2. Announcements May 2013 minutes were approved. Jesse made motion. Janel second. One abstention. Motion carried.

Transcription

1 Ohlone Community College District General Education Subcommittee DRAFT Minutes Monday, September 23, 3:00 4:30 p.m. Room 7104 (Student Services Building) A=Action I=Information 1. Meeting Call to Order KG Greenstein (in place of JP)(A) Present: Jesse, Angelique, Janel, Sarah, Nadia, Brenda, KG 2. Announcements May minutes were approved. Jesse made motion. Janel second. One abstention. Motion carried. It was suggested that the GE meeting could meet earlier in the day: 2:30-4, instead of 3-4:30. This will work for all committee members. Chair JP? Does this work for you? Meeting dates for calendar year are set and have been distributed via previous . Here is a link as a reminder: Goals for -14: 1) Continue to review and approve courses for GE Plan A. 2) Continue to work with faculty in the creation and completion of GE rationales for their courses. 3) Continue to improve and refine GE Plan A assessment 4) Identify and develop courses for Area VI. Intercultural/international Studies. Develop assessment strategies for Area VI. 5) Rewrite overall GE philosophy. Write a basic description of what constitutes a GE Plan A course. 3. GE Reaffirmations (A) Can we do a blanket approval? Yes, for straightforward reaffirmations in the Area Summary: Area I Natural Sciences - ANTH 101 Physical Anthropology (Needs assessment) Angelique made motion. Nadia seconded. Motion carried. Reaffirmed. - BIOL 141 Marine Biology (Needs assessment) Angelique made motion. Nadia seconded. Motion carried. Reaffirmed. - ENVS 107 Food, Culture and the Environment. Jesse made motion. Angelique seconded. Motion carried. Not reaffirmed. Course is not introductory ; it is more of a major specific course. - ENVS 108 Introduction to the Environment (Needs assessment) Jesse made motion. Angelique seconded. Motion carried. Reaffirmed - ENVS 142 Environmental Biology (Needs assessment) Jesse made motion. Angelique seconded. Motion carried. Reaffirmed Page 1

2 Area II Social and Behavioral Sciences - ANTH 102 Cultural Anthropology (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - ANTH 104 Survey of North American Indian Cultures (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - ENVS 109 Sustainable Urban Design and The Environment (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Not reaffirmed. Course is missing social science theories. This is more of a major specific course. - GEOG 102 Cultural Geography (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - GEOG 104 World Regional Geography (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - GEOG 105 California Geography (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - PSY 102 Introduction to Experimental Psychology Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - SOC 105 Marriage and Family Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - BA 136 Introduction to International Business Nadia made motion. Brenda seconded. Motion carried. Not reaffirmed. Major specific course. - BA 137 Intro to International Marketing (Missing assessment) Nadia made motion. Brenda seconded. Motion carried. Not reaffirmed. Major specific course. Area III B Humanities - ENGL 101B Reading and Composition (Intro to Literature) Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. - HIST 104A Western Civilization Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. Area IV A English Composition - English 101A Reading and Written Composition Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. Area IV B Analytical Thinking and Oral Communication - English 101C Critical Thinking and Composition Nadia made motion. Brenda seconded. Motion carried. Reaffirmed. Area IV C Math Proficiency - MATH 104 Differential Equations Janel made motion. Brenda seconded. Motion carried. Not Page 2

3 reaffirmed. High level math not appropriate for GE Plan A. Area V A Physical Education - PE 323 Golf One on One Janel made motion. Brenda seconded. Motion carried. Reaffirmed. - PE 328 Golf Course Experience (Missing assessment) Janel made motion. Brenda seconded. Motion carried. Reaffirmed. Area V B Wellness - KIN 240 Introduction to Kinesiology (Missing assessment) Janel made motion. Brenda seconded. Motion carried. Reaffirmed. - KIN 258 Exercise Prescription Janel made motion. Brenda seconded. Motion carried. Reaffirmed. Area VI Intercultural/International Studies - ENGL 130 American Stories: Multicultural Autobiography and Memoir (Missing assessment) Janel made motion. Brenda seconded. Motion carried. Reaffirmed. - GEOG 105 California Geography (Missing assessment) Janel made motion. Brenda seconded. Motion carried. Not reaffirmed. Course is not wholly focused on any of the topics described in the Area VI scope notes. 4. New Courses for GE Plan A (A) Area II Social and Behavioral Sciences BA 141C Intro to International Business Law Sarah made motion. Janel seconded. Motion carried. Course not approved for GE Plan A. Course is more of a major or certificate course. Area III B Humanities ENGL American Stories: Multicultural Autobiography and Memoir Jesse made motion. Nadia seconded. Motion carried. Approved for GE Plan A. Area VI Intercultural/International Studies BA 136 Intro to International Business Brenda made motion. Angelique seconded. Motion carried. Course not approved for GE Plan A. Course is not wholly focused on topics described in Area VI scope notes. BA 137 Intro to International Marketing Brenda made motion. Angelique seconded. Motion carried. Course not approved for GE Plan A. Course is not wholly focused on topics described in Area VI scope notes. BA 141C Intro to International Business Law Brenda made motion. Angelique seconded. Motion carried. Course not approved for GE Plan A. Course is not wholly focused on topics described in Area VI scope notes. ENVS 107 Food, Culture and the Environment. (note: course added to agenda) Brenda made motion. Page 3

4 Angelique seconded. Motion carried. Course not approved for GE Plan A. Course is not wholly focused on topics described in Area VI scope notes. 5) Discussions Included: 1) Revise GE rationale instructions. Current: State/identify which method of evaluation will be used to assess each GE SLO; Change to: State/identify which method of evaluation and/or what assignment will be used to assess each GE SLO 2) GE Plan A Philosophy Statement. Brenda will write a draft. Committee feels strongly that introductory, integrative, survey type course should be on Plan A. Over the years, too many major and certificate specific courses have been approved for Plan A. Also, Brenda recalls a time when courses were only allowed on ONE GE area. We have run into problems with courses being put forward for multiple GE areas. There are some disciplines such as history that fall under both Area II Social Sciences and Area IIIB. Humanities. This may be due to the fact that Ohlone s humanities area is defined differently than many colleges. Committee feels strongly that a new GE Plan A philosophy statement with clear guidelines for faculty will improve Ohlone s local GE plan. 3) Jesse mentioned the idea that the college should align Institutional Learning Outcomes (GE SLOs) to programs, rather than courses, as a way to make assessment more efficient and meaningful. 4) Heidi Barkow is no longer working in curriculum. Jesse said that he and Kimberly will make sure that GE actions are accounted for and updated in the catalog and schedule. GE Chair should send GE minutes to Jesse and Kimberly. 6) Meeting adjourned: 4:30 PM KG GE Reaffirmations (A) Rationales: Area 1 Natural Sciences ANTH 101 Physical Anthropology Course SLOs: Compare and contrast theories and methods developed by anthropologists to explain human genetics, evolution and diversity Demonstrate an understanding of the scientific method and distinguish between hypothesis and theory Recognize and describe "what is human" and identify traits shared with other primate and hominin groups Apply anthropological perspectives to contemporary issues related to human evolution, genetics and environmental change Methods of Evaluation: Examinations based on lectures, discussions and film content test students abilities to compare and contrast theories related to human Page 4

5 genetics, evolution and diversity, as well as their knowledge of the scientific method (SLOs 1 and 2) Weekly labs on key topics covered in the lecture course content (SLOs 2 and 3) Lab assignments in this course include an application of the scientific method and critical thinking to the following topics: Cellular genetics. Sources of Variability & DNA testing and typing Population Genetics. ABO blood systems, Hardy Weinberg formula Comparative anatomy, humans and non-human primates Comparative morphology of early primate fossil species and analysis of current theories related to human evolution Comparative morphology of early hominin species, early Genus Homo species and late Genus Homo species, as well as an analysis of current theories related to human evolution Statistical analysis of human populations. Abnormalities in the Skeleton. Forensic anthropology Lab practicums in which students apply concepts learned in the lab, demonstrating their ability to recognize and describe "what is human" and identify traits shared with other primate and hominin groups (SLO 3) Research projects on applied topics in physical anthropology related to human evolution, genetics or environmental change (SLO 4) Participation in discussions related to course content (SLOs 1-4) The Zoo study an empirical research project that requires students to observe and record primate behavior (SLO 3) BIOL 141 Marine Biology This course relates to the GE requirement of Natural Sciences by analyzing and applying concepts of biological and physical science obtained through the scientific method. All the information from the course including cells, metabolism, evolution, adaptation, and reproduction (course SLO s 1-3) were discovered through the scientific method. Furthermore, environmental impacts (SLO 4) were discovered through science. Student learning is assessed through examination and a requirements that students can visually identify different groups of marine organisms. ENVS 107 Food, Culture and the Environment SLO#4. Weigh and value the role of hard sciences such as chemistry, biology, and ecology, as well as the social sciences - sociology, ethics - in sustainable agriculture and food systems. Students will compare theories of reductionist science, systems science, explore various scientific dimensions to sustainability in agricultural and food systems. Students will use the scientific method to synthesize ecological principles and concepts as they relate to various theoretical debates and empirical trends regarding agriculture and food systems. ENVS 108 Introduction to the Environment Page 5

6 ENVS 108 examines ecological impacts of humans on the planet and proposes science-based solutions to solve those problems. SLO 1, SLO 3, SLO 5. ENVS 142 Environmental Biology ENVS 142 covers the fundamentals of biology including cells, diversity of life, evolution, and ecology. The laboratory requires students utilize the scientific method and experimentation to find answers to questions about nature. SLO 1. Area II Social and Behavioral Sciences ANTH Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. Introduction to Anthropology and the study of Culture. Key concepts and definitions including anthropology, culture, society, subculture and pluralism. Anthropological theories, the concept of holism and comparative method Examples: Discussions and written assignments on American subcultures/ethnic groups and cultural groups from a throughout the world, such as the Amish, the Navaho, the Turkana and the Yanomamo Ethnographic Research. Ethnography compared to ethnology. Participant observation. Steps to conducting ethnographic research and professional ethics Examples of ethnographic research from a diversity of cultures 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. Language and the relationship between culture and language Language differences and how language changes Linguistic determinism, linguistic divergence Examples: Change in American Language, Linguistic Nationalism in France Subsistence Patterns of subsistence - food foraging vs. food producing Biocultural connections Examples: Ju/ hoansi foragers, Kayapo horticulturalists, Bakhtiari pastoralists. Enculturation and a cross cultural comparison of child rearing practices Culture and personality. Modal personality and ethnic psychoses Social identity. Gender issues and gender identity in the US and in other cultures Age groups, rites of passage. Initiation rites. Examples: Cosleeping customs - dominant culture Americans vs. Asian-Americans Marriage Comparison of marriage practices among various groups, both within and outside of the US. Forms of marriage, choice of spouse. Incest taboos and regulation of sexual activity Ex. Arranged marriages among Asian-American or Middle Eastern groups vs dominant culture Americans, same sex marriage in the US vs. other countries Family Types and function of families vs. households. Residence patterns Nuclear vs. extended families and issues facing families today. Examples: Single parent families, families of same sex couples, migrant workers in industrialized nations Kinship and Descent The role of kinship in cultural and ethnic groups. Page 6

7 Descent groups, function and forms of descent Kinship terminology and kinship groups a cross-cultural comparison Kinship charts of student kin groups Economics and a comparison of economic systems. Leveling mechanisms and extended families Conspicuous consumption Age groups, gender and economics Forms of distribution in different cultures Examples: Trobriand Island yam complex Political systems, social control and warfare. Comparison of centralized and uncentralized political systems Political leadership and gender Conflict and warfare Examples: Why food producing societies go to war but foragers do not engage in warfare. Dispute resolution in various cultures Belief systems Religion, spirituality and the supernatural Creation myths and types supernatural beings Religious specialists, rituals and ceremonies Magic and witchcraft Examples: Modern medicine vs. traditional belief systems in various cultures, comparison of creation myths, Art and Expressive Culture Visual art and verbal art Functions of art Examples: a cross-cultural look at tattoos and body piercings, Totems 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. Subsistence Examples: Research on the impact of NAFTA on Mayans, dominant culture Americans and Mexican-Americans farm workers Marriage Ex. Discussion or research on issues related to same sex marriage in the US Kinship and Descent Examples: cross-cultural conflict - honor killings in the Netherlands and in the US Economics Examples:, global ecotourism and its impact on different cultural groups Political systems, social control and warfare. Examples: Contemporary warfare and cultural differences in global exchanges Belief systems Examples: Freedom of religion in the US as it applies to Native American beliefs and sacred places Culture Change and Modernization Causes of culture change and the impact of contact with other cultures. The spread of consumerism. Elements of the modernization process. Repressive change, revolutions and revitalization movements Examples: The impact of globalization in various cultures. Fair trade and indigenous peoples. Global challenges Challenges facing specific cultural groups today Global culture vs. pluralism Hard and soft power and the impact of multinationals on indigenous groups Structural violence Reactions to globalization Examples: Plastic surgery and concepts of beauty, Human rights issues in select cultures ANTH 104 Survey of North American Indian Cultures 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. Introduction to Anthropology and the study of Culture. Key concepts and definitions including anthropology, culture, society, subculture and pluralism. Anthropological theories, the concept of holism and comparative method Examples: Discussions and written assignments on American subcultures/ethnic groups and cultural groups from a throughout the world, such as the Amish, the Navaho, the Turkana and the Yanomamo Page 7

8 Ethnographic Research. Ethnography compared to ethnology. Participant observation. Steps to conducting ethnographic research and professional ethics Examples of ethnographic research from a diversity of cultures 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. Language and the relationship between culture and language Language differences and how language changes Linguistic determinism, linguistic divergence Examples: Change in American Language, Linguistic Nationalism in France Subsistence Patterns of subsistence - food foraging vs. food producing Biocultural connections Examples: Ju/ hoansi foragers, Kayapo horticulturalists, Bakhtiari pastoralists. Enculturation and a cross cultural comparison of child rearing practices Culture and personality. Modal personality and ethnic psychoses Social identity. Gender issues and gender identity in the US and in other cultures Age groups, rites of passage. Initiation rites. Examples: Cosleeping customs - dominant culture Americans vs. Asian-Americans Marriage Comparison of marriage practices among various groups, both within and outside of the US. Forms of marriage, choice of spouse. Incest taboos and regulation of sexual activity Ex. Arranged marriages among Asian-American or Middle Eastern groups vs dominant culture Americans, same sex marriage in the US vs. other countries Family Types and function of families vs. households. Residence patterns Nuclear vs. extended families and issues facing families today. Examples: Single parent families, families of same sex couples, migrant workers in industrialized nations Kinship and Descent The role of kinship in cultural and ethnic groups. Descent groups, function and forms of descent Kinship terminology and kinship groups a cross-cultural comparison Kinship charts of student kin groups Economics and a comparison of economic systems. Leveling mechanisms and extended families Conspicuous consumption Age groups, gender and economics Forms of distribution in different cultures Examples: Trobriand Island yam complex Political systems, social control and warfare. Comparison of centralized and uncentralized political systems Political leadership and gender Conflict and warfare Examples: Why food producing societies go to war but foragers do not engage in warfare. Dispute resolution in various cultures Belief systems Religion, spirituality and the supernatural Creation myths and types supernatural beings Religious specialists, rituals and ceremonies Magic and witchcraft Examples: Modern medicine vs. traditional belief systems in various cultures, comparison of creation myths, Art and Expressive Culture Visual art and verbal art Functions of art Examples: a cross-cultural look at tattoos and body piercings, Totems 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. Subsistence Examples: Research on the impact of NAFTA on Mayans, dominant culture Americans and Mexican-Americans farm workers Marriage Ex. Discussion or research on issues related to same sex marriage in the US Kinship and Descent Examples: cross-cultural conflict - honor killings in the Netherlands and in the US Economics Examples:, global ecotourism and its impact on different cultural groups Political systems, social control and warfare. Examples: Contemporary warfare and cultural differences in global exchanges Belief systems Examples: Freedom of religion in the US as it applies to Native American beliefs and sacred places Culture Change and Modernization Causes of culture change and the impact of contact with other cultures. Page 8

9 The spread of consumerism. Elements of the modernization process. Repressive change, revolutions and revitalization movements Examples: The impact of globalization in various cultures. Fair trade and indigenous peoples. Global challenges Challenges facing specific cultural groups today Global culture vs. pluralism Hard and soft power and the impact of multinationals on indigenous groups Structural violence Reactions to globalization Examples: Plastic surgery and concepts of beauty, Human rights issues in select cultures ENVS 109 Sustainable Urban Design and The Environment 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. SLO#2. Interpret and describe the economic and social implications of urban space, the contributions made by members of society/urban social groups to these spaces - including the socially marginalized and disenfranchised. This course will introduce students to the relationship between urban and non urban environments and society as studied through observational and experimental methods. Acting as a social scientist, students will use different methods in order to describe, explore, and understand the relationships between society, resources, and ecosystems. Quantitative methods will be used as an attempt to quantify social phenomena, collect and analyze numerical data, and focus on the links amongst a smaller number of attributes across many cases. Qualitative methods will be used by students to emphasize personal experiences and interpretation over quantification - giving the student an understanding of social phenomena and a focus on the varied links amongst a larger number of attributes across relatively few cases. While very different in many aspects, both qualitative and quantitative approaches involve a systematic interaction between theories and data - giving the student a social, political, economic, and historical perspective on matters related to humans, the environment, and their health. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. SLO#4. Consider and distinguish the cultural, economic, political, and social relationships among urban spaces, and their impacts and imprints on those landscapes - locally, national, and globally. Students will come to appreciate and better understand how past policies and historical contexts have shaped and changed - and still do so - current individual, social, and cultural viewpoints on relationship between humans, ecosystems, and their living spaces. Students will learn and come to appreciate that cities have always been the locus of change and innovation in society, continuously generating new possibilities and opportunities for human experience while at the same time giving rise to new problems requiring public attention. The processes of globalization have brought enormous new challenges to urban areas. Global investment decisions and free trade affect not only jobs and economic opportunities but cultural expectations, population movements, and environmental change. As critical nodes in these global processes, cities play a critical role in responding to these new changes. Page 9

10 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. SLO#2. Interpret and describe the economic and social implications of urban space, the contributions made by members of society/urban social groups to these spaces - including the socially marginalized and disenfranchised. Drawing upon the complementary perspectives of the basic social science disciplines, as well as critical contemporary issues - addressed throughout the course - students will explore and examine policy areas such as sustainable urban development, housing and community development, land use, poverty, transportation, environmental justice, and social policy. Students will purvey and communicate with fellow classmates about differing views as they pertain to ethical and social dilemmas and their relationships to humans - academic inquiry could focus around: How do we create smart growth and regional equity? What are the policy and planning tools which can be used to promote affordable housing, transit-oriented development, living wage employment, and sustainable development? Through qualitative and quantitative studies students will have a better understanding of the impacts of interactions, flows of people and materials, and cultures on planning in the U.S. and internationally. GEOG 102 Cultural Geography 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. SLO#4. Demonstrate an understanding of the origins, diversity, and distribution of basic cultural patterns, with particular attention given to: language, religion, urbanization, political and economic patterns, and humanenvironment interactions. This course will introduce students to the role and relationship of individual and group behavior. Focusing on interpretative and empirical methods, as well as refurbishing social theory, students will better understand relationships between various social/political/geographic institutions and groups. Acting as a social scientist, students will use different methods in order to describe, explore, and understand society and social behavior. Quantitative methods will be used as an attempt to quantify social phenomena, collect and analyze numerical data, and focus on the links amongst a smaller number of attributes across many cases. Qualitative methods will be used by students to emphasize personal experiences and interpretation over quantification - giving the student an understanding of social phenomena and a focus on the varied links amongst a larger number of attributes across relatively few cases. While very different in many aspects, both qualitative and quantitative approaches involve a systematic interaction between theories and data - giving the student a social, political, economic, and historical perspective on matters related to humans, their behavior, and the environment. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. Page 10

11 SLO#4. Demonstrate an understanding of the origins, diversity, and distribution of basic cultural patterns, with particular attention given to: language, religion, urbanization, political and economic patterns, and humanenvironment interactions. Students will be exposed to an array of human interventions - culturally/historically/socially - and then will be asked to analyze and critique the consequent transformations - whether of the natural environment, the individual, and the group. Students will be asked to assess whether or not various social, historical, and cultural artifacts, events, and contexts have impacted culture - and what role they have played in lowering individuals and human beings to the level of automates or Pavlovian dogs, who are then passively forced into the dictatorship of the said culture. Students will come to understand how past policies and historical contexts have shaped and changed - and still do so - current individual, social, and cultural viewpoints on the use and management of natural and built landscapes. Areas of exploration could include the impacts of colonialism and resource extraction, the impacts of FDI (Foreign Direct Investment) on international trade policies, NGOs (Non-Governmental Organizations) and their roles in influencing the decision-making processes for local indigenous societies and groups, etc. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. SLO#4. Demonstrate an understanding of the origins, diversity, and distribution of basic cultural patterns, with particular attention given to: language, religion, urbanization, political and economic patterns, and humanenvironment interactions. Philosophical/social/ethical introspection is a hallmark of geography. Whether it is the discipline's sheer diversity or the fundamental questions that geographers pose that leads to this reflective attitude. Clearly, some geographers are more enamored with philosophical discussions than others; yet, taken as a whole, the discipline largely belies its common interpretation by non-geographers as more a repository of descriptive facts about the world than some deeper intellectual perspective on their meaning. Students will communicate with fellow classmates about differing world-views as they pertain to natural resources, poverty, conflict, resource conservation, environmental ethics, sustainable movements, world trade. Through various topics studied throughout the course, students will link ethical and social dilemmas to the geographical imagination by developing a twofold schema representing geography's ontological project and epistemological process, an approach that unites existing professional and substantive ethical concerns among the field of geography. GEOG 104 World Regional Geography 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. This is an interdisciplinary course that incorporates basic principles of cultural anthropology and cultural geography, as well as map exercises and digital resources in order to acquire geographic literacy and basic understanding of major social, cultural, and political issues involving local communities as well as nations of Page 11

12 the world. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. In order to understand the current issues within an ethnic/social group or a nation and its relationship with others, it is essential to understand the basic history, environment, and social and cultural legacy of the group. This course examines each region of the world in detail, which includes brief history, environment, culture, social conditions, legacy of colonialism and/or racism, and relationships between ethnic groups and different nations. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. This course applies basic principles of cultural geography and cultural anthropology towards understanding diversity and paths to conflict resolution. Current problems and conflicts between groups and nations are viewed from different points of view in order to ensure objectivity and potential for dialogue and peace through compromise. This approach is very useful for conflict resolution on regional, as well as local and community scale. GEOG 105 California Geography 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. SLO#5. Describe the patterns of settlement, urban and non-urban development, resource use, and economic growth in California and how these have changed over time and their potential future impacts on the state. This course will introduce students to the role and relationship of individual and group behavior. Focusing on interpretative and empirical methods, as well as refurbishing social theory, students will better understand relationships between various social/political/geographic institutions and groups. Acting as a social scientist, students will use different methods in order to describe, explore, and understand society and social behavior. Quantitative methods will be used as an attempt to quantify social phenomena, collect and analyze numerical data, and focus on the links amongst a smaller number of attributes across many cases. Qualitative methods will be used by students to emphasize personal experiences and interpretation over quantification - giving the student an understanding of social phenomena and a focus on the varied links amongst a larger number of attributes across relatively few cases. While very different in many aspects, both qualitative and quantitative approaches involve a systematic interaction between theories and data - giving the student a social, political, economic, and historical perspective on matters related to humans, their behavior, and the environment. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. Page 12

13 SLO#1. Compare and contrast the tremendous physical, cultural and economic diversity found in California across varied geographic regions and varied historical context. Students will be exposed to an array of human interventions - culturally/historically/socially - and then will be asked to analyze and critique the consequent transformations - whether of the natural environment, the individual, and the group. Students will be asked to assess whether or not various social, historical, and cultural artifacts, events, and contexts have impacted culture - and what role they have played in lowering individuals and human beings to the level of automates or Pavlovian dogs, who are then passively forced into the dictatorship of the said culture. Students will come to understand how past policies and historical contexts have shaped and changed - and still do so - current individual, social, and cultural viewpoints on the use and management of natural and built landscapes. Areas of exploration could include the impacts of colonialism, resource extraction, the impacts of grassroots movements, local/state political actions, NGOs (Non-Governmental Organizations) and their roles in influencing the decision-making processes for local indigenous societies and groups, etc. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. SLO#5. Describe the patterns and struggles of settlement, urban and non-urban development, resource use, and economic growth in California and how these have changed over time and their potential future impacts on the state. Philosophical/social/ethical introspection is a hallmark of geography. Whether it is the discipline's sheer diversity or the fundamental questions that geographers pose that leads to this reflective attitude. Clearly, some geographers are more enamored with philosophical discussions than others; yet, taken as a whole, the discipline largely belies its common interpretation by non-geographers as more a repository of descriptive facts about the world than some deeper intellectual perspective on their meaning. Students will communicate with fellow classmates about differing local, regional, national, and world-views as they pertain to natural resources, poverty, conflict, resource conservation, environmental ethics, sustainable movements, world trade as they impact the State of California. Through various topics studied throughout the course, students will link ethical and social dilemmas to the geographical imagination by developing a twofold schema representing geography's ontological project and epistemological process, an approach that unites existing professional and substantive ethical concerns among the field of geography. PSY 102 Introduction to Experimental Psychology 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. In this course, students study the science of behavior. The course emphasizes the study of the various theories in the field and findings that have been gained through scientific methods. As part of the course, students learn the about the various research designs and the ethical considerations and how research can be used to investigate, analyze, understand, and predict behavior. This meets course SLO 1 which states that students will Page 13

14 create an experimental research design and point out any ethical considerations. This is assessed by in class activity or paper evaluation. It also aligns with course SLO 2 which states that students will design, plan, and write an APA-style research proposal for an experiment or other scientific study. This is assessed by paper evaluation. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. In this course, students study the science of behavior. The course emphasizes the study of the various theories in the field and findings that have been gained through scientific methods. As part of this, students throughout the course consider the influences of various contexts on behavior. This includes cultural contexts, historical contexts, and social contexts. This meets course SLO 3 which states that students will investigate current research reports related to social, ethical, and/or multicultural issues and contexts. This is assessed by in-class activity completion. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. In this course, students study the science of behavior. The course emphasizes the study of the various theories in the field and findings that have been gained through scientific methods. As part of this, students throughout the course consider how their learning about research can be applied to real-world problems like child abuse and homelessness. Students make real-world connections to such topics and research. This meets course SLO 3 which states that students will investigate current research reports related to social, ethical and/or multicultural issues and contexts. This is assessed by completion of in-class activities related to contemporary issues. SOC 105 Marriage and Family 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. Students will learn about the three classical sociological theories (Structural Functionalism, Social Conflict Theory, and Symbolic Interactionism) and other relevant family theories and then subsequently apply them to all areas of family life including gender, dating and mate selection, marriage, parenting and divorce. Students will also evaluate the methodologies of journal articles investigating human behavior in relationships and families. Assessed through essay assignments. Course SLO #2 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. Students will explore the ways in which families vary by dimensions of stratification including gender, race, class and sexual orientation. In an effort to examine the diversity of family forms, students will focus their Page 14

15 attention on how the landscape of families have transformed over time due to socio-cultural, political, and economic changes. Assessed through exams and/or essays. Course SLOs #3 and/or #4. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. Citing current sociological literature and theories, students will evaluate relevant solutions to social issues and problems within contemporary families. Assessed Through essay and exams. Course SLOs #1 and #5. BA 136 Introduction to International Business 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. The world of business is essentially group behavior. BA-136 SLO #1 and #2 both utilize current analytical processes to bring students to understand the world of International Business and the effects of culture, politics, and economic systems on them. This is assessed by the business etiquette presentation. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. Modern Technology allows for global commerce to expand daily and USA business markets are reaching more and more international opportunities. As these new markets are tapped for resources and engagement the International Business model is then conducted within a particular social and cultural context. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. All business organizations are constantly facing ethical and social dilemmas due to competing needs of their constituencies. To meet SLO's #1 and #2 students must be able to identify, evaluate and analyze the contemporary challenges facing business in todays' complicated global markets. BA 137 Intro to International Marketing 1. Identify and apply the major theories and methods of inquiry of the relevant social or behavioral science to a variety of contexts in order to investigate, analyze, or predict individual or group behavior. BA-137 SLO #1 requires that students analyze key components of the international marketing environment including barriers to and cultural influences on international trade. By identifying and understanding these Page 15

16 components are exposed to a variety of analytical processes which can show and/or predict individual or group behavior. 2. Describe how individuals and/or groups are influenced by their social, cultural, and/or historical contexts. International Marketing models are forever adapting to the ever growing/changing global business world. SLO# 2 requires students to describe the internal markets research process to see current trends and also to learn the elements of strategic planning. Changing market trends are due to constantly evolving social and cultural adaptations. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. All business organizations are constantly facing ethical and social dilemmas due to competing needs of their constituencies. To meet SLO's #1 and #2 students must be able to identify, evaluate and analyze the contemporary challenges facing business in todays' complicated global markets. 3. Apply disciplinary knowledge from the social or behavioral sciences to contemporary ethical or social dilemmas. All business organizations are constantly facing ethical and social dilemmas due to competing needs of their constituencies. Students must be able to identify, evaluate and analyze these contemporary challenges. SLO#1 and #3 achieve this by having students research international marking processes, and the components that make up todays marketing mix. Area III A Fine Arts Area III B Humanities ENGL 101B Reading and Composition (Intro to Literature) This course introduces students to various forms of literature-- poetry, fiction, and drama--and is designed to help students learn to analyze artistic literary elements, as well as thematic content, that make up various works of literature. Literature is also analyzed through an examination of the social, economic, political, psychological, interpersonal, and artistic forces that may have shaped the work or which is reflected in the work. Students demonstrate their ability to comprehend, analyze, and interpret literature through essays and presentations. All three Course SLOs relate to this GE SLO. Assessment is conducted via student papers and presentations. HIST 104A Western Civilization This course traces the very formation of Western Civilization until 1600 CE, exploring how groups around the Page 16

17 western world have negotiated social, cultural, political, economic, and environmental factors. Students demonstrate an understanding of civilization through multiple analytical categories and analyze ways in which human groups have interacted with one another, including trade, migration, warfare, cultural exchange, and biological exchange. Students also explain the historical significance of cultural developments such as art, music, architecture, literature and religion and compare ideals, practices, and historical developments of major belief systems across national, regional, and cultural boundaries. Course SLOs 1 and 2 align with this Humanities GE SLO 1 and are assessed via written essay exams and in class discussions. Area IV A English Composition English 101A Reading and Written Composition English 101A is focused on preparing students to write academic essays of various kinds, that include all the basic elements of an essay, including main idea/thesis, as well as effective and properly documented textual evidence/support. All three course SLOs relate to SLO #1 of GE area IV.A. English Composition. Students are assessed primarily through their essays, including a documented research paper, as well as through in-class writing assignments and quizzes. English 101A is focused on preparing students to write clear and effective academic essays that use correct grammar and that include all the basic elements of an essay, including main idea/thesis, as well as effective and properly documented textual evidence/support. All course SLOs #2 and 3 relate to SLO #2 of GE area IV.A. English Composition. Students are assessed primarily through their essays, including a documented research paper, as well as through in-class writing assignments and quizzes. Area IV B Analytical Thinking and Oral Communication English 101C Critical Thinking and Composition 1. Think logically and critically to solve problems, draw conclusions, and evaluate evidence This course, which focuses on elements of argument and persuasive writing, is specifically designed to help students develop their critical thinking and communication skills. The course focuses on writing, argument, analysis, problem solving, and verbal communication, all of which define this particular GE area. Course SLO#2--Demonstrate the ability to think logically and to solve problems, draw conclusions, and evaluate evidence--directly connects to this GE SLO. Course SLOs 1 (Identify various elements of argument, including evidence and appeals, logical fallacies, and inductive and deductive reasoning) & 3 (see below) also connect. Course and GE SLOs are assessed through student papers and presentations. Page 17

18 2. Communicate an idea clearly, either verbally or in written form. This course, which focuses on elements of argument and persuasive writing, is specifically designed to help students develop their critical thinking and communication skills. The course focuses on writing, argument, analysis, problem solving, and verbal communication, all of which define this particular GE area. Course SLO#3--Communicate an idea clearly, in written form with a clear thesis idea, well-chosen textual evidence, and proper documentation--directly connects to this GE SLO. Course SLOs 1 (Identify various elements of argument, including evidence and appeals, logical fallacies, and inductive and deductive reasoning) & 2 (see above) also connect. Course and GE SLOs are assessed through student papers and presentations. Area IV C Math Proficiency MATH 104 Differential Equations Students in Math 104 will extend their knowledge acquired in calculus to more realistic mathematical models. This is specified in the SLO "Apply the methods of solving ordinary differential equations to problems in springmass systems, electrical circuits, exponential growth and decay, mixing, and Newton's Law of Cooling, at the mastery level." This SLO is assessed throughout the course as every exam and many of the homework assignments include problems that are focussed on using the concepts in applications. Area V A Physical Education PE 323 Golf One on One 1. Value the importance of and develop a regular regimen of physical activity and/or exercise. Golf requires that the individual be physically fit to play golf at a skilled level. Wether the student has access to a gym or weight facility, in order for the student to be able to develop a regular fitness schedule he/she will need an exercise band, weighted ball and an exercise ball. The area of the body and the muscles associated with the golf swing are the feet, knees, legs (Quadriceps), Shoulders (Deltoids), Back (Latissimus Dorsi), Arms (both the Triceps and Biceps) and most important of all the core muscles. The regimen will require at the minimum a series of exercises to include: Leg Extensions and Leg Curls, Leg Press, Lat Pull downs, Arm curls and Tricep extensions. Core group exercises with the ball will include sit-ups and lateral raises. One of the most fundamental exercises will be walking, to play an 18 hole course is approximately a 4 to 5 mile walk. However those that are not able to walk can use a golf cart but there is still the need to move in and out of the cart and perform the golf skills. Since there will be more time out of class than in class it is extremely important for the student to discipline themselves in their exercise program. The course content supports the GE SLO (1) by putting a daily exercise program into play to develop golf specific power for the swing. GE SLO Page 18