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Student Learning Outcomes

Discipline: Degree: AA - Liberal Arts Emphasis Social and Behavioral Sciences - A8991
Course Name Course Number
Introduction to Race and Ethnicity SOC 20
  • Students will use sociological research concepts and theories to identify and analyze the social constructions of race and ethnicity, its interactions with different aspects of society, and its impact on the experiences of different racial/ethnic groups.
Introduction to Race and Ethnicity - Honors SOC 20H
  • Students will use sociological research concepts and theories to identify and analyze the social constructions of race and ethnicity, its interactions with different aspects of society, and its impact on the experiences of different racial/ethnic groups.
Abnormal Psychology PSYC 19
  • Identify and apply theoretical perspectives used to describe the causes of mental disorders.
  • Identify and analyze major psychological disorders using signs and symptoms from the current DSM.
African American/Black Politics POLI 35
  • Students will be able to assess the success of African Americans in attaining representation in various levels of government.
  • Students will be able to identify significant changes that have occurred in African-American political participation since the passage of the Voting Rights Act.
Biological Anthropology ANTH 1
  • Students will be able to define and illustrate the mechanisms of evolution (such as those responsible for genetic diseases) including mutation, natural selection, gene flow, genetic drift, and non-random mating.
  • Students will be able to contrast and compare scientific and creationist views of evolution.
  • Students will be able to identify the origins of evolutionary thought and the major historical figures in the field.
  • Students will be able to identify living and fossil nonhuman primates in terms of skeletal attributes and observed or inferred behaviors.
  • Students will be able to evaluate the various genetic theories of human behavior and modern variation.
  • Students will be able to identify and differentiate among hominid fossils including the robust and other australopithecines; early genus Homo; Homo erectus; Neanderthals and other archaics; and modern Homo sapiens.
  • Students will be able to describe the basic methods of paleoanthropology and explain the various dating techniques.
  • Students will be able to compare behaviors among primate species, including claims of language and other cultural attributes.
  • Students will be able to locate other primates [i.e., other than Homo sapiens] on a world map.
  • Students will be able to name one hominin species, describe it, provide an approximate date, and explain why the species can be considered transitional
  • Students will be able to evaluate theories relating to the origins of bipedalism, tool use, language, modern Homo sapiens, art and symbolism.
  • Students will be able to evaluate various approaches to the classification of nonhuman and hominid primates such as cladistics vs. traditional systematics and issues about lumping vs. splitting species.
Biological Anthropology - Honors ANTH 1H
  • Students will be able to compare behaviors among primate species, including claims of language and other cultural attributes.
  • Students will be able to identify living and fossil nonhuman primates in terms of skeletal attributes and observed or inferred behaviors.
  • Students will be able to evaluate the various genetic theories of human behavior and modern variation.
  • Students will be able to define and illustrate the mechanisms of evolution (such as those responsible for genetic diseases) including mutation, natural selection, gene flow, genetic drift, and non-random mating.
  • Students will be able to contrast and compare scientific and creationist views of evolution.
  • Students will be able to describe at least 5 physical and behavioral differences between monkeys and apes
  • Students will be able to evaluate theories relating to the origins of bipedalism, tool use, language, modern Homo sapiens, art and symbolism.
  • Students will be able to evaluate various approaches to the classification of nonhuman and hominid primates such as cladistics vs. traditional systematics and issues about lumping vs. splitting species.
  • Students will be able to identify and differentiate among hominid fossils including the robust and other australopithecines; early genus Homo; Homo erectus; Neanderthals and other archaics; and modern Homo sapiens.
  • Students will be able to describe the basic methods of paleoanthropology and explain the various dating techniques.
  • Students will be able to identify the origins of evolutionary thought and the major historical figures in the field.
Biological Psychology PSYC 1B
  • Identify the major structures and main sequence of events of neural chemical transmission.
  • Students will apply biopsychological principles/ findings to their own lives.
  • Identify the major anatomical structures, and their functions, of the nervous system.
Child Development SOC 15
  • Students will be able to apply a sociological understanding of the various social and environmental forces that shape child development.
  • Students will be able to apply a sociological understanding physical growth and social, emotional, and cognitive development from conception to adolescence across all major concepts of child development.
Child Growth and Lifespan Development CHLD 10
  • Students completing CHLD 10 - Child Growth and Development will be able to identify biological and environmental factors that influence development from conception through the end of life.
  • Students completing CHLD 10 - Child Growth and Development will be able to describe typical development in the physical, cognitive, and social/emotional domains throughout the lifespan.
  • Students completing CHLD 10 - Child Growth and Development will be able to summarize and compare theories of development.
  • Students completing CHLD 10 - Child Growth and Development will be able to demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
  • Students completing CHLD 10 - Child Growth and Development will be able to analyze data from observations of a child's play focusing on its various developmental functions.
  • Students completing CHLD 10 - Child Growth and Development will be able to collect and analyze data on relationships, skills, and competencies at various ages throughout the life span..
Child Growth and Lifespan Development- Honors CHLD 10H
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to summarize and compare theories of development.
  • Students completing CHLD 10H - Child Growth and Development - Honors will be able to describe typical development in the physical, cognitive, and social/emotional domains throughout the lifespan.
Child, Family, School, and Community CHLD 1
  • Students completing CHLD 1 - Child, Family and Community will be able to identify and analyze theories of socialization that address the interrelationship of child, family, and community as well as family systems, beliefs and dynamics that promote healthy family relationships.
  • Students completing CHLD 1 - Child, Family and Community will be able to examine and describe the agents of socialization (family, peers, school, media and community) and social issues that influence the developing child.
  • Students completing CHLD 1 - Child, Family and Community will be able to critically assess how changing educational, political, social, economic and cultural factors directly impact the lives of children and families.
  • Students completing CHLD 1 - Child, Family and Community will evaluate evaluate community support services and agencies that are available to help families, develop referral skills that help children and families access empowering community resources and analyze effective advocacy skills that establish effectual public policies pertaining to children and families
  • Students completing CHLD 1 - Child, Family and Community will be able to critique strategies that support and empower families through respectful, reciprocal relationships to involve all families in their children's development and learning.
  • Students enrolled in CHLD 1 will be able to analyze one’s own goals and sense of self as related to family history and life experiences, assessing how this impacts relationships with children and families.
Contemporary Health Issues BIOL 5
  • Students completing an assignment in Area E courses will demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
  • Students will be able to identify patterns of disease and disability in the U.S.
  • Students will be able to describe the components of a behavior modification program.
  • Students will be able to examine the effects of stress on physical and mental health.
  • Students will be able to identify the benefits of prenatal care and testing.
  • Students will be able to describe risk reduction strategies for preventing sexually transmitted diseases.
  • Students will be able to evaluate the interaction between fitness and nutrition and chronic diseases such as cardiovascular disease and cancer.
  • Students will be able to describe the effects of psychoactive drugs on multiple body systems.
  • Students will be able to identify risk factors for intentional and unintentional injuries.
  • Students will be able to synthesize the interaction of multiple environmental hazards.
  • Students will be able to analyze problems in health care delivery in the U.S.
  • Students will be able to compare and evaluate elements of a nutritionally healthy diet.
  • Students will demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
Contemporary Social Problems SOC 2
  • Students will be able to identify and analyze how sociological principles and concepts are applied in the understanding of social problems.
  • Students will be able to understand and demonstrate the analysis of how controversial public issues arise in contemporary American society and the interplay between race, class, gender, sexuality and other social groups.
Contemporary Social Problems - Honors SOC 2H
  • Students will be able to identify and analyze how sociological principles and concepts are applied in the understanding of social problems.
  • Students will be able to understand and demonstrate the analysis of how controversial public issues arise in contemporary American society and the interplay between race, class, gender, sexuality and other social groups.
Cultural Anthropology ANTH 5
  • Students will be able to analyze how anthropological knowledge and insights can be applied to current societal issues, and then be extrapolated to an analytic evaluation of humanity's future.
  • Students will be able to analyze the key methodological practices of cultural anthropology, with its major focus on pursuing ethnographic research through fieldwork.
  • Students will be able to relate how the processes in any cultural system operate by analyzing the integrated, synergistic nature of all such systems.
  • Students will be able to recognize the diversity of human cultures by contrasting comparative ethnographic information from a significant variety of world societies.
  • Students will be able to critically evaluate the dynamics of culture change (both voluntary and involuntary), and apply this knowledge to understanding the complexities of culturally heterogeneous societies.
  • Students will be able to recognize the immense scope of the multi-faceted discipline of anthropology and explain the relationships between its basic areas of inquiry: physical anthropology, cultural anthropology, linguistics and archaeology.
  • Students will be able to assess the historical development of anthropology as a Western academic discipline, giving particular attention to the significant contributions and perspectives of women, minority and non-Western cultural anthropologists.
  • Students will be able to examine the basic conceptual framework which structures the anthropological study of humanity, identifying the crucial distinctions between ethnocentrism and the practice of cultural relativism.
Developmental Psychology PSYC 14
  • Evaluate the relative contributions of nature and nurture to human development.
  • Apply major theories in developmental psychology.
Elementary Statistics Math 110
  • Students will be able to determine descriptive statistics from a sample
  • Using bivariate data, students will be able to determine whether a significant linear correlation exists between two variables and determine the equation of the regression line.
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
Elementary Statistics -Honors Math 110H
  • Students will be able to determine descriptive statistics from a sample.
  • Using bivariate data, students will be able to determine whether a significant linear correlation exists between two variables and determine the equation of the regression line.
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
Fundamentals of Genetics BIOL 34
  • Students will be able to solve genetics problems including those involving dominance, incomplete dominance, multiple genes, sex linkage, and epistasis.
  • Students will be able to solve genetics problems involving linkage and recombination.
  • Students will be able to determine the mode of inheritance of a human genetic disorder from examining a pedigree of inheritance of that disorder.
  • Students will be able to describe the components of the eukaryotic genome.
  • Students will be able to relate the structures of DNA to DNA replication.
  • Students will be able to explain the process of RNA and protein synthesis and how these processes are regulated.
  • Students will be able to describe the role of gene expression in development using specific genes as examples.
  • Students will be able to describe types of mutations at the molecular level.
  • Students will be able to describe types of mutations at the chromosomal level including aneuploidies, deletions, duplications, inversions and translocations.
  • Students will be able to discuss the relationship between mutation and molecular evolution and evolution in organisms.
  • Students will be able to describe the methods and applications of recombinant DNA technology.
  • Students will be able to identify and discuss the ethical and moral implications of genetic technology including recombinant DNA technology.
Geography of California GEOG 30
  • Analyze the influence of varying cultural and ethnic groups in the shaping of the cultural landscapes of California.
  • Explain the origins and development of agriculture and industry in California.
  • Explain patterns of urban development in the state and distinguish current trends in urban development in California.
  • Describe the physical processes that shape the natural environments of California.
  • Recognize and evaluate how human and physical processes differ from place to place and analyze the distributional and locational relationship of things in the state of California.
  • Analyze the relationship between humans and the environment of California.
  • Analyze the use of natural resources in the state, particularly the role of water in the development of both the economic and social landscape of California.
History of Africa HIST 35
  • Students will use logically organized, argument-driven historical analysis to explain specific case studies in African History (events, movements, or people), placing them in their cultural and historical context. They will analyze both primary and secondary sources. (PLO 1,2,3,5)
  • Students will be able to explain the connections between cultural expressions of religion, art, architecture, music, and political structures or historical events. (PLO 1,2,3,5)
  • Students will recognize and articulate the role of Eurocentrism in the early historiography of Africa, and understand the factual based corrections of contemporary scholarship. (PLO 4, 5)
History of Modern Asia HIST 11
  • Students will identify the role of environmental history concerns in Asia leading to contemporary sustainability concerns. [PLO 1, 6]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship on Asia. (PLO 4)
  • Students will identify cultural, political, and economic foundations in South, East, and Southeast Asia and examine how these change over time and how they differ from each other. [PLO 1]
  • Students will recognize and articulate the diversity of human cultural and social expression, including religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in Asia. [PLO 1,5]
History of Native Americans HIST 44
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to identify and evaluate major agents of change/reform in Native American History
  • Students will be able to identify through analysis the role of institutions--religious, political, economic, social, educational, etc.) in the development of Native American culture.
History of Premodern Asia HIST 10
  • Students will identify the role of environmental history and sustainability concerns in Asia stemming from the emergence of large-scale societies and will examine factors leading to collapse. [PLO 1, 6]
  • Students will recognize and articulate the diversity of human cultural and social expression, including religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in pre-modern Asia. [PLO 1,5]
  • Students will identify cultural, political, and economic foundations in South, East, and Southeast Asia and examine how these change over time from the prehistoric to early modern era. [PLO 1]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of the African American HIST 31
  • Students will be able to differentiate among changes in American Constitutional government over time as those changes effect African Americans within the political/constitutional process.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to identify and evaluate major agents of change/reform in the role and place of African Americans in American History.
History of the African American 1619-1877 HIST 30
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to differentiate among changes in the American constitutional government over time.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students will be able to differentiate among changes in American Constitutional government over time as those changes effect African Americans within the political/constitutional process.
  • Students will be able to identify and evaluate major agents of change/reform in the role and place of African Americans in American History.
History of the Mexican American HIST 40
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • Students will identify the ways in which race, ethnicity, gender, and class shaped the experiences of Mexican Americans in the United States. [PLO 4, 5]
  • Students will describe the major ideas, people, events, and institutions that shaped the experiences of Mexican Americans from the Spanish colonial era to the present. [PLO 1,2,3,5]
  • Students will compose logically organized, argument-driven historical analyses that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of the United States HIST 1
  • Students will be able to identify the different historical experiences of people of color, women, the LGBTQ+ communities, and peoples of various socioeconomic backgrounds in the United States.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to identify and trace the changes to the American Constitution over time and identify the agents of change.
  • Students will be able to identify and describe the contours of debates among historians over time in United States history.
History of the United States from 1865 HIST 8
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to differentiate among changes in the American constitutional government over time.
  • Students will be able to identify and evaluate major agents of change/reform in American History
  • Students will be able to differentiate among changes in American Constitutional government over time.
History of the United States from 1865 - Honors HIST 8H
  • Students will be able to identify and evaluate major agents of change/reform in American History
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to differentiate among changes in American Constitutional government over time.
History of the United States to 1877 HIST 7
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources
  • Students will be able to identify and explain historical events, changes, and processes that have shaped the United States Constitution and the relationship between local, state, and federal government in United States History through Reconstruction.
  • Students will be able to compare and contrast divergent viewpoints of major social, ethnic, racial economic, and political groups, leaders, and organizations in United States History through Reconstruction.
  • Students will be able to explain major agents of change in United States History through Reconstruction.
History of the United States to 1877 - Honors HIST 7H
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will be able to identify and evaluate major agents of change/reform in American History
Human Geography GEOG 2
  • Describe human impacts on the environment including impacts of the use of renewable and non-renewable energy resources.
  • Explain spatial variation of and describe patterns of cultural and social expression including language, religion, ethnicity, race, gender, sexuality, political processes, urbanization, development, agriculture, manufacturing and service economies.
  • Analyze the spatial variation of humans and their activities around the world.
  • Evaluate the relationship of humans and the environment.
  • Describe the tools and theories used in geographic research.
  • Synthesize theories of human migration to explain historical and contemporary patterns of human mobility.
  • Describe the distribution of humans globally and explain the tools used by geographers to evaluate human population change.
  • Analyze the spatial expression and cultural impacts of contemporary globalization.
  • Describe the scope of the discipline of geography and the tools used by geographers to study human processes on the earth.
Human Geography - Honors GEOG 2H
  • Describe the tools and theories used in geographic research.
  • Analyze the spatial variation of humans and their activities around the world.
  • Describe the distribution of humans globally and explain the tools used by geographers to evaluate human population change.
  • Analyze the spatial expression and cultural impacts of contemporary globalization.
  • Describe the scope of the discipline of geography and the tools used by geographers to study human processes on the earth.
  • Evaluate the relationship between humans and the environment.
  • Describe human impacts on the environment including impacts of the use of renewable and non-renewable energy resources.
  • Explain spatial variation of and describe patterns of cultural and social expression including language, religion, ethnicity, race, gender, sexuality, political processes, urbanization, development, agriculture, manufacturing and service economies.
  • Synthesize theories of human migration to explain historical and contemporary patterns of human mobility.
Human Reproduction, Development and Aging BIOL 13
  • Students will be able to describe cell division, and the principles of genetics, with special emphasis on their impact on human development.
  • Students will be able to explain conception, embryological and fetal development, and the birth process, as well as problems that may arise in any of these stages.
  • Students will able to summarize the biophysical, cognitive, and psychosocial development of infants, toddlers, children, adolescents and adults, and factors that influence these developmental areas.
  • Students will be able to discuss the impact of death in our Western culture, and how we deal with dying, death, loss and bereavement.
  • Students will be able to explain the major developmental theories and scientific methods used to study development.
  • Students will be able to describe male and female sexual anatomy and physiology, including sex hormones and their actions.
  • Students completing an assignment in Area E courses will demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
Human Sexuality BIOL 15
  • Explain behavioral aspects of human sexuality, regarding gender, relationships and communication.
  • Students will know the difference between Nurture versus Nature when examine Gender.
  • Students demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being
  • Students will compare and evaluate opposing positions on a controversial issue in human sexuality.
Human Sexuality - Honors BIOL 15H
  • Students will be able to describe male and female sexual anatomy, physiology and sexual response.
  • Students will be able to explain behavioral aspects of human sexuality, regarding gender, relationships and communication.
  • Students will be able to judge the validity of sexual research.
  • Students will be able to describe how cultural values and ethics influence human sexuality.
  • Students will be able to synthesize data collected from a literature review, meta-analysis and/or original research in an area of interest related to human sexuality.
  • Students will be able to locate seminal articles related to a field of sexology and critically evaluate the subsequent progression of data and hypotheses.
  • Students will be able to analyze controversies related to current issues in sexual science, and construct reasonable solutions/compromises.
  • Students demonstrate meaningful self-evaluation related to increasing their lifelong personal well-being.
  • Students will be able to compare and evaluate opposing positions on a controversial issue in human sexuality.
  • Students will be able to discuss issues of power, violence and commercialization of sexuality.
  • Students will be able to describe common variations in sexual behavior.
  • Students will be able to describe the events of pregnancy, delivery, and how to enhance the birth of a healthy baby.
  • Students will be able to outline the advantages and disadvantages of various family planning methods.
  • Students will be able to explain sexuality over the lifespan.
  • Students will be able to explain the multi-faceted aspects of sexual orientation.
  • Students will be able to outline the characteristics of major sexually transmitted diseases.
  • Students will be able to describe common sexual disorders and therapies, and the sexual abilities and needs of disabled people.
Humans and the Environment BIOL 6
  • Evaluate the concept of carrying capacity as it relates to the earth's resources and matter recycling systems.
  • Contrast the laws of matter and thermodynamics and assess their connections to pollution.
  • Examine the differences between a frontier society and a sustainable earth society.
  • Illustrate the basic ecological concept that everything living and non-living is interconnected.
  • Integrate ecological principles into everyday thought and apply them to decision- making.
  • Appraise the complexities of the biological and environmental problems confronting humans.
  • Students will learn ecological principles, differentiate which ecological principles relate to specific ecological situations inspected in class and/or determine the relevance of environmental science to their daily lives
  • Evaluate the task of moving from simplistic, linear thinking to circular, cybernetic thinking that is harmonious with the ecological cycles that sustain us.
  • Evaluate the "J"-shaped curves of increasing population, natural resource use and pollution with respect to their ability to disrupt the earth's life support system.
Intercultural Communication SPCH 7
  • Students will define culture.
  • Students will feel more confident.
International Relations POLI 9
  • Define, explain, analyze and compare core theories in International Relations and explain which theory best describes international relations and why.
  • Describe the International Relations concept Levels of Analysis and argue which level, or levels, best explains and analyzes international relations.
  • Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.
  • Demonstrate a basic knowledge of the United Nations, World Trade Organization, North Atlantic Treaty Organization, the Cold War and its aftermath, the politics of the Middle East and American foreign policy.
  • Explain the impact of important historical events on the contemporary study of international relations and world politics.
  • Explain two theories of International Relations and argue which theory best explains International Relations and support said theory with appropriate evidence.
  • Describe the roles of national, international, transnational and sub-national actors in promoting or hindering international cooperation.
Introduction to American Government and Politics POLI 1
  • Students will be able to differentiate powers delegated to the U.S. from those reserved to the states.
  • Students will be able to evaluate the role of political parties, interest groups, elections and the mass media in the American political system with an emphasis on the state of California and its relations to the national government.
  • Students will be able to identify constitutional changes that have expanded liberties and rights.
  • Students will be able to differentiate among changes in the American constitutional government over time.
  • Students will be able to marshal empirical data to support a political science theory.
  • Students will be able to evaluate the role of Congress, the presidency, the courts and their interaction with state and local governments.
  • Students will be able to analyze policy areas such as foreign and domestic policy in order to understand the political outcome of various policy alternatives.
Introduction to American Government and Politics - Honors POLI 1H
  • Evaluate the role of political parties, interest groups, elections and the mass media in the American political system with an emphasis on the state of California and its relations to the national government.
  • Students will be able to differentiate powers delegated to the U.S. from those reserved to the states.
  • Students will be able to analyze policy areas such as foreign and domestic policy in order to understand the political outcome of various policy alternatives.
  • Evaluate the role of Congress, the presidency, the courts and their interaction with state and local governments.
  • Students will be able to identify constitutional changes that have expanded liberties and rights.
Introduction to Criminology SOC 5
  • Students will be able to apply a sociological understanding to assess how race, class, gender, sexual orientation, and age affect victimization patterns, arrest rates, charges, sentencing, and treatment of criminals.
  • Students will be able to use criminological theories and research to analyze of the nature, extent, and causes of crime and delinquency.
Introduction to Electronic Media R-TV 01
  • Identify the business structure and revenue streams for each medium.
  • Analyze regulations of electronic media.
  • Define commonly-used electronic communication technology.
  • All RTV program students will have an increased awareness of professionals in the entertainment industry.
  • Identify key developments in the history of major U.S. electronic media industries, especially their evolution as social, political, and economic forces in U.S. society.
  • Describe the technical evolution of electronic media.
  • Identify the principal means of economic and political support for different electronic media, and discuss their impact.
  • All RTV program students will have an increased awareness of skills required for full-time work in the entertainment industry.
Introduction to Gerontology SOC 4
  • Students will demonstrate an understanding of the relationship between society and the individual.
  • Students will know major concepts of gerontology.
Introduction to Mass Communications JOUR 100
  • Students will be familiar with basic mass media law and ethics.
  • Students will understand the respective functions of the fields that comprise the mass media, advertising, and public relations.
Introduction to Psychology PSYC 1A
  • Demonstrate psychology is a science by explaining how psychology utilizes the scientific method.
  • Differentiate the major theoretical perspectives of psychology.
  • Apply psychological principles to personal observations and / or experiences.
Introduction to Psychology - Honors PSYC 1AH
  • Be able to differentiate the major theoretical perspectives of psychology.
  • Explain how psychology utilizes the scientific method
  • Apply psychological principles to personal experiences.
Introduction to Sociology SOC 1
  • Students will identify the role of culture and socialization in the development of one’s beliefs, opinions, and values.
  • Students will identify and apply the main sociological theoretical frameworks to analyze social stratification based on race, ethnicity, gender, social class, sexuality or other social groups.
  • Students will apply sociological research to distinguish the interrelatedness of various social institutions and the relationship between society and the individual.
Introduction to Sociology - Honors SOC 1H
  • Students will identify and apply the main sociological theoretical frameworks to analyze social stratification based on race, ethnicity, gender, social class, sexuality or other social groups.
  • Students will apply sociological research to distinguish the interrelatedness of various social intuitions and the relationship between society and the individual.
Latino Politics in the United States POLI 25
  • Students will be able to identify similarities and differences in public opinion held by different Latino communities such as Mexican Americans and Cuban Americans.
  • Students will be able to identify significant changes that have occurred over the past two decades in representation by Latinos in American government and politics.
Marriage and the Family SOC 14
  • Students will use sociological concepts to identify the intersection of race, ethnicity, gender, social class, sexuality or other social groups as well as the impact on the socialization and interaction within the changing family.
Marriage and the Family - Honors SOC 14H
  • Students will use sociological concepts to identify the intersection of race, ethnicity, gender, social class, sexuality or other social groups as well as the impact on the socialization and interaction within the changing family.
Neurobiology and Behavior BIOL 17
  • Students will be able to evaluate the impact of science on their daily lives (area B GEO being used as course level SLO).
  • Students will be able to describe how the nervous and endocrine systems cooperate to generate and control behavior.
  • Students will be able to compare and contrast proximate and ultimate causes of behavior.
  • Students will be able to construct time-activity budgets for various animal species.
  • Students will be able to more accurately identify animals after attending a field trip.
  • Students will be able to correctly identify the method of training seen in an animal show and be able to apply it to determine how the behavior was trained.
  • Students will be able to evaluate the impact of science on their daily lives
  • Students will be able to describe evolutionary processes. Students will be able to correctly describe the evolutionary process and be able to explain how this process can shape the behavior of an animal.
  • Students will be able to assess the costs and benefits of various behaviors such as eating seeds instead of insects or sleeping instead of looking for food.
  • Students will be able to explain the role of cultural transmission in the behavior of animals.
  • Students will be able to describe how evolution could select for particular types of behaviors.
  • Students will be able to design zoo exhibits that would be appropriate for a particular animal's behavioral requirements.
Principles of Economics - Macroeconomics BUSC 1A
  • Students completing BUSC 1A - Principles of Economics - Macroeconomics will correctly know the use of fiscal policy and will be able to comment on the fiscal policy used by the government.
  • Students completing BUSC 1A - Principles of Economics - Macroeconomics will correctly know the use of monetary policy and make comments on the monetary policy being used by the FED.
Principles of Economics - Macroeconomics - Honors BUSC 1AH
  • Students completing BUSC 1AH - Principles of Economics - Macroeconomics - Honors will correctly know the use of fiscal policy and will be able to comment on the fiscal policy being used by the government.
  • Students completing BUSC 1AH - Principles of Economics - Macroeconomics - Honors will correctly know the use of monetary policy and will be able to comment on the monetary policy used by the FED.
Principles of Economics - Microeconomics BUSC 1B
  • Students were asked to determine the merits of price-quantity determination in the market economy of the Unites States.
  • Students should be able explain externalities and distinguish between external costs and external benefits.
  • Students should be able to distinguish between public and private goods. Students should also be able to explain why private market fails to provide public goods.
  • Students were asked to discuss the reason for not giving welfare recipients their welfare benefits in cash rather than in-kind.
  • Students completing BUSC 1B - Principles of Economics - Microeconomics will use producer's behavior to determine price of the product they produce under various market situations to maximize profit
  • Students completing BUSC 1B - Principles of Economics - Microeconomics will be able to choose quantities of different commodities having different price tags by spending limited amount of money to maximize satisfaction
  • Students completing BUSC 1B - Principles of Economics - Microeconomics will correctly know consumer's behavior to maximize their utility in allocating scarce resources to satisfy their infinite wants.
Principles of Economics -Microeconomics - Honors BUSC 1BH
  • Students completing BUSC 1BH - Principles of Economics - Microeconomics - Honors will correctly know the producers' behavior to maximize their profit by allocating scarce resources.
  • Students completing BUSC 1BH - Principles of Economics - Microeconomics - Honors will correctly know the consumers' behavior to maximize their utility by allocating scarce resources.
  • Students were given a research paper to discuss and analyze "Coase Theorem" with respect to market failure and government intervention in the presence of externalities. They were asked to use examples to make their point. 100% of the student were able to discuss "Coase Theorem" properly citing some other research studies. All students got over 85% score in this paper.
  • Students should be able to distinguish between public goods and private goods. Students should be able to explain why private market fails to provide public goods.
Psychology of Sexuality PSYC 26
  • Identify and describe sexual and reproductive anatomy, physiology, and sexual responses.
  • Describe differences in sexual attitudes and behaviors based on diversity.
  • Demonstrate meaningful self-evaluation related to increasing your lifelong personal well-being.
Race, Culture, Gender, and Mass Media Images JOUR 107
  • Students will analyze how the mass media and advertising contributes to racial, cultural, gender, and sexual stereotyping.
  • Students will recognize how the mass media contributes to racial, cultural, gender, and sexual stereotyping.
Statistics for the Behavioral Sciences PSYC 10
  • Perform and evaluate descriptive (e.g., mean, median, mode, variance, standard deviation) and inferential (e.g., Pearson correlation, t tests, z test, and one-way analysis of variance) statistics.
  • Using SPSS software, correctly input data, analyze data, and interpret output for descriptive statistics, t tests, correlation, and one-way analysis of variance.
The Native American ANTH 30
  • Students will be able to describe Native American contributions to the world in sciences and arts.
  • Students will be able to compare unique qualities of culture areas and determine common traits.
  • Students will be able to describe adaptive measures related to ecological influences in each culture area.
  • Students will be able to evaluate theories of origins and genetic relationships of prehistoric Native American populations with Asian populations.
  • Students will be able to identify Native American locations on a map.
  • Students will be able to identify special problems faced today by Native Americans.
The Psychology of Women PSYC 25
  • Explain the concept of privilege as it relates to various minority groups.
  • Demonstrate meaningful self-evaluation related to the role of gender in your personal experience.
  • Identify gender role messages in popular culture.
  • Describe, compare and contrast the predominant theories of gender development.
The Wild West - A History, 1800-1890 HIST 16
  • Students will be able to explain and evaluate the story of America's westward advance as part of the wider story of the development of the American nation and its democracy.
  • Using both primary and secondary sources, students will be able to determine and critically analyze competing perspectives on the history, culture, and society of the American West.
  • Students will analyze how different historians have assessed the history of the American West and its influence upon the development of the American nation and democracy.
  • Students will recognize and articulate in writing the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in the history of American western expansion. [PLO 1,5]
Urban Geography GEOG 8
  • Analyze the spatial variation of urban patterns around the world.
  • Describe the tools and theories used in research related to urban geographies.
Women in American History HIST 36
  • Students will be able to differentiate among changes in American Constitutional government over time effecting the status, positions, and/or role of women. [PLO 1, 5]
  • Students will evaluate the impact of race, ethnicity, power, sexuality, and the social construction of gender as it pertains to women’s experience in US history. [PLO 1, 5, 6]
  • Students will be able to identify and evaluate major agents of change/reform in American History pertaining to women. [PLO 1, 5, 6]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
World Regional Geography GEOG 5
  • Describe the physical, social, economic, political and cultural relationships between distinctive world regions.
  • Explain patterns of human processes in distinctive world regions including demographics, migration, language, religion, ethnicity, political processes, development and economic activities.
  • Explain patterns of physical processes in distinctive world regions including climate and landform evolution.
  • Identify the location of the world’s countries, major urban centers, bodies of water, and other landform features.
  • Define the concept of region in geographic analysis.
  • Analyze the spatial variation of human activities and physical processes in distinctive world regions.
  • Evaluate the geographic situation, problems and prospects for each world region.
  • Explain the geographic tools used in regional analysis.