2. Analyze literary texts from thematic, cultural, and and their works stylistic perspectives. 4. Acquire a sense of how English developed as a 3. Explain observations and interpretation of how language plays are performed. 5. Hone research skills 4. Evaluate audience reactions to plays. 6. Increased pleasure from reading literature 5. Interpret information from literary texts, 7. Increased appreciation for all the arts incorporate that information into essays, and 8. Increased knowledge of self and world document sources correctly. 9. Increased wisdom 6. Demonstrate collaborative learning. 10. Increased sensitivity to diversity and other people

Credits: 5

ENGL& 220: Introduction to Shakespeare Credits: 5 General introduction to the works of Shakespeare, Prerequisites: emphasizing the plays: tragedies, comedies, histories, ENGL& 101 or permission from instructor. and romances. Approaches Shakespeare both as poetry and as drama, concerning itself with language ENGL& 227: British Literature II and with staging. (H) Theme-based study of selected masterpieces of British literature in context. (H) Course Student Learning Outcomes 1. Describe theatre and stagecraft in Shakespeare's Course Student Learning Outcomes day. 1. Read literature with insight 2. Describe political, social, and cultural milieu in 2. Formulate verbal responses to literature which Shakespeare wrote his plays. 3. Acquire knowledge about major British authors 3. React verbally and in writing to a given play, noting and their works themes and motifs. 4. Acquire a sense of how English developed as a 4. Explain verbally and in writing the complexities of language Shakespeare's English, noting his own stylistic 5. Hone research skills moves as well as the poetic content of the 6. Increased pleasure from reading literature dialogue, e.g., connotation, images, figures of 7. Increased appreciation for all the arts speech, irony, symbolism, rhyme, and rhythm. 8. Increased knowledge of self and world 5. Write a paper which defends a given literary thesis 9. Increased wisdom with reasons and textural examples. 10. Increased sensitivity to diversity and other people

Credits: 5 Prerequisites: ENGL& 101 or permission of instructor. Credits: 5 Prerequisites: ENGL& 101 or permission of instructor.

128 2021-2022 ENGL& 235: Technical Writing ENGL& 236: Creative Writing I Develop professional skills in research, design, and Beginning writing in fiction and poetry, other modes by communication of technical information. Emphasis on request. Workshop approach, with discussion of work audience analysis, clear and effective writing style, and by class members and instructor. Reading of use of visual elements. Composition of documents in a contemporary fiction, poetry, and theory. (H) variety of professional formats such as memos, Course Student Learning Outcomes proposals, progress reports, completion reports, lab 1. Demonstrate an understanding of the elements of reports, and instruction manuals. (Formerly ENGL 150). fiction/poetry/drama. (E) 2. Generate and revise a portfolio of 15-30 pages of Course Student Learning Outcomes poetry, fiction, creative non-fiction, drama, and/or 1. Use accepted professional formats and other genres. conventions to write documents 3. Analyze creative writing by professional writers 2. Produce a research project appropriate to the and identify the elements of fiction and poetry student’s major and/or career interests therein. 3. Design a research strategy to solve a specific 4. Demonstrate an ability to objectively analyze and problem critique peer writing. 4. Propose a clearly reasoned, convincingly 5. Utilize appropriate vocabulary/terminology in supported solution to a specific problem regard to analysis of professional and student 5. Conduct primary and secondary research, writing. assessing effectiveness and validity of 6. Demonstrate an ability to revise works in response information sources to workshop feedback and personal choice. 6. Paraphrase, summarize, and quote information 7. Demonstrate some awareness of cultural and from sources, using correct citations historical context as they apply to interpreting 7. Design visually effective documents and works of poetry/fiction/drama. presentations 8. Revise and edit documents with peer exchange to Credits: 5 improve clarity, economy, and rhetorical Prerequisites: effectiveness ENGL& 101 or permission of instructor.

Credits: 5 ENGL& 237: Creative Writing II Prerequisites: Advanced creative writing using workshop approach. ENGL& 101 or permission of instructor. Genres offered vary by quarter and instructor. (E) Course Student Learning Outcomes 1. Compose beginning works in poetry, fiction, creative non-fiction, drama, and/or other genres. 2. Demonstrate an ability to participate in workshops by giving and received substantive feedback. 3. Demonstrate an ability to revise works in response to workshop feedback and personal choice. 4. Construct a portfolio of 15-30 pages of polished work. 5. Analyze creative work by professional writers. 6. Demonstrate good listening skills and tolerate different viewpoints.

Credits: 5 Prerequisites: ENGL& 236 or permission of instructor.

129 2021-2022 ENGL& 244: American Literature I ENGL& 254: World Literature I Survey of classic works as well as new voices from the Survey of world literature from diverse cultures and beginning of American literature to the present. (H) periods, including historical contexts. Selections will Course Student Learning Outcomes vary by quarter but will include translations from 1. Read actively and analytically about individuals' African, Eastern, Latin, and Western literatures. (H) and cultures' values, practices, behaviors, and Course Student Learning Outcomes expectations. 1. Analyze and discuss works of world literature in 2. Engage with the complexity of literature by relation to major historical events. thinking creatively and logically about what an 2. Discuss a variety of literary genres: fiction, poetry, author is communicating and how it relates to and plays, as well as academic writing: articles one's own beliefs and experiences. and books about literature. 3. Analyze one's own values and how family, 3. Explain the cultural and political contexts of given community, place, and nation influence them; works of world literature. consider one's identity in relation to people from 4. Demonstrate effectively, in writing, knowledge of varying backgrounds, cultures, and communities. assigned readings. 4. Acknowledge different viewpoints and evaluate 5. Demonstrate ability to effectively research and challenge assumptions and conclusions-both readings and themes for the purpose of writing one's own and others. about literature. 5. Write pieces controlled by a central argument that 6. Demonstrate appropriate vocabulary/terminology are well-edited and supported with specific in regards to literary analysis. examples from the texts. 6. Reduce fears and timidity in expressing opinions Credits: 5 in a group setting, acknowledge the needs and Prerequisites: expectations of others, and reflect on the impact ENGL& 101 or instructor permission. one's participation has on a group setting and ENGL& 255: World Literature II discussion. Theme-based study of selected masterpieces of Credits: 5 African, Asian, European, and American literature in Prerequisites: context. (H) ENGL& 101 or permission of instructor. Course Student Learning Outcomes ENGL& 245: American Literature II 1. Read works of world literature that connect through a specific theme. Theme-based study of selected masterpieces of 2. Analyze and discuss works of world literature in American literature in context. (H) relation to major historical events. Course Student Learning Outcomes 3. Explain the cultural and political contexts for 1. Read works of American literature that connect works of world literature. through a specific theme. 4. Demonstrate effectively, in writing, knowledge and 2. Analyze and discuss works of American literature understanding of assigned readings and the in relation to major historical events. theme that connects them. 3. Explain the cultural and political contexts for 5. Demonstrate ability to effectively conduct works of American literature. research related to course readings and themes. 4. Demonstrate effectively, in writing, knowledge and 6. Demonstrate appropriate vocabulary/terminology understanding of assigned readings and the in regards to literary analysis. theme that connects them. 5. Demonstrate ability to effectively conduct Credits: 5 research related to course readings and themes. Prerequisites: 6. Demonstrate appropriate vocabulary/terminology ENGL& 101 or permission of instructor. in regards to literary analysis.

Credits: 5 Prerequisites: ENGL& 101 or permission of instructor.

130 2021-2022 ENGL 54: Reading II ENGL 90/91/92: Fundamentals of English Practice of basic comprehension and critical thinking Review of sentence structure, grammar, usage, and skills. Classroom or lab format. Includes use of punctuation. Introduction to essay writing. Placement computer software. based on Accuplacer score. This class will include Course Student Learning Outcomes students from multiple sections. 1. recognize main ideas Course Student Learning Outcomes 2. identify key supporting details 1. Prewrite, draft, and revise paragraphs and short 3. classify relationships through transitions essays controlled by topic sentences or thesis 4. summarize and outline statements and supported by evidence. 5. distinguish fact from opinion 2. Reduce errors in grammar and mechanics and use 6. draw inferences a variety of sentence structures. 7. deduce purpose and tone 3. Identify main ideas, supporting evidence, patterns 8. evaluate arguments of exposition, and transitions in assigned readings and classmates’ essays. 4. Develop and apply vocabulary building skills. 5. Recognize and avoid plagiarism and demonstrate Credits: 3 an awareness of academic documentation including MLA and APA. ENGL 57: Reading III 6. Evaluate and use resources that are authoritative, Practice of basic comprehension and critical thinking accurate, unbiased, and current. skills. Classroom or lab format. Includes use of 7. Accept personal academic responsibility including computer software. class attendance, class participation, and prompt Course Student Learning Outcomes and thorough completion of assignments. 1. recognize main ideas 8. Use tools of self-assessment to evaluate 2. identify key supporting details knowledge and skills in course outcomes. 3. classify relationships through transitions 9. Demonstrate good listening skills, acknowledge 4. summarize and outline different viewpoints, and respect the need to 5. distinguish fact from opinion examine cultural diversity. 6. draw inferences 10. Practice expressing opinions in a group setting. 7. deduce purpose and tone 8. evaluate arguments Credits: 5

Credits: 3

131 2021-2022 ENGL 180: Tidepools: Exploring Literature and the Arts Hands-on Learning: Gain experience that can be used I on your resume to further your experience toward Students will learn the elements of art and apply them gainful employment or future creative opportunities. to critiques of art works submitted to Tidepools art and literature magazine. Students will also learn the Credits: 5 elements of fiction and poetry, and use them to critique creative writing submissions. Students will gain editing skills and practice communication skills while selecting, editing, and preparing art and creative writing for publication. Students will learn ethical, historical, and philosophical aspects of editing while serving as editors and will create and release a print magazine along with promotional materials, and will author and edit press releases, posters, and advertisements. This class may include students from multiple sections. (H) Course Student Learning Outcomes

The Elements of Art: 1) Identify and apply the elements and principles of art in two-dimensional and three- dimensional artwork. two-dimensional and three- dimensional artwork.

The Elements of Art: 2) Participate in critiques, explore aesthetics, and apply elements of art to material under consideration.

The Elements of Literature: 1) Identify and apply the elements of Fiction and Poetry.

The Elements of Literature: 2) Participate in critiques, explore literary conventions, and apply elements of fiction and poetry to editorial decision making.

Constructive Feedback: Demonstrate the ability to respond to constructive feedback from the instructor and other students in a professional manner.

Interpersonal Skills: 1) Design and edit an art and literature magazine as a member of a team.

Interpersonal Skills: 2) Make presentations and participate in group decision making.

Interpersonal Skills: 3) Apply written and verbal communication skills to a variety of tasks.

Community Outreach: Build new and maintain existing relationships between the campus community and the community at large.

Editing: 1) Generate, revise, and edit group authored documents: advertisements, press releases, letters, etc.

Editing: 2) Compare roles involved in editing: selection of material, line editing, editorial decision making, creative decision making, consideration of space, cost, circulation, etc.

132 2021-2022 ENGL 181: Tidepools: Exploring Literature and the Arts Hands-on Learning: Gain experience that can be used II on your resume to further your experience toward Students will learn the elements of art and apply them gainful employment or future creative opportunities. to critiques of art works submitted to Tidepools art and literature magazine. Students will also learn the Credits: 5 elements of fiction and poetry, and use them to critique creative writing submissions. Students will gain editing skills and practice communication skills while selecting, editing, and preparing art and creative writing for publication. Students will learn ethical, historical, and philosophical aspects of editing while serving as editors and will create and release a print magazine along with promotional materials, and will author and edit press releases, posters, and advertisements. This class may include students from multiple sections. (H) Course Student Learning Outcomes