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Student Learning Outcomes

Discipline: Degree: AA-T - Social Justice - A0669
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.
African American Literature LIT 20
  • Students will write a literary analysis.
  • Students will be able to identify the influence of culture on human expression.
American Sign Language 1 SIGN 101
  • Students will be able to identify immediate and extended family signs.
  • Students will move away from a pathological view of Deaf People, seeing Deaf people as defective, and towards a Cultural view, seeing Deaf people as individuals with a unique linguistic and cultural background.\n
  • Students completing the course will be able to identify the influence of culture on human expression
American Sign Language 1 - Honors SIGN 101H
  • Students completing the course will be able to identify the influence of culture on human expression.\n
  • Students will move away from a pathological view of Deaf People, seeing Deaf people as defective, and towards a Cultural view, seeing Deaf people as individuals with a unique linguistic and cultural background.
  • Students will be able to identify immediate and extended family signs.
Asian American Communities SOC 36
  • Students will use sociological research concepts and theories to identify and analyze Asian American & Pacific Islander racial and ethnic identities and its interactions with different aspects of American society.
  • Students will be able to describe with clarity a change in cultural attitudes over time.
Child Development SOC 15
  • 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.
  • Students will be able to apply a sociological understanding of the various social and environmental forces that shape child development.
Comparative Politics POLI 2
  • Identify the key features of parliamentary and presidential forms of government and identify their advantages and disadvantages.\n
  • Evaluate the advantages and disadvantages of proportional representation and single member district plurality as electoral methods.
  • Identify the role of the state.
  • Compare political systems, both in theory and with actual country examples.
  • Explain the impact of regional, economic, historical and cultural factors on political institutions and behavior.
  • Analyze the role of political parties, interest groups, elections and the mass media in various countries.
  • Analyze political systems by using the comparative method.
  • Distinguish among regime types and their central features.
  • Explain ethnic group conflict, and political institutions for managing ethnic group conflict.
Contemporary Mexican American Literature LIT 25
  • Students will write a literary analysis.
Contemporary Social Problems SOC 2
  • 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.
  • Students will be able to identify and analyze how sociological principles and concepts are applied in the understanding of social problems.
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.
Continuing Elementary Spanish SPAN 2
  • Students will demonstrate reading comprehension of an continuing elementary Spanish text.
Continuing Intermediate Spanish SPAN 4
  • Students will correctly identify when to use the preterit and the imperfect tense.
Continuing Spanish for the Spanish Speaking SPAN 2S
  • Students will comprehend the plot of a short story.
Critical Thinking PHIL 8
  • Students will be able to identify the premises\/reasons for supporting the conclusion within an argument.
  • Students will be able to apply problem-solving skills to their personal belief systems and social issues.
  • Students will be able to evaluate arguments (strong\/weak, valid\/invalid).
  • Students will be able to distinguish inductive and deductive arguments.
  • Students will learn to analyze informal fallacies.
Cultural and Ethnic Foods NF 28
  • Students completing NF 28 - Cultural and Ethnic Foods will be able to identify the core foods, flavor principles, traditional foods, special occasion foods, and therapeutic foods used in each culture studied.
  • Students completing NF 28 - Cultural and Ethnic Foods will be able to analyze how food is used culturally and symbolically in holiday and religious ceremonies throughout the world.
Cultural Anthropology ANTH 5
  • 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 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 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 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.
  • 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.
Dress, Culture and Identity FASH 14
  • After completing FASH 14 students will be able to analyze the role of clothing appearance in development of the self concept.
  • After completing this course students will be able to analyze clothing expression as a result of influences from economic, political and religious institutions in historical perspective.
Elementary Spanish SPAN 1
  • Students will correctly conjugate the present tense of regular verbs
Elementary Statistics Math 110
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
  • 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.
  • Students will be able to determine descriptive statistics from a sample
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
  • Students will be able to use sample statistics to develop a confidence interval for population parameters. \n\nUsing sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
Elementary Statistics -Honors Math 110H
  • Students will be able to determine descriptive statistics from a sample.
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter
  • 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.
  • Students will be able to use sample statistics to develop a confidence interval for population parameters. \n\nUsing sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
History of Africa HIST 35
  • 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)
  • 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 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)
History of African, Oceanic, and Native American Art - Honors AHIS 11H
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History of Asian Art AHIS 9
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
History of Mexico HIST 19
  • Students will evaluate the role of institutions (religious, political, economic, social, educational, etc.) in the development of Mexican society and culture. [PLO 1,2,3,4]
  • Students will identify and explain key concepts in Mexican history including the chief actors and ideologies that drove social, political, and economic change from the colonial period to the present. [PLO 1,2,3,4]
  • 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]
  • Students will identify the ways in which race, gender, religion, and class shaped the human experience in Mexico from the colonial period to the present. [PLO 1,2,3,5]
History of Modern Asia HIST 11
  • 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 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 identify the role of environmental history concerns in Asia leading to contemporary sustainability concerns. [PLO 1, 6]
  • 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]
  • 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]
History of Native Americans HIST 44
  • 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 completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and\/or economic institutions and human behavior
  • 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.
  • Students will be able to identify and evaluate major agents of change\/reform in Native American History
History of Precolumbian Art AHIS 12
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Precolumbian Art - Honors AHIS 12H
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
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 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 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 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 identify and evaluate major agents of change\/reform in the role and place of African Americans 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 as those changes effect African Americans within the political\/constitutional process.
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 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 the American constitutional government over time.
  • Students will be able to identify and evaluate major agents of change\/reform in the role and place of African Americans in American History.
  • 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.
History of the Mexican American HIST 40
  • 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]
  • 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 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 be able to differentiate among changes in American Constitutional government over time.
History of the United States from 1865 HIST 8
  • 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 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
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
History of Theater Arts THTR 10
  • Synthesize the specific form of dramatic literature to the theatrical concerns of its epoch.
  • Read and analyze representative examples of major Western dramaturgy.
  • Analyze processes by which modern dramaturgy has developed.
  • Synthesize relationships between the theatrical arts and the contemporary concerns of each period.
  • Analyze the process whereby Western theatrical arts developed through theory, architecture, and dramaturgy.
  • Students who complete THTR 10 will be able to explain how the theater reflects its surrounding culture.
  • Students who complete THTR 10 will know the social and political conditions that led to the Golden Era of theater.
  • Students will be able to analyze modes of artistic expression.
History on African, Oceanic, and Native American Art AHIS 11
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
Intercultural Communication SPCH 7
  • Students will define culture.
  • Students will feel more confident.
Intermediate Spanish SPAN 3
  • Students will demonstrate correct usage of the present indicative versus present subjunctive.
International Relations POLI 9
  • Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.
  • Describe the roles of national, international, transnational and sub-national actors in promoting or hindering international cooperation.
  • Explain two theories of International Relations and argue which theory best explains International Relations and support said theory with appropriate evidence.
  • Explain the impact of important historical events on the contemporary study of international relations and world politics.
  • 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.
  • Describe the International Relations concept Levels of Analysis and argue which level, or levels, best explains and analyzes international relations.
  • Define, explain, analyze and compare core theories in International Relations and explain which theory best describes international relations and why.
Introduction to Child Psychology PSYC 15
  • Apply physical (including changes in the brain), cognitive, and psychosocial (social, emotional and personality) changes throughout childhood (infancy through adolescence) to explain children's behavior.
  • Compare theories of child psychology.
Introduction to Cinema LIT 15
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
Introduction to Criminology SOC 5
  • Students will be able to use criminological theories and research to analyze of the nature, extent, and causes of crime and delinquency.
  • 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.
Introduction to Criminology - Honors SOC 5H
  • Students will be able to use criminological theories and research to analyze of the nature, extent, and causes of crime and delinquency.
  • 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.
Introduction to LGBTQ Studies SOC 130
  • Students will explore the intersections of homophobia, transphobia, sexism, heterosexism, racism, classism, ageism, ableism, and other intersecting identities within the context of LGBTQ political struggles in the United States.
  • Students will analyze the various ways people identify their sexual orientation, their gender identity and expression, or both in the U.S. and abroad through an intersectional framework.
Introduction to Philosophy PHIL 5
  • Students will learn to read, analyze and reflect on primary philosophical texts to formulate their own understanding.
  • Students will be able to critically evaluate philosophical theories in written essay.
  • Students will be able to analyze the ideas of the major philosophers.
  • Students will be able to develop a logical philosophical argument.
  • Students will be able to apply philosophical knowledge from the major philosophers and schools of thought to real-world problems and contemporary issues.
  • Students will be able to analyze the major philosophical schools of thought primarily in the Western tradition, although including some Eastern thought as well.
Introduction to Philosophy - Honors PHIL 5H
  • Students will be able to apply philosophical knowledge from the major philosophers and schools of thought to real-world problems and contemporary issues.
  • Students will be able to analyze the major philosophical schools of thought primarily in the Western tradition, although including some Eastern thought as well.
  • Students will learn to read, analyze and reflect on primary philosophical texts to formulate their own understanding.
  • Students will be able to analyze the ideas of the major philosophers.
  • Students will be able to critically evaluate philosophical theories in written essay.
  • Students will be able to develop a logical philosophical argument.
Introduction to Research Methods in Psychology PSYC 3
  • Compare and contrast the various research designs and describe their relative strengths and weaknesses.
  • Describe the process of answering psychological questions from a scientific perspective.
Introduction to Research Methods in the Social Sciences SOC 12
  • Students will identify and review the basic principles of the scientific method and interpretive framework.
  • Students will be able to identify the differences between qualitative and quantitative methods.
  • Students will be able to explain research findings in terms of validity, reliability, and ethics, and can recognize how social research can be used to make informed decisions
Introduction to Sex and Gender Roles SOC 40
  • Students will identify diverse presentations, experiences, and constructions of gender in society with special attention to intersectionality.
  • Students will use sociological perspectives to analyze gender and its role within major social institutions.
Introduction to Social Justice SOC 110
  • Students will identify different social movements addressing social and economic justice.
  • Students will use a social justice framework to explore social inequality related to the intersections of diverse groups related to age, culture, class, ethnicity, disability, gender, sexual orientation, national origin, race, and religion.
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 apply sociological research to distinguish the interrelatedness of various social institutions and the relationship between society and the individual.
  • 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.
Introduction to Sociology - Honors SOC 1H
  • Students will apply sociological research to distinguish the interrelatedness of various social intuitions and the relationship between society and the individual.
  • 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.
Introduction to Statistics in Sociology and Social Sciences SOC 23
  • Students will identify and complete statistical analyses that are most appropriate for sociological and behavioral sciences and identify the strength of association between sociological variables.
  • Students will calculate and interpret elementary numerical computations and variability in statistical data.
Latino Politics in the United States POLI 25
  • 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.
  • Students will be able to identify similarities and differences in public opinion held by different Latino communities such as Mexican Americans and Cuban Americans.
Major World Religions PHIL 15
  • Students will understand the impact of religion in the world at large.
  • Students will be able to analyze primary religious text.
  • Students will be able to compare and contrast a variety of religious themes.
  • Students will be able to identify the practice, belief and history of the major world religions, including Hinduism, Buddhism, Sikhism, Jainism, Taoism, Confucianism, Judaism, Christianity and Islam.
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.
Multicultural American Literature LIT 3
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
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.
Spanish for the Spanish Speaking SPAN 1S
  • Embedded in the final exam will be statements that include the use of an anglicism. Students will choose from a list of several words the expression from standard\/conventional Spanish that would replace the anglicism.
Statistics for the Behavioral Sciences PSYC 10
  • Using SPSS software, correctly input data, analyze data, and interpret output for descriptive statistics, t tests, correlation, and one-way analysis of variance.
  • 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.
The Psychology of Women PSYC 25
  • Identify gender role messages in popular culture.
  • Demonstrate meaningful self-evaluation related to the role of gender in your personal experience.
  • Describe, compare and contrast the predominant theories of gender development.
  • Explain the concept of privilege as it relates to various minority groups.
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 be able to identify and evaluate major agents of change\/reform in United States history pertaining to women. [PLO 1, 5, 6]
  • 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 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 Music MUS 14A
  • Students who complete MUS 14A will be able to identify the ethnic culture that produced each of three pieces of music when one minute from each piece is played in class during the final exam.
  • Students who complete MUS14A will be able to identify the ethnological classification (chordophone, aerophone, idiophone, or membranophone) of each of two musical musical instruments when recordings of each are played in class during the final exam.