2021-2022 Pierce College Catalog 
    
    Apr 19, 2024  
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2021-2022 Pierce College Catalog [ARCHIVED CATALOG]

Course Prefixes

COURSE PREFIXES

PREFIX DEPARTMENT
ACCT ACCOUNTING
ASL AMERICAN SIGN LANGUAGE
ANTH ANTHROPOLOGY
ART ART
ASTR ASTRONOMY
ATMOS ATMOSPHERIC SCIENCE
BIOL BIOLOGY
BUS BUSINESS
BTECA/BTECM BUSINESS INFORMATION TECHNOLOGY
MNGT BUSINESS MANAGEMENT
CHEM CHEMISTRY
COLLG COLLEGE SUCCESS
CMST COMMUNICATION STUDIES
CIS COMPUTER INFORMATION SYSTEMS
CNE COMPUTER NETWORK ENGINEERING
CONST CONSTRUCTION MANAGEMENT
CJ CRIMINAL JUSTICE
CS COMPUTER SCIENCE
DHYG DENTAL HYGIENE
DDSGN DIGITAL DESIGN
DRMA DRAMA
ECED EARLY CHILDHOOD EDUCATION
ECON ECONOMICS
EDUC EDUCATION
EMT EMERGENCY MEDICAL TECHNICIAN
ENGR ENGINEERING
ENGL ENGLISH
ENVS ENVIRONMENTAL SCIENCE
FASH FASHION MERCHANDISING
FCA FIRE COMMAND
FRCH FRENCH
GEOG GEOGRAPHY
GEOL GEOLOGY
GERM GERMAN
HIST HISTORY
HSEM HOMELAND SECURITY
HSCI HEALTH SCIENCES
HSSA HUMAN SERVICES SUBSTANCE ABUSE
HUM HUMANITIES
INFO INFORMATION STUDIES
INTS INTERNATIONAL STUDIES
ISS INTEGRATED SOCIAL SCIENCE
JAPN JAPANESE
JOURN JOURNALISM
KINS KINESIOLOGY
KREA KOREAN
MATH MATHEMATICS
MUSC MUSIC
NSCI NATURAL SCIENCE
NURS NURSING
NAC NURSING ASSISTANT CERTIFIED
NUTR NUTRITION
OSH OCCUPATIONAL SAFETY AND HEALTH
OCEA OCEANOGRAPHY
PHIL PHILOSOPHY
PE PHYSICAL EDUCATION
PS PHYSICAL SCIENCE
PHYS PHYSICS
POLS POLITICAL SCIENCE
PSYC PSYCHOLOGY
READ READING
RUSS RUSSIAN
SSMH SOCIAL SERVICE MENTAL HEALTH
SOC SOCIOLOGY
SPAN SPANISH
VT VETERINARY TECHNOLOGY

 
 
  

  • EDUC& 101 Paraeducator Basics (3 credits)


    Course Description
    An introduction to roles and responsibilities of the Paraeducator in the K-12 educational system. Students will explore techniques supporting instruction, professional and ethical practices, positive and safe learning environments, effective communication and teamwork.

    Student Outcomes
    1. Compare the distinct roles and responsibilities of the Paraeducator with those of the certificated staff.
    2. Identify the signs of a safe, positive, and culturally inclusive learning environment.
    3. Utilize effective communication techniques and strategies to be used with students, family members, and staff.
    4. Examine positions of power, privilege, and inequity.
    5. Utilize the Washington State Paraeducator Standards to develop a professional development plan.
    6. Demonstrate the ability to utilize assessments and record data to monitor child growth and development.
    7. Compare and contrast the various paraeducator roles and responsibilities across jobs and settings.
  

  • EDUC& 115 Child Development (5 credits)


    Distribution Area Fulfilled Social Sciences; General Transfer Elective
    Course Description
    Build a functional understanding of the foundation of child development, prenatal to early adolescence. Observe and document physical, social, emotional, and cognitive development of children, reflective of cross cultural and global perspectives.

    Student Outcomes
    1. Discuss prominent child development research and theories guiding parenting and care giver’s practices.
    2. Describe the developmental sequence from conception through early adolescence in all domains.
    3. Analyze critical stages of brain development as influencers of child development.
    4. Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development.
    5. Explain individual differences in development.
    6. Identify how family, caregivers, teachers, community, culture, and trauma influence development.
    7. Outline community resources to support children’s and families’ development.
  

  • EDUC& 130 Guiding Behavior (3 credits)


    Formerly ECE 112

    Course Description
    Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences.

    Student Outcomes
    1. Identify developmentally appropriate individual and group behaviors of children.
    2. Compare at least three approaches to guiding behavior.
    3. Recognize positive, respectful, culturally responsive approaches to guidance.
    4. Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function.
    5. Articulate strategies to promote social/emotional competence and positive sense of self.
    6. Reflect on personal bias and attitudes regarding children’s behavior and disciplinary styles in order to create a philosophy of guidance and discipline that is appropriate for use in an early childhood education classroom.
  

  • EDUC& 136 School Age Care (3 credits)


    Course Description
    Develop skills to provide developmentally appropriate and culturally relevant activities and care, specifically: preparing the environment, implementing curriculum, building relationships, guiding academic /social skill development, and community outreach.

    Student Outcomes
    1. Describe the physical, cognitive, social and emotional stages of children ages 5-12.
    2. Develop a plan to create reciprocal and culturally sensitive relationships with children and families.
    3. Analyze the effectiveness of an environment and recommend changes that are culturally retentive, developmentally appropriate, and conducive to positive social interactions.
    4. Identify guidance strategies that promote cognitive and social growth in the context of school age care environment.
    5. Describe state and local school age care regulations and procedures related to group size, health, nutrition and safety.
    6. Describe strategies supporting curriculum that is developmentally appropriate and culturally responsive.
    7. Identify community resources supporting school age care/youth development program personnel.
  

  • EDUC& 150 Child, Family, and Community (3 credits)


    Formerly ECE 230

    Course Description
    Integrate the family and community contexts of young children. Explore cultures and demographics of families in society, community resources, strategies for involving families in the education of their child, and tools for effective communication.

    Student Outcomes
    1. Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities.
    2. Examine the concept of family, school, peers, media and community as socialization agents.
    3. Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children.
    4. Identify how one’s own family history and life experiences may impact relationships with children and families.
    5. Identify community services and agencies that support the needs of children and families and establish resource and referral systems for parents and educators.
  

  • EDUC& 191 Field Experience I – Cooperative Work Experience (3 to 5 credits)


    Course Description
    In a pre-K-12 setting, work alongside a teacher/paraeducator, observing and demonstration best practices. In seminar and reflection link experiences with WA State Paraeducator Basic Competencies.

    Student Outcomes
    1. Assist in providing instruction which meets the needs of diverse learners.
    2. Demonstrate practice reflective of district policy, state laws, and professional code of ethics.
    3. Foster and support culturally responsive, inclusive learning environments for each and every student.
    4. Demonstrate effective communication skills with students, families and staff.
  

  • EDUC& 202 Introduction to Education (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Formerly EDUC 201 - CCN

    Course Description
    A survey of history, philosophy, principles, issues, and trends in American Education. Includes opportunities for observations of educational models and exploration of career paths.

    Student Outcomes
    1. Describe the history, philosophy and principles of the American education system.
    2. Discuss current issues, trends, and career opportunities.
    3. Describe current principles of behavior guidance and their influence on learning.
    4. Compare and contrast developmentally appropriate instruction and assessment strategies.
    5. Recognize the need to differentiate curriculum and instruction to meet the needs of culturally, linguistically, and ability diverse students.
    6. Explain how teaching and learning are influenced by individual experiences, abilities, and prior learning.
    7. Describe the impact of America’s changing demographics and the implications for the classroom.
    8. Define the role of the educator in the program setting and describe the nature of relationships among children, parents, educators and educational programs.
  

  • EDUC& 204 Introduction to Inclusive Education (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Course Description
    Introductory course in recognition and identification of exceptionality in children from birth through high school (21). Includes policies and regulations concerning state and federal provisions of special education and related services, as well as adaptations for serving special needs students in general education classrooms.

    Student Outcomes
    1. Discuss the history, policies, current issues, and competencies that guide special education in the State of Washington.
    2. Recognize core concepts and values that are essential to special education including confidentiality, person-first language, family-centered and culturally responsive practice, natural environments, inclusion, and Least Restrictive Environments.
    3. Identify the milestones of human development and risk factors that may impact development.
    4. Explain the IFSP/IEP/504 /Transition Plan sequence as carried out in the general education setting.
    5. Describe evidence-based techniques and adaptations for supporting culturally, linguistically, and ability diverse children and their families.
    6. Evaluate personal qualities including bias, stereotyping, empathy, and professional ethics in regard to working with families of children with disabilities.
  

  • EDUC& 240 Diversity in Education (5 credits)


    Course Description
    Students will explore diversity and social justice issues influencing educational settings. Students will examine in depth the historical and current impact of children’s, teachers’, and families’ cultural, social and political context in schools.

    Student Outcomes
    1. Define and apply key terms and concepts of diversity, inclusion, and social justice
    2. Explain how implicit bias can influence relationships and identity development
    3. Identify how systemic power, privilege, and oppression impacts education systems and the individuals within those systems
    4. Describe how professional teaching practice is influenced by personal, social, and cultural contexts
    5. Deconstruct biases, stereotypes, and microaggressions present in the school setting
    6. Articulate how an individual’s family structure, culture, social, emotional, and political contexts may impact learning
  

  • EDUC& 291 Field Experience II - Cooperative Work Experience (2 to 3 credits)


    Course Description
    In pre-K-12 setting, work alongside teacher/paraeducator, observing and demonstration best practices. In seminar and reflection link experiences with WA State Paraeducator Competencies for ELL and Special Education.

    Student Outcomes
    1. Engage with staff to build a culturally and linguistically inclusive learning environment for each and every child.
    2. Demonstrate standards of conduct consistent with all laws, regulation, policies, and procedures pertinent to paraeducators.
    3. Assist in supporting each and every student by using appropriate learning and behavior strategies.
    4. Use culturally responsive communication skills with students, families, and staff.
    5. Recognize and support the role of the classroom environment as a necessary element to support optimal learning opportunities for all children.
  

  • EMS 150 Medical Math & Medical Terminology (3 credits)


    Course Description
    This course provides instruction in various methods of medical drug calculations and dosing of medications commonly utilized in emergency settings, as well as an introduction to medical terminology.

    Student Outcomes
    1.       Summarize the etymologies of medical terms with regards to root words, prefixes, and suffixes. 
    2.       Apply basic medical vocabulary to emergency medical services.
    3.       Solve basic mathematical problems and dosage calculations emergency medical services personnel face using dimensional analysis, fractional and decimal operations, fractional/decimal conversions, percentages, ratios, proportions, simple algebraic functions as well as metric conversions.
  

  • EMS 160 Introduction to Chemical & Biological Principles (5 credits)


    Course Description
    Introduction to basic chemical and biological principles.  Topics include molecular structure, energy, chemical bonding, nomenclature, organic compounds, cell structure, cell function, and cell division. Lab included. 

    This course is required for students in the EMS program.

    Student Outcomes
    Utilize information contained in the Periodic Table of Elements to determine element properties in order to predict chemical reactivity and chemical interaction.
    Relate energy changes to chemical equations in order to understand chemical and biological reactions.
    Apply correct terminology and understanding of cell theory, cell life cycle, and cell physiology.
    Describe the characteristics of organic compounds and their interactions in biological chemistry. 
    Describe the process of DNA replication and protein synthesis. 
    Demonstrate proper hands-on use and care of a compound light microscope.
  

  • EMS 210 Emergency Medical Technician I (5 credits)


    Prerequisite Proof of college level reading, Washington State EMT Requirements 18.73 RCW, 246-976-141 WAC, local Hospital immunization/background check for clinical rotations, AHA Healthcare Provider/BLS or Military CPR Certification.

    Course Description
    A foundational course outlining the fundamental principles of the Emergency Medical System (EMS). Cognitive abilities include an introduction into lifesaving skills in airway management, topographic anatomy, and basic pharmacology. Course also concentrates on the safety and well-being of the EMS provider, medical and legal issues, and documentation.

    Student Outcomes
    1. Demonstrate fundamental knowledge and skills based on the Emergency medical System (EMS), medical terminology for effective communication, and the basics of human anatomy and physiology pertaining to patient care.
    2. Differentiate the major physiologic and psycho-social developmental stages of the human life span.
    3. Evaluate understanding and decision making for positive patient outcomes, including medical
    direction, practical application of treatment, and interventions as indicated.
  

  • EMS 211 Emergency Medical Technician II (5 credits)


    Prerequisite EMS 210  with at least a 2.0 grade and concurrent enrollment in EMT 210.

    Course Description
    Course will build on foundational practices of EMS 210 as students begin to develop additional tools to determine the nature of illness, along with the implementation and analyzation of treatments during various medical emergencies. Students will demonstrate cognitive and practical understanding in both group and individual evaluations.

    Student Outcomes
    1. Assess, evaluate and differentiate proper treatment modalities based on the signs and symptoms of nature of illness.
    2. Identify different medical emergencies and the evaluation of the nature of illness.
    3. Demonstrate how to properly determine course of treatment for patients after completing a thorough patient assessment and determine the appropriate destination.
    4. Apply fundamental knowledge of the anatomy, physiology, and treatment modalities to cardiac failure or arrest, respiratory failure or arrest, and shock management.
    5. Form a treatment plan for traumatic injuries in relation to mechanism of injury based on the index of suspicion as it relates to unseen life-threatening injuries.
  

  • EMS 212 Emergency Medical Technician III (5 credits)


    Prerequisite EMS 211  with at least a 2.0 grade and concurrent enrollment in EMT 210 and EMT 211. 

    Course Description
    A progression of skills and knowledge obtained in EMS 210 and EMS 211. Course requires students to execute comprehensive assessments to implement appropriate treatment for both medical and traumatic emergencies. Students will solidify the knowledge gained in the classroom through their individual emergency department rotation.

    Student Outcomes
    1. Assess, evaluate and differentiate proper treatment due to signs and symptoms associated with mechanisms of injuries.
    2. Access and utilize knowledge necessary to conduct a patient evaluation and administer emergency treatment short of those rendered by advanced life support.
    3. Operate as an emergency service provider using sound judgement; applying rationality, self-awareness,
    critical thinking and discipline in responding to emergency situations.
    4. Effectively operate and maintain equipment used in emergency patient care.
    5. Demonstrate communication of essential continuing patient care information to advance life support personnel.
  

  • EMS 221 Emergency Medical Technician Refresher (3 credits)


    Prerequisite Current or expired National Registry of Emergency Medical Technicians certification or current or expired State EMT certification.

    Course Description
    National Standards focused EMT-Refresher for Certified Emergency Medical Professionals to demonstrate cognitive and practical competency in topics required by both State and/or the National Registry of Emergency Medical Technicians for re-certification. This continuing education refresher class not only teaches the current State and NREMT required topics but also evaluates the student’s proficiency in accurately completing current State/NREMT skill sheets.

    Student Outcomes
    1. Assess, evaluate, and differentiate proper treatment due to signs and symptoms associated with mechanisms of injury or nature of illnesses.
    2. Access and utilize knowledge necessary to conduct a patient evaluation and administer emergency treatment short of those rendered by advanced life support personnel.
    3. Operate as an emergency service provider using sound judgement; applying rationality, self-awareness, critical thinking, and discipline in responding to emergency situations.
    4. Effectively operate and care for equipment used in emergency patient care.
    5. Demonstrate communication of essential continuing patient care information to advance life support personnel.
  

  • EMS 222 Emergency Medical Technician Refresher Practicals (.5 credit)


    Prerequisite Current or expired National Registry of Emergency Medical Technicians certification or current or expired State EMT certification.

    Course Description
    National Standards focused EMT-Refresher Practicals for Certified Emergency Medical Professionals to demonstrate practical competency in topics required by both State and/or the National Registry of Emergency Medical Technicians for re-certification. This continuing education refresher practical class evaluates the student’s proficiency in accurately completing current State/NREMT skill sheets.

    Student Outcomes
    1. Assess, evaluate, and differentiate proper treatment due to signs and symptoms associated with mechanisms of injury or nature of illnesses.
    2. Access and utilize knowledge necessary to conduct a patient evaluation and administer emergency treatment short of those rendered by advanced life support personnel.
    3. Operate as an emergency service provider using sound judgement; applying rationality, self-awareness, critical thinking, and discipline in responding to emergency situations.
    4. Effectively operate and care for equipment used in emergency patient care.
    5. Demonstrate communication of essential continuing patient care information to advance life support personnel.
  

  • EMS 223 Providers Emergency Medical Technician (11 credits)


    Prerequisite Affiliated, sponsored, or contracted by an approved EMS Provider/Agency.

    Course Description
    Comprehensive collaboration between Pierce College EMS and Contracting agent to provide specialized Emergency Medical Technician Basic training to pre-designated students. The course meets 2009 DOT/NHTSA standards fulfilling National EMT (NREMT) qualification for certification.

    Student Outcomes
    1. Assess, evaluate, and differentiate proper treatment due to signs and symptoms associated with mechanisms of injury or nature of illnesses.
    2. Access and utilize knowledge necessary to conduct a patient evaluation and administer emergency treatment short of those rendered by advanced life support personnel.
    3. Operate as an emergency service provider using sound judgement; applying rationality, self-awareness, critical thinking, and discipline in responding to emergency situations.
    4. Effectively operate and care for equipment used in emergency patient care.
    5. Demonstrate communication of essential continuing patient care information to advance life support personnel.
  

  • EMS 224 Emergency Medical Technician Fast Track (12 credits)


    Prerequisite College level English with at least a 2.0 grade; Healthcare Provider CPR.

    Course Description
    Provides intensive, accelerated Emergency Medical Technician basic training to students taking course in the shortened summer session. Students with prior college experience and/or exemplary time management skills are ideal for this course. This course requires time management and self-direction. Possessing a basic knowledge of First Responder, Anatomy and Physiology and/or medical terminology is recommended. The course meets 2009 DOT/NHTSA standards fulfilling National EMT (NREMT) qualification for certification.

    Student Outcomes
    1. Evaluate for and address potential hazards to the patient(s), civilians, and emergency management team during an emergency.
    2. Access and utilize knowledge necessary to conduct a patient evaluation and administer emergency treatment short of those rendered by advanced life support personnel.
    3. Effectively operate and care for equipment used in emergency patient care.
    4. Operate as an emergency service provider using sound judgment; applying rationality, self-awareness, critical thinking and discipline and responding to emergency situations.
    5. Communicate essential continuing patient care information to advanced life support personnel. (Outcomes pending approval of EMS Advisory Committee)
  

  • EMS 260 Emergency Medical Services (1 to 5 credits)


    Prerequisite TBD based on course content.

    Course Description
    Applies principles of the Emergency Medical Services (EMS) systems to meet specific educational requirements of a military unit, civilian organization, state agency or group of individual. Typical courses could include: EMS content required by DSHS for facility staff; courses to prepare EMT’s to become certified Evaluators or Senior Emergency Services Instructors (SEI); slected EMS topics for military unites; and EMS management content.

    Student Outcomes
    1. Define Emergency Medical Services (EMS) roles in a variety of professional health care environments.
    2. Apply fundamental knowledge of the anatomy and function of human systems to the practice of Emergency Medical Services (EMS).
    3. Use proper medical terms for communication with Medical Professionals and modify information for non-medical persons.
    4. Apply evidence based assessment to emergency medical situations.
    5. Evaluate emergency situations which may require immediate communication with Medical Director or other professionals for advice, direction related to administration of emergency treatment or procedures in specific situations.
    6. Additional content to be determined to meet the specific educational requirements of the specific audience.
  

  • EMS 261 Advanced Emergency Medical Technician (13.6 credits)


    Prerequisite Current National Registry Certification (NREMT) as an Emergency Medical Technician (EMT) or an equivalent Military Occupational Specialty (MOS) or a current and valid state EMT certification. One year of prehospital related field experience. Current CPR certification American Heart Association “BLS” Healthcare Provider or Military Training Network (MTN). Must be at least 17 years old at the beginning of the course.

    Course Description
    This course is designed for individuals with experience in the medical field as it relates to prehospital medical care. The Advanced Emergency Medical Technician Program (AEMT) expands the scope of practice of current Emergency Medical Technician (EMT) to provide basic and limited advanced emergency medical care and transportation for critical and emergent patients who access the emergency medical system. Training will include intravenous therapy (IV), electrocardiogram (EKG) and medication administration. The advanced emergency medical technician is a link from the scene to the emergency health care system.

    Student Outcomes
    1. Apply advanced emergency assessment, treatment and transportation based on clinical findings for an acutely ill patient.
    2. Apply fundamental knowledge of the anatomy, physiology, and differentiate treatment modalities for cardiac failure or arrest, respiratory failure or arrest, shock management, and post-resuscitation management.
    3. Demonstrate proficiency in psycho-motor skills of invasive interventions. Example: IV, IO, and airway management.
    4. Demonstrate proper treatment modalities for traumatic injuries in relation to mechanism of injury, based on the index of suspicion as it relates to unseen life-threatening injuries.
  

  • EMS 262 EMS Pre-Hospital Trauma Life Support (1.5 credits)


    Prerequisite Serve in a role as a provider involved in the delivery of trauma patient care.

    Course Description
    This course is designed for individuals with experience in the medical field as it relates to pre-hospital medical care. The Pre-Hospital Trauma Life Support (PHTLS) expands the scope of practice of current Emergency Medical Technician (EMT) to provide basic and advanced emergency trauma care. Training will include advanced airway techniques in a trauma patient, tourniquet application, needle decompression, wound packing, disabilities pertaining to traumatic brain injuries and spinal trauma, and other special considerations. Pre-Hospital Trauma Life Support is a link from the scene to the emergency health care system.

    Student Outcomes
    1. Assess, evaluate and differentiate proper treatment modalities due to signs and symptoms of mechanism of injury.
    2. Identify different traumatic emergencies and the evaluation of the mechanism of injury.
    3. Demonstrate how to properly determine course of treatment for patients after completing a thorough patient assessment.
    4. Apply fundamental knowledge of the anatomy, physiology, and treatment modalities of trauma.
    5. Form a treatment plan for traumatic injuries in relation to mechanism of injury and based on the index of suspicion as it relates to unseen life-threatening injuries.
  

  • EMT 150 Medical Math & Medical Terminology (3 credits)


    Course Description
    This course provides instruction in various methods of medical drug calculations and dosing of medications commonly utilized in emergency settings, as well as an introduction to medical terminology.

    Student Outcomes
    1.       Summarize the etymologies of medical terms with regards to root words, prefixes, and suffixes. 
    2.       Apply basic medical vocabulary to emergency medical services.
    3.       Solve basic mathematical problems and dosage calculations emergency medical services personnel face using dimensional analysis, fractional and decimal operations, fractional/decimal conversions, percentages, ratios, proportions, simple algebraic functions as well as metric conversions.
  

  • ENGL 090 Spelling (2 credits)


    Course Description
    The improvement of spelling skills. Students will learn how to spell a variety of challenging words while learning tactics to improve their spelling skills with future vocabulary as well.

    Student Outcomes
    1. To learn basic spelling rules and use them to spell effectively.
    2. To learn spelling tactics and use them to spell effectively (phonetics, mnemonics, parts of speech, prefixes, and word endings, etc.) effectively.
    3. Be able to identify homophones and employ tactics to use them appropriately and spell them correctly.
    4. To learn how to effectively study weekly spelling lists and develop effective learning habits.
    5. To use spelling resources, such as the dictionary, the misspeller’s dictionary, and spell checkers.
    6. To study and master lists of ‘spelling demons’ (difficult words)
    7. To master ancillary spelling skills, such as capitalization, hyphenation, abbreviation, and apostrophe use (for those taking 3 credits)
  

  • ENGL 095 English Accelerated Learning Support Course (2 credits)


    Course Description
    ENGL 095 helps students develop the skills to succeed in pre-college English and in English 101 thereafter.  Course outcomes focus on effective reading, writing, and editing processes. Class must be taken concurrently with ENGL 098 or ENGL 099.  

    Student Outcomes
    Demonstrate productive self-reflection and self-assessment of one's rhetorical choices and writing processes
    Use and apply the writing process through prewriting, organizing, drafting, and proofreading.
    Apply critical thinking and analytical skills to reading and writing assignments.
    Develop critical reading skills through activities such as annotating texts, keeping a reading notebook, and developing a vocabulary notebook.
    Develop and demonstrate effective language use (grammar, mechanics, syntax, and sentence variety).
  

  • ENGL 098 Foundational Composition (5 credits)


    Prerequisite Satisfactory placement.

    Course Description
    Foundational Composition introduces students to processes of reading and writing academic essays and other genres for effective communication and self-expression.

    Student Outcomes
    1. Implement appropriate reading comprehension strategies.
    2. Summarize and respond in writing to a variety of texts.
    3. Incorporate rhetorically appropriate writing strategies to compose in multiple genres.
    4. Develop and use writing processes (e.g., prewriting, inventing, organizing, drafting, revising, and
    proofreading).
    5. Write and format essays that develop and support a thesis.
    6. Write effective paragraphs with a focus (e.g., topic sentence and support).
    7. Demonstrate unity, coherence, and focus for clarity and self-expression.
    8. Practice and use grammar, mechanics, syntax, and sentence variety appropriately.
  

  • ENGL 099 Introduction to Composition (5 credits)


    Prerequisite Satisfactory placement, or ENGL 098  with a grade of at least 2.0.

    Course Description
    ENGL 099 prepares students for college composition by introducing them to academic research, reading, writing, and rhetorical concepts.

    Student Outcomes
    1. Compose in multiple genres and mediums, including academic essays.
    2. Apply reading comprehension strategies.
    3. Utilize multiple writing processes to create texts.
    4. Use rhetorical strategies to compose and analyze texts.
    5. Demonstrate unity, coherence, focus, and clarity in the composition of essays and other texts.
    6. Utilize research skills to inform the writing process.
    7. Integrate and document sources appropriately.
    8. Use rhetorically appropriate grammar and mechanics in composition.
  

  • ENGL 107 Composition III: Writing about Literature (5 credits)


    Distribution Area Fulfilled Communications; General Transfer Elective
    Prerequisite Completion of ENGL& 101  with grade of 2.0 or better.

    Course Description
    Writing expository and argumentative essays based upon literary readings and studies.

    Student Outcomes
    1. Appreciate value and meaning of literature
    2. Write unified, coherent analytical essays that develop and support a thesis statement
    3. Critically analyze literary works through the application of theoretical approaches
    4. Explicate literary works through the appropriate use of literary terminology
    5. Practice the skills of information competency in research
    6. Apply the writing process in the composition of expository and argumentative essays
    7. Recognize historical, social, philosophical, psychological, and cultural contexts for literature
  

  • ENGL 204 The Bible as Literature (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    This course is designed to show the themes and structures, literary and cultural significance, of the Bible.

    Student Outcomes
    1. Describe the impact of the Bible on literary traditions.
    2. Critically analyze literary forms utilized within the Bible.
    3. Explain the role translation plays in Biblical reception and interpretation.
    4. Identify symbolism and interpretive lenses accessible within Biblical Texts.
    5. Understand the basic philosophical and ethical beliefs presented in Judeo-Christian sacred texts.
    6. Recognize historical, social, and cultural contexts of the Bible.
  

  • ENGL 205 Introduction to Mythology (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    A survey of mythologies from two or more cultures with some study of what myth is and how it informs literature. (Topics may vary.)

    Student Outcomes
    1.Analyze the mythology according to specific criteria, such as its social and historical contexts.

    2.Read and interpret the mythology of two, or more, cultures.

    3.Appraise the vast conceptual differences between preliterate and literate society.

    4.Compare cultural perspectives, as they are influenced by mythology.

    5.Recognize mythology as an influence on literature.

    6.Recognize the universal presence of mythology.

    7.Write one or more essays that support a thesis related to the course content or applying concepts from the course
    material.

    8.Research, write and document an essay that critically engages the course content.

    9.Evaluate the relevance of the course content to yourself as an individual and as a member of society.
  

  • ENGL 207 Native American Literature (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    Native American Literature: its themes, issues, symbols, application to personal, family, and regional cultures.

    Student Outcomes
    1.Recognize and discuss past and present stereotypes of Native Americans.
    2.Discuss the diversity, as well as the shared beliefs and experiences, of Native American literature and cultures.
    3.Analyze the influence of Euro-American colonialism on Native American history, cultures, and literature.
    4.Compare Euro-American and Native American perceptions of nature, land, spirituality, family.
    5.Explain the importance of language and storytelling in Native American cultures.
    6.Analyze how literary elements—voice, imagery, metaphor, symbolism, plot, irony, etc.—work together to create meaning in a work of literature.
    7.Recognize literary conventions and apply them to the study of Native American literature.
  

  • ENGL 210 Multicultural American Literature (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    Celebrating the rich diversity of American voices, ENGL 210 focuses on the literary contributions of African Americans, Asian Americans, European Americans, Latinas/Latinos, and Native Americans and introduces the literary genres of poetry, fiction, drama, and essay as it explores the dominant themes that have shaped the American literary tradition.

    Student Outcomes
    1. Read and interpret particular American literary works as multicultural, intersectional texts.
    2. Comprehend the historical and cultural contexts that have shaped the literary contributions of African Americans, Asian Americans, Latinas/Latinos, European Americans, and Native Americans.
    3. Identify the specific elements that comprise the literary genres of poetry, fiction, drama, and essay, and analyze those elements in the literary works assigned.
    4. Determine how the literary elements employed shape the author’s central theme.
    5. Apply the skills of literary analysis, research, and documentation in writing assignment(s) that critically engage course content.
    6. Identify approaches to literary criticism.
    7. Analyze how literature and its contexts are relevant to contemporary people, issues, and problems.
  

  • ENGL 214 Screenwriting 1 (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    A writer’s workshop focused on outlining, structuring, formatting, and writing a screenplay to meet the standards of the American film industry for feature film. The course will cover plotting a story, developing characters, and scene creation. Students will complete a story outline (Treatment) and two acts of a feature film, or an outline of a feature length script and an entire twenty to thirty minute short.

    Student Outcomes
    Student Outcomes:

    1.Create two acts of a well drafted screenplay, or a complete short.
    2.Utilize industry standards for script writing and script formatting.
    2.Demonstrate understanding of story format in their writing and peer evaluation.
    3.Evaluate scripts (self and workshops).
    4.Analyze screenplays (self and peers) for genre, plot, character, dialogue, and narrative pacing.
    5.Revise creative work - including story treatment (outline), Acts, scenes, and pitch.
    6.Develop a written and/or oral pitch of one’s creative work for theatre and film production.
  

  • ENGL 239 World Literature (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    Explores the rich diversity of world cultures through fiction, poetry and drama.

    Student Outcomes
    1.Identify the elements that comprise the literary genres of poetry, fiction, drama, and the essay.
    2.Read and interpret representative works of literature.
    3.Explain how literary genres, trends, and themes are elements of cultural history.
    4.Analyze the representation of specific cultural groups in world literature.
    5.Explore how literature and its contexts are relevant to contemporary people, issues and, problems.
    6.Analyze works of literature using various approaches to literary criticism.
    7.Write one or more literary analyses that develop and support a thesis related to course readings and content.
    8.Use research skills to locate information relevant to the course content.
    9.Research, write, and document a project that critically engages the course content.
  

  • ENGL 249 Creative Writing - Special Projects (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 245

    Course Description
    English 249 concentrates on producing original writings in a specific genre. Each quarter will focus on a particular genre such as screenwriting, science fiction, mystery, playwriting, or autobiography.

    Student Outcomes
    1. Identify and employ structure and content in writing in various genres.
    2. Analyze and utilize writing techniques including deviations in grammar, mechanics, syntax, and organization.
    3. Employ theme in various genres.
    4. Identify and utilize dialogue and dialect in genre writing.
    5. Analyze and utilize character and point of view in genre writing.
    6. Identify and develop voice in individual writing.
    7. Identify and employ description, images and sound in genre writing.
    8. Evaluate published and peer - written genre writing for literary quality.
    9. Articulate and apply specific criteria for evaluations of quality.
    10. Explain process of submitting genre writing to journals, publishers, production companies, etc.
  

  • ENGL 250 Shakespeare Festival (1 to 10 credits)


    Course Description
    Familiarizes students with Shakespearean drama, elements of drama and elements of the theater. Students must attend the Ashland, Oregon Festival.

    Student Outcomes
    1.Identify and analyze major themes and topics presented by the plays
    2.Identify, analyze and evaluate staging techniques presented in the productions
    3.Identify and analyze literary elements presented in plays
    4.Identify and analyze issues topical to the year’s productions
    5.Identify and analyze historical and cultural contexts and meanings of the pays
    6.Evaluate plays as drama and as theater
    7.Describe the appeal of live theater
    8.Analyze a particular aspect of the play in a written or oral project
  

  • ENGL 256 Advanced Composition-Portfolio (2 credits)


    Prerequisite ENGL& 101  with a 2.0 or better, and two of the following courses: ENGL& 102 , ENGL 107 , ENGL& 235 , or JOURN 102  with a 2.0 or better.

    Course Description
    Advanced study in rhetoric concentrating on the revision process in writing and editing. Required capstone course for student completion of Pierce College’s Written Communication Endorsement.

    Student Outcomes
    1. Write self-critiques and/or peer critiques of student-generated texts based upon a rhetorical analysis of purpose and audience.
    2. Revise student-generated texts by applying specific rhetorical strategies.
    3. Apply the strategic use of grammar, punctuation, and mechanics in the composition process.
    4. Apply appropriate documentation of research in revised compositions.
  

  • ENGL 264 Literature of U.S. Slavery and Abolition (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 220

    Course Description
    This class focuses on the study of literary works, themes, and rhetoric associated with U.S. slavery and abolition, and its impact on modern American literature and culture.

    Student Outcomes
    1. Construct the relationships between major abolitionist figures and movements.
    2. Explain how works and genres contributed to slavery and the abolition movement.
    3. Evaluate the rhetorical effects of abolitionist patronage of and editorial assistance with (auto)biographical works.
    4. Describe and compare different slave cultures in the United States.
    5. Identify and compare major pro-slavery and abolitionist figures and writers.
    6. Explain the abolition movement and other antebellum reform movements.
    7. Analyze lasting effects of U.S. slavery and abolition on modern race relations.
    8. Synthesize resources involved in archiving, disseminating and influencing cultural memory.
  

  • ENGL 266 Women Writers - International Mosaic (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 230

    Course Description
    Emphasis on twentieth century women writers across the international spectrum.

    Student Outcomes
    1) Analyze the author’s portrayal of the uniqueness of female perspective and experiences.
    2) Identify social and/or biological bases of gender and sexual orientation presented in women’s writing.
    3) Explore social, historical, and economic contexts of women’s writing.
    4) Analyze how women writers reinforce and/or challenge cultural stereotypes.
    5) Identify the conventions of specific literary genres.
    6) Analyze the use of imagery, symbolism, and metaphor in women’s literature.
    7) Utilize the conventions of an essay about literature.
  

  • ENGL& 101 English Composition I (5 credits)


    Distribution Area Fulfilled Communications; General Transfer Elective
    Formerly ENGL 101 - CCN

    Prerequisite Placement or ENGL 099  with a grade of 2.0 or higher. College Level reading ability.

    Course Description
    A composition course focusing on writing academic essays, developing rhetorical knowledge and critical reading skills, and applying effectively the principles of college writing.

    Student Outcomes
    1. Compose work in a variety of genres, including but not limited to thesis-driven, college-level essays that synthesize researched sources (3,500 words minimum of formal writing, total, excluding revisions) by using the writing process.
    2. Apply key rhetorical concepts (writer, audience, subject, purpose, and context) in order to analyze and compose a variety of texts.
    3. Analyze texts as purposeful responses to a variety of situations and contexts as well as products of social identity (e.g., gender, ethnicity, sexuality, and social class).
    4. Use rhetorically appropriate English language structures, including disciplinary conventions of syntax, grammar, punctuation, spelling voice, tone, and diction.
    5. Demonstrate information competency by locating, reading, and evaluating a diverse range of primary and secondary research materials (both scholarly and popular) in order to synthesize original ideas with those from appropriate sources.
    6. Quote, paraphrase, cite and document sources appropriately in a consistent documentation style to maintain academic honesty and intellectual integrity.
  

  • ENGL& 102 Composition II: Argumentation and Research (5 credits)


    Distribution Area Fulfilled Communications; General Transfer Elective
    Formerly ENGL 103

    Prerequisite ENGL& 101  with a grade of 2.0 or better.

    Course Description
    Writing and analyzing argumentation essays that logically support and develop a claim (thesis) writing a research paper using the MLA or APA style of documentation researching data using the latest research tools available, including electronic data bases and the Internet becoming information competent.

    Student Outcomes
    1. Write argumentative essays that logically support and develop a claim (thesis) using inductive and/or deductive reasoning Write a 10-15 page research paper using appropriate documentation style
    2. Provide sound, evidentiary support for claims
    3. Use sources effectively in compositions
    4. Practice the skills of information competency: be able to access, evaluate, and apply information appropriately Use the tools of research, including electronic data bases and the Internet
    5. Learn about the styles of documentation appropriate to other disciplines
    6. Gain an awareness of diversity of voices
    7. Write abstracts, summaries
    8. Analyze and evaluate readings as sound, logically developed arguments
  

  • ENGL& 111 Introduction to Literature (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 200 - CCN

    Course Description
    Examines literary works and techniques through analyses of representative fiction, drama, and poetry emphasizing diversity in content and expression through form.

    Student Outcomes
    1. Identify the elements that comprise the literary genres of poetry, fiction, drama, and essay.
    2. Compare multicultural works of poetry, fiction, drama, and essay as representative responses to historical, social, and cultural contexts.
    3. Analyze works of poetry, fiction, drama, and essay using various approaches to literary criticism.
    4. Demonstrate research skills to locate and apply information relevant to the course content.
    5. Research and document a written project that critically engages the course content.
  

  • ENGL& 112 Introduction to Fiction (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 201 - CCN

    Course Description
    Examines literary works and techniques in the genre of fiction, including short stories and novels.

    Student Outcomes
    1. Identify the elements that comprise the literary genre of fiction.
    2. Compare multicultural works of fiction as representative responses to historical, social, and cultural contexts.
    3. Analyze works of fiction using various approaches to literary criticism.
    4. Demonstrate research skills to locate and apply information relevant to the course content.
    5. Research and document a written project that critically engages the course content.
  

  • ENGL& 113 Introduction to Poetry (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 203 - CCN

    Course Description
    Course designed to familiarize students with form, content, and expression in poetry from ancient to contemporary times.

    Student Outcomes
    1. Identify the elements that comprise the literary genre of poetry.
    2. Compare multicultural works of poetry as representative responses to historical, social, and cultural contexts.
    3. Analyze works of poetry using various approaches to literary criticism.
    4. Demonstrate research skills to locate and apply information relevant to the course content.
    5. Research and document a written project that critically engages the course content.
  

  • ENGL& 114 Introduction to Drama (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 202 - CCN

    Course Description
    Examines form and expression of great works of the theatre from Ancient Greece to the present.

    Student Outcomes
    1. Identify the elements that comprise the literary genre of drama.
    2. Compare multicultural works of drama as representative responses to historical, social, and cultural contexts.
    3. Analyze works of drama using various approaches to literary criticism.
    4. Demonstrate research skills to locate and apply information relevant to the course content.
    5. Research and document a written project that critically engages the course content.
  

  • ENGL& 220 Introduction to Shakespeare (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 234 - CCN

    Course Description
    ENGL&220 familiarizes students with Shakespeare’s work and reception.

    Student Outcomes
    Describe the conventions of English Renaissance theatre and Shakespeare’s contributions to understand context.
    Analyze the characteristics of Shakespeare's comedies, tragedies, romances, and histories, to investigate genre and mode in literature.
    Describe Shakespearean dramatic structure and poetic structure in order to analyze forms of human expression.
    Analyze literary elements (e.g. plot, character, theme, setting, sonnets etc.) in Shakespeare’s work to develop meaning from creative expression.
    Paraphrase Shakespearean language into contemporary language in order to practice translating meaning across contexts and disciplines.
    Identify and evaluate various interpretations and readings of Shakespeare’s work.
    Examine how Shakespeare’s cultural legacies impact interdisciplinary expression.
  

  • ENGL& 226 British Literature I (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 211 - CCN

    Course Description
    A study of representative works of literature written in the British Empire from the Middle Ages into the sixteenth century.

    Student Outcomes
    1. Read and interpret representative works of literature in characteristic genres (e.g. fiction, poetry, drama, essays) in order to understand how genre cocreates meaning.
    2. Analyze a work of literature according to specific criteria, in order to understand the social and historical contexts (e.g. evolution of the English language, including the movement from the oral to the literary tradition).
    3. Explain how cultural history helped to shape literary genres and trends and how these literary genres and trends also helped to shape cultural history.
    4. Analyze the representation of diverse, underrepresented groups in the literature in order to examine how identities/positionalities impact perceptions, actions, and the distribution of power and privilege in communities, systems, and institutions.
    5. Critically engage the course content through writing a literary analysis essay.
    6. Critically engage the course content through research in the discipline.
    7. Demonstrate an awareness of how the literature and its contexts are relevant to contemporary people, issues, and problems in order to understand the global nature of this literature.
  

  • ENGL& 227 British Literature II (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 212 - CCN

    Course Description
    A study of representative works of literature written in the British Empire from the sixteenth century into the nineteenth century.

    Student Outcomes
    1. Read and interpret representative works of literature in characteristic genres (e.g. novels, essays, drama, poetry, biography, and/or literary criticism) in order to understand how genre cocreates meaning.
    2. Analyze a work of literature according to specific criteria, in order to examine its social and historical contexts (e.g. the British Interregnum and Restoration; imperialism and colonialism; rationalism; religious debates; the rise of the middle class and popular literature; the French Revolution; science; capitalism and industrialism; gender; race and the “other.”).
    3. Explain how cultural history helped to shape literary genres and trends and how these literary genres and trends also helped to shape cultural history (e.g. Romance, realism, Gothic, political, social and literary satire, sentimental literature, lyric, elegy, ode).
    4. Analyze the representation of diverse, underrepresented groups in the literature, specifically in regards to colonialism and imperialism in order to examine how identities/positionalities impact perceptions, actions, and the distribution of power and privilege in communities, systems, and institutions.
    5. Critically engage the course content through writing a literary analysis essay.
    6. Critically engage the course content through research in the discipline.
    7. Demonstrate an awareness of how the literature and its contexts are relevant to contemporary people, issues, and problems in order to understand the global nature of this literature.
  

  • ENGL& 228 British Literature III (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 213 -CCN

    Course Description
    A study of representative works of literature written in the British Empire from the nineteenth century to present.

    Student Outcomes
    1. Read and interpret representative works of literature in characteristic genres (e.g. fiction, poetry, drama, essays, biography, criticism) in order to understand how genre cocreates meaning.
    2. Analyze a work of literature according to specific criteria in order to understand its social and historical contexts (e.g., religious movements, the British Empire, industrialism, the World Wars, scientific theories and developments, women’s suffrage, abolition of slavery).
    3. Explain how cultural history helped to shape literary genres and trends and how these literary genres and trends also helped to shape cultural history (e.g. Victorianism, Realism, Pre-Raphaelitism, Modernism, Postmodernism, Postcolonialism).
    4. Analyze the representation of diverse, underrepresented groups in the literature, specifically in regards to colonialism and imperialism in order to examine how identities/positionalities impact perceptions, actions, and the distribution of power and privilege in communities, systems, and institutions.
    5. Critically engage the course content through writing a literary analysis essay.
    6. Critically engage the course content through research in the discipline.
    7. Demonstrate an awareness of how the literature and its contexts are relevant to contemporary people, issues, and problems in order to understand the global nature of this literature.
  

  • ENGL& 235 Technical Writing (5 credits)


    Distribution Area Fulfilled Communications; General Transfer Elective
    Formerly ENGL 111 - CCN

    Prerequisite ENGL& 101  with a grade of 2.0 or better.

    Course Description
    Learn the principles of organizing, developing and expressing technical information. Study rhetorical patterns common to scientific and technical disciplines. Also understand technical writing conventions as they apply to students during their academic careers.

    Student Outcomes
    1.Identify the purpose of, gather appropriate and accurate information for, and write technical reports for specific audiences (resume, claim letter, instructions assignment, investigative report, proposal, feasibility report).
    2.Acquire the skills of Information Competency: be able to access, evaluate, and apply information appropriately (investigative report, proposal, feasibility report, essay tests, objectives tests).
    3.Transform instructions into informational units set down in a numbered sequence that is in logical order, in both writing and illustrations (instructions assignment).
    4.Analyze the accuracy of and use appropriately graphics in technical documents (graphics assignment, instructions assignment, objective test, investigative report, proposal, feasibility report).
    5.Write at least three different analytical reports implementing the appropriate content and format for each (investigative report, proposal, feasibility report).
    6.Participate actively in collaborative assignments (classroom assignments, feasibility report).
    7.Complete a collaborative team report, such as a real-life feasibility report (feasibility report).
    8.Identify and articulate ethical and multicultural issues in technical writing (classroom assignment, essay test, objective test).
  

  • ENGL& 236 Creative Writing I (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 231 - CCN

    Course Description
    A creative writing course which instructs in structure, form, and content of fiction, poetry and plays.

    Student Outcomes
    1.Identify and employ structure, form, and content in fiction, poetry, and plays.
    2.Analyze and utilize writing techniques including deviations in grammar, mechanics, syntax, and organization.
    3.Identify and employ theme in fiction, poetry, and plays
    4.Identify and utilize dialogue and dialect in fiction, poetry, and plays.
    5.Analyze and employ the use of persona, character, and point of view in fiction, poetry, and plays.
    6.Identify and develop voice in individual writing.
    7.Recognize and utilize various genres and forms of fiction, poetry, and plays.
    8.Identify and employ description, images and sound in fiction, poetry, and plays.
    9.Evaluate fiction, poetry, and plays for literary quality.
    10.Express specific criteria for evaluations of quality.
    11.Explain process of submitting fiction to journals.
  

  • ENGL& 237 Creative Writing II (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 232 - CCN

    Course Description
    Writing short stories.

    Student Outcomes
    1. Identify and employ structure and plot in a piece of fiction
    2. Utilize good writing techniques including grammar, mechanics, syntax, and organization
    3. Identify and employ theme in a piece of fiction.
    4. Identify and utilize dialogue in a piece of fiction
    5. Analyze the use of character and point of view in a piece of fiction
    6. Identify and develop voice in individual writing.
    7. Recognize various genres of fiction
    8. Identify and employ description, images and sound in a piece of fiction.
    9. Evaluate fiction for literary quality.
    10. Express specific criteria for evaluations of quality
    11. Explain process of submitting fiction to journals.
  

  • ENGL& 238 Creative Writing III (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 233 -CCN

    Course Description
    Writing Poetry.

    Student Outcomes
    1. Write original poems utilizing a variety of techniques.
    2. Identify and employ enjambed and end-stopped lines.
    3. Identify and employ sound devices, such as assonance, alliteration, and rhyme.
    4. Analyze the use of form in a variety of poems.
    5. Apply various formal devices, such as stanza form, repetition, line length.
    6. Identify and employ various patterns of syntax and diction.
    7. Describe basic patterns of meter.
    8. Use a variety of rhythmic patterns.
    9. Analyze the relationship between form and content in various poems.
    10. Identify and employ basic tropes, such as metaphor and simile.
    11. Create an effective process for revision and apply it to original poems.
    12. Explain the process of submitting poems to journals.
    13. Evaluate poems for literary quality.
    14. Express specific criteria for evaluations of quality.
  

  • ENGL& 244 American Literature I (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 221 - CCN

    Course Description
    Survey of American literature from its early origins to the Civil War.

    Student Outcomes
    1.Read and interpret particular American literary works
    2.Identify the elements that comprise at least one literary genre
    3.Explain how literary genres and themes relate to historical, cultural, and social contexts
    4.Analyze how literature and its contexts are relevant to contemporary people, issues, and problems
    5.Explore the representation of specific cultural groups in American literature
    6.Analyze works of literature using various approaches to literary criticism
    7.Write one or more essays that develop and support a thesis related to course readings and content
    8.Use research skills to locate information relevant to the course content
    9.Apply research and documentation skills in a writing task that critically engage course content
  

  • ENGL& 245 American Literature II (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 222 - CCN

    Course Description
    Survey of American literature from the mid-nineteenth century to World War I.

    Student Outcomes
    1.Read and interpret particular American literary works
    2.Identify the elements that comprise at least one literary genre
    3.Explain how literary genres and themes relate to historical, cultural, and social contexts
    4.Analyze how literature and its contexts are relevant to contemporary people, issues, and problems
    5.Explore the representation of specific cultural groups in
    American literature
    6.Analyze works of literature using various approaches to literary criticism
    7.Write one or more essays that develop and support a thesis related to course readings and content
    8.Use research skills to locate information relevant to the course content
    9.Apply research and documentation skills in a writing task that critically engage course content
  

  • ENGL& 246 American Literature III (5 credits)


    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly ENGL 223 -CCN

    Course Description
    Survey of twentieth century literature to the present.

    Student Outcomes
    1.Read and interpret particular American literary works
    2.Identify the elements that comprise at least one literary genre
    3.Explain how literary genres and themes relate to historical, cultural, and social contexts
    4.Analyze how literature and its contexts are relevant to contemporary people, issues, and problems
    5.Explore the representation of specific cultural groups in
    American literature
    6.Analyze works of literature using various approaches to literary criticism
    7.Write one or more essays that develop and support a thesis related to course readings and content
    8.Use research skills to locate information relevant to the course content
    9.Apply research and documentation skills in a writing task that critically engage course content -
  

  • ENGLC 101 Corequisite English Composition (2 credits)


    Distribution Area Fulfilled General Elective
    Course Description
    This course offers corequisite support for ENGL&101, providing students with extended instruction in college-level composition. Concepts include reading and writing processes, rhetorical situations, metacognition, and information competency, and academic support services.

    Student Outcomes
    Identify reading process strategies and apply these strategies to one’s composition work.
    Identify writing process strategies and apply these strategies to one’s composition work.
    Analyze how compositions are shaped by rhetorical situations, including purpose, audience, and context.
    Use digital tools within their reading, writing and research processes to produce complex, edited, and sharable work.
    Demonstrate critical self-reflection skills within the context of developing one’s own writing.
    Describe how linguistic diversity relates to a writer’s rhetorical choices and writing for specific communities and apply this knowledge to a variety of rhetorical situations.
    Apply information gained in working with peers, course instructor, and academic support services, including but not limited to Writing Center tutors and librarians, to one’s own reading and writing processes.
  

  • ENGR 250 Applied Numerical Methods in Engineering (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Prerequisite MATH& 163  with at least a 1.5 grade

    Course Description
    Numerical solutions to problems in engineering and science using modern scientific computing tools. Application of mathematical judgment in selecting computational algorithms and communicating results. Introduction to MATLAB programming for numerical computation.

    Student Outcomes
    1. Write and document effective Matlab scripts involving logical and iterative flow control and file input and
    output.
    2. Utilize the vector/matrix paradigm underlying Matlab to write efficient commands to manipulate data and implement
    numerical solution algorithms.
    3. Produce effective plots of numerical data using Matlab’s various data visualization functions.
    4. Explain the consequences of finite precision and the inherent limits of the numerical methods considered.
    5. Select appropriate numerical methods to apply to various types of problems in engineering and science in
    consideration of the mathematical operations involved, accuracy requirements, and available computational
    resources.
    6. Demonstrate understanding of the mathematics concepts underlying the numerical methods considered.
    7. Demonstrate understanding and implementation of numerical solution algorithms applied to various mathematical
    problems including: finding roots of equations, solving systems of algebraic equations, curve fitting,
    interpolation, numerical differentiation of data and functions, and solutions of ordinary differential equations.
  

  • ENGR& 114 Engineering Graphics (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Formerly ENGR 110 - CCN

    Prerequisite Completion of Math Guided Self-Placement (GSP)

    Course Description
    An introduction to Computer Aided Design (CAD) using software based on parametric solid modeling. Students will use the software to create virtual models, show the models in various projections and views, manage the associated computer files, and produce engineering drawings. The course includes the engineering graphics topics of three-dimensional visualization, sketching, displaying solid objects in two-dimensional views, dimensioning, and reading engineering drawings.

    Student Outcomes
    1. Describe and construct three-dimensional parts and assemblies using CAD software.
    2. Read and produce detailed parts and assembly drawings in CAD using accepted visual, dimensioning and tolerance
    techniques.
    3. Produce original three-dimensional computer models of components and their assemblies.
    4. Demonstrate the application of CAD drawing and visualization to engineering design.
    5. Demonstrate surface modeling in CAD.
    6. Use a combination of parametric, surface and solid modeling to create CAD models.
    7. Visualize and sketch three-dimensional objects in two dimensions using various projections and views.
  

  • ENGR& 204 Electrical Circuits (6 credits)


    Distribution Area Fulfilled General Transfer Elective
    Prerequisite PHYS& 223  and MATH& 163   with at least a 1.5 grade in each of these courses

    Course Description
    An introduction to electrical engineering through basic circuit and system concepts. Topics include: resistors, sources, capacitors, inductors, operational amplifiers, node and mesh analysis, Thevenin and Norton equivalents and RLC circuits. Solution of first and second order linear differential equations associated with basic circuit forms will be used.

    Student Outcomes
    1. Identify linear systems and represent those systems in schematic form
    2. Explain precisely what the fundamental circuit variables mean and why the fundamental laws governing them are true
    3. Apply Kirchhoff’s current and voltage laws, Ohm’s law and the terminal relations describing inductive and capacitive energy-storage elements to
    circuit problems
    4. Simplify circuits using series and parallel equivalents and using Thevenin and Norton equivalents
    5. Perform node and loop analyses and set these up in standard matrix format
    6. Explain the physical underpinnings of capacitance and inductance
    7. Identify and model 1st and 2nd order electric systems involving capacitors and inductors
    8. Predict the transient behavior of 1st and 2nd order circuits
    9. Analyze AC steady-state responses in terms of impedance
    10. Analyze AC circuits in the frequency domain, including resonance
    11. Perform DC and AC steady-state power calculations
    12. Build circuits on breadboards and perform electrical measurements
  

  • ENGR& 214 Statics (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Formerly ENGR 210 - CCN

    Prerequisite Concurrent enrollment in or completion of PHYS& 221  with at least a 1.5 grade 

    Course Description
    Introduction to the principles of Statics. Analysis of two-dimensional and three-dimensional force systems, free-body diagrams and equilibrium equations, analysis of trusses, frames, machines, centroids and distributed forces friction applications. Vector methods used throughout the course.

    Student Outcomes
    Force and Moment Systems (A,B)
    1. Express forces and moments using scalar and vector methods.
    2. Perform vector operations of force systems using graphical, trigonometric, and component methods.
    3. Calculate moments, couples, and force-couple systems using scalar and vector methods.
    4. Reduce non-concurrent force systems in order to simplify analysis.
    Equilibrium Analysis (C,D)
    5. Draw free-body diagrams and apply static equilibrium to analyze 2- and 3-dimensional systems.
    6. Determine internal forces/moments in structural members and represent them with equations and diagrams.
    Distributed Forces and Geometric Properties (E)
    7. Determine geometric properties of simple and composite bodies.
    8. Analyze distributed forces on structures such as cantilevers and beams.
    Structures (F)
    9. Apply static equilibrium to analyze forces in trusses, frames and machines.
    10. Analyze problems involving friction
    General Outcomes
    11. Formulate reasonable and productive methods to solve problems.
    12. Work effectively with peers as a productive member of a group. The group will produce a group project to report and solve problems.
  

  • ENGR& 215 Dynamics (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Formerly ENGR 230 - CCN

    Prerequisite ENGR& 214  and PHYS& 221  with at least a 1.5 grade in each of these classes

    Course Description
    Introduction to the principles of Dynamics. Kinematics of particles and rigid bodies. Kinetics of particles and rigid bodies using equilibrium, work-energy, and impulse-momentum methods. Vector methods used throughout the course.

    Student Outcomes
    Kinematics of Particles and Rigid Bodies (A,B)
    1. Describe the kinematic behavior of a particle or rigid body in rectilinear, curvilinear, or space motion.
    2. Determine kinematic behavior using analytical and graphical methods.
    3. Analyze 2D motion using applicable coordinate systems rectangular, polar, or normal-tangential.
    4. Analyze 3D motion using applicable coordinate systems rectangular, cylindrical, or spherical.
    5. Describe the kinematic behavior of particles and rigid bodies in relative motion.

    Kinetics of Particles and Rigid Bodies (C,D)
    6. Describe the kinetic behavior of particles and rigid bodies using Newtons” method.
    7. Describe the kinetic behavior of particles and rigid bodies using the work-energy method.
    8. Describe the kinetic behavior of particles and rigid bodies using the impulse-momentum method.

    General Outcomes
    9. Use computer software for analysis.
    10. Complete a design project and write a technical report.
    11. Formulate reasonable and productive methods to solve problems.
    12. Work as a productive member of a group.
    13. Participate actively and responsibly in all course activities.
  

  • ENGR& 224 Thermodynamics (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Formerly ENGR 260 - CCN

    Prerequisite CHEM& 161  and PHYS& 221  with at least a 1.5 grade in each of these courses

    Course Description
    Introduction to the basic principles including properties, processes and state equations. First law analysis of closed and open systems; energy interactions, work, heat, flow devices. Second law analysis of closed systems, cycles, entropy and energy.

    Student Outcomes
    Thermodynamic Concepts and Properties (A,B)

    1. Identify thermodynamic properties such as temperature, pressure, and specific volume in order to analyze problems.
    2. Identify thermodynamic processes and phases using property diagrams.
    3. Determine thermodynamic properties and changes using charts, tables and state equations.

    First Law Analysis (C)
    4. Apply the first law to analyze the behavior of closed systems.
    5. Apply the first law to analyze the behavior of open systems such as nozzles, turbines, compressors and heat exchangers.
    6. Apply the first law to analyze steady and unsteady flow.
    7. Apply the first law to compressible and incompressible fluids

    Second Law Analysis (D,E)
    8. Apply the second law to analyze the behavior of heat engines, heat pumps and refrigeration systems.
    9. Apply the concepts of entropy to open and closed systems.

    Power Cycles (F)
    10. Analyze various standard cycles including Carnot, Otto, Diesel, Brayton, Rankine and combined vapor-gas cycles.
  

  • ENGR& 225 Mechanics of Materials (5 credits)


    Distribution Area Fulfilled General Transfer Elective
    Formerly ENGR 240 - CCN

    Prerequisite ENGR& 214  and PHYS& 221  with at least a 1.5 grade in each of these classes

    Course Description
    Introduction to the principles of Mechanics of Materials. Analysis of stress, strain, and deformation in solid materials. Development of the relationships between load, stress, and deformation in columns, shafts, and beams. Analysis and design of members under tension, compression, shear, torsion, and bending.

    Student Outcomes
    Equilibrium Analysis (A)
    1. Draw complete free-body diagrams for two and three dimensional structures
    2. Use equilibrium methods to analyze two and three dimensional structures
    3. Find internal forces and moments in structural members

    Axial and Shear Stress Analysis (B,C,D,E)
    4. Determine simple axial and direct shear stress in members
    5. Determine axial and shear strain in members
    6. Select appropriate material properties for analysis
    7. Determine the deformation of axially loaded members
    8. Calculate support reactions for statically indeterminate members.
    9. Calculate thermal stress and determine concentration factors in members

    Torsional Stress Analysis (F)
    10. Determine torsional stress and angle of twist in round shafts

    Bending Analysis (G,H,I)
    11. Develop load, shear, bending moment diagrams using equilibrium analysis, and graphical methods
    12. Calculate bending stress using the flexure formula
    13. Design simple beams for strength, stiffness, and stability

    Transverse Shear Analysis (J,K)
    14. Calculate transverse shear and shear flow in beams
    15. Calculate stress-strain transformations for principal stresses and strains using Mohr’s circle

    General Outcomes
    16. Use computer software for analysis
    17. Formulate reasonable and productive methods to solve problems
    18. Work as a productive member of a group
    19. Participate actively and responsibly in all course activities
  

  • ENVS 140 Western Water Problems (5 credits)


    Distribution Area Fulfilled Natural Sciences; General Transfer Elective
    Formerly ENVIR 140

    Course Description
    Historical and contemporary exploration of the water resource and issues in the Western United States.

    Student Outcomes
    1.Describe the physical and chemical properties of water.
    2.Diagram the hydrologic cycle and the movement of water and energy with it.
    3.Explain biogeochemical cycles as interactive systems.
    4.Describe the relationship between the weather and climate of the Western U.S. and the location and distribution of water resources and natural hazards.
    5.Describe the relationship between the major geographic regions of the Western U.S. and the location and distribution of water resources.
    6.Diagram the major components of a watershed.
    7.Diagram and explain the major components of groundwater resources.
    8.Summarize the historical development of water resources in the Western U.S. for agriculture, industry, and urban growth.
    9.Analyze federal water policy, water rights, and water law as they apply to the Western U.S.
    10.Use the scientific method to describe the major components of studying and solving water resource problems.
    11.Analyze the major contemporary issues in water allocation, use, and misuse in the Western U.S.
    12.Distinguish between water needs of the different water basins.
    13.Examine different water basins in order to compare their ecological diversity.
    14.Design a set of criteria for a regional water use plan.
    15.Interpret topographic maps, aerial photographs, and satellite imagery for water resource studies.
    16.Evaluate water resources using hydrographs, climographs, snowpack and streamflow charts, and other statistical graphics.
    17.Discuss and summarize the major local water issues in Western Washington.
    18.Locate and analyze water resource data and information using the library and Internet as research tools.
    19.Responsibility: Recognize Interconnectedness. See self as part of more extended humankind and global community. Describe self and others in relation to environment, animal kingdom (biotic and abiotic), society, etc.
    20.Critical, Creative, and Reflective Thinking: Conclusions and Judgments. Combine some aspects of experience, reason, and information to make conclusions and judgments with some success. (e.g. predict the effect that extremely high tides and extremely low tides have upon organisms of the intertidal community)
    21.Information Competency: Evaluates Sources and Uses Tools. Evaluate and selectively use most appropriate tools and sources to access and manipulate geologic information, including library research, the Internet, and field research.
  

  • ENVS 150 Environmental Issues (5 credits)


    Distribution Area Fulfilled Natural Sciences; General Transfer Elective
    Formerly ENVIR 150

    Course Description
    An interdisciplinary investigation of topics of environmental concern covering a wide range of local, national, and international case studies.

    Student Outcomes
    1.Recognize the interdisciplinary nature of environmental issues and problem solving.
    2.Summarize the history of environmentalism.
    3.Examine the rights of future generations.
    4.Analyze the human philosophical traditions and the relationship between humans, animals, and the natural environment.
    5.Discuss the impact that philosophy, religion, art, media, and popular culture have had on people’s thinking about the environment.
    6.Discuss the value of wilderness and biodiversity.
    7.Summarize the application of ethics to environmental issues, including deforestation, pollution, population growth, resource consumption, the production and use of energy, and environmental sustainability.
    8.Compare the environmental impacts and risks of economic development in developed nations and in developing nations.
    9.Compare government and corporate responsibility for the environment.
    10.Debate a variety of environmental issues from both “pro” and “con” viewpoints.
    11.Evaluate the political processes required to attempt any solution to environmental degradation issues at the local, national, and international level.
    12.Identify specific environmental problems and risks, and evaluate their significance in terms of present and future impact on the biosphere.
    13.Assess the use of multidisciplinary solutions to alleviate or modify human impacts on the environment.
    14.Summarize the major environmental laws and their impact on environmental protection.
    15.Access environmental data and information from various sources including library research and the Internet.
    16.Information Competency: Demonstrate the ability to use the library and the Internet resource tools for locating and analyzing environmental data and information.
    17.Effective Communication: Ability to do field observation and make field notes of local animal and plant communities and formulate the data gathered into concise reports and presentations.
    18.Multiculturalism: Understand, appreciate, and discuss the different environmental viewpoints of various world cultures.
  

  • ENVS 155 Applied Environmental Methods (5 credits)


    Distribution Area Fulfilled Natural Sciences with Lab; General Transfer Elective
    Course Description
    Environmental science course involving field work in regional parks and natural areas as well as field trips to area restoration sites. Topics will cover Pacific Northwest ecosystems, restoration ecology, native and invasive species of plants and animals - including adaptations to their environment, water quality, ecology, and biogeography. Appropriate for non-science and science majors. Field trips required. Lab included.

    Student Outcomes
    1.Define environmental sustainability and explain why it is an important concern.
    2.Apply the Scientific Method to solve environmental problems.
    3.Define ecology, explain symbiosis, and distinguish the various trophic levels.
    4.Describe a biome and describe the major terrestrial biomes in relation to natural vegetation and climate.
    5.Summarize the roles of the atmosphere, lithosphere, and hydrosphere within the Earth system and relate each to the biosphere.
    6.Explain the bio-geo-chemical cycles and summarize the flow of energy in an ecosystem and a food web.
    7.Discuss the role of solar energy from the global to micro scale.
    8.Define restoration ecology and recognize the interdisciplinary nature of environmental problems.
    9.Identify environmentally damaged sites and develop an action plan in terms of present and future impacts on the biosphere.
    10.Access environmental data and information from various sources including library and internet research.
    11.Describe the physical and chemical properties of water.
    12.Diagram the hydrologic cycle and the movement of water and energy within it.
    13.Recognize and define the differences between native and invasive species, and be skilled at methods for scientific identification of both.
    14.Explain the harmful, and sometimes beneficial, aspects of invasive species.
    15.Identify appropriate methods for removal/control of invasive species in specific situations.
    16.Compare the environmental impacts and risks of economic development.
    17.Utilize geographic tools such as Geographic Information Systems, topographic maps, aerial photographs, and satellite imagery to analyze restoration sites.
    18.Use GPS technology to map invasive species distribution on a site.
    19.Recognize the interdisciplinary nature of environmental issues and problem solving.
    20.Analyze philosophical traditions and relationships between humans, animals, and the natural environment.
    21.Discuss the value of wilderness and biodiversity.
    22.Effective Communication: Demonstrate the ability to do field observation and make field notes of local animal and plant communities and formulate the data gathered into concise reports and presentations.
    23.Responsibility: Interconnectedness. See self as part of more extended humankind and global community. Describes self and others in relation to environment (biotic and abiotic), animal kingdom, society, etc.
    24.Information Competency: Demonstrate the ability to use the library and the Internet as resources for locating and analyzing environmental data and information.
    25.Critical, Creative, and Reflective thinking: Integrate and analyze quantitative data and qualitative information and ideas in several contexts. Examine assumptions integrate experience, reason, and information to draw scientific conclusions.
  

  • ENVS 180 Seminar in Sustainability (2 credits)


    Course Description
    This seminar is an interdisciplinary approach to studying sustainability led by faculty from diverse disciplines. The course will examine and explore the three core dimensions of sustainability (environment, economy, and society) with respect to one or more major sustainability-related issues. Students will complete assigned readings and participate in weekly seminars. Throughout the quarter, students may be required to participate in various sustainability-related activities: watching films and online lectures, listening to speakers, attending field trips, and other events. The course will be presented with a different focus each time and may be taken twice.

    Student Outcomes
    1. Students will explain what sustainability is and how the concept relates to environmental, social, political, and economic factors.
    2. Students will identify different important issues related to sustainability, such as resource depletion, resource conflict, pollution, consumerism, health, food systems, and energy systems.
    3. Students will engage in analytical and systems thinking to discuss and explain the key factors affecting specific sustainability-related issues.
    4. Students will reflect on how different aspects of sustainability relate to their daily lives and experience.
    5. Students will reflect on how different aspects of sustainability relate to the well-being of communities at the local, national, and global scale.
    6. Students will articulate ways in which individual and community action can play a role in creating sustainable systems.
    7. Students will reflect on their own personal role in creating and participating in sustainable practices.
  

  • ENVS& 100 Survey of Environmental Science (5 credits)


    Distribution Area Fulfilled Natural Sciences; General Transfer Elective
    Formerly ENVIR 101 - CCN

    Course Description
    An introductory non-lab science course involving the analysis of environmental concepts and issues covering ecosystems, pollution, population, urbanization, natural resources, climate change, and other environmental issues. Field trip recommended.

    Student Outcomes
    1. Define environmental science and explain why environmental sustainability is an important concern.
    2. Summarize the history of environmentalism and the progress made in environmental awareness and cleanup.
    3. Using the scientific method, describe the major components of solving environmental problems.
    4. Explain how risk assessment helps determine pollution and natural hazard events and long-term effects.
    5. Distinguish between the major federal environmental laws (e.g. Clean Air Act, Clean Water Act, NEPA, Endangered Species Act, etc).
    6. Assess the role of economics in relation to pollution, enjoyment, and value of environmental components.
    7. Differentiate the biogeochemical cycles and summarize the flow of energy in an ecosystem and a food web.
    8. Discuss the role of solar energy in the Earth system.
    9. Summarize the roles of the atmosphere, lithosphere, and hydrosphere within the Earth system and relate each to the biosphere.
    10. Relate the role of humans to natural hazards in the environment.
    11. Define ecology, explain symbiosis, and distinguish the various ecological levels
    12. Sketch and explain the pyramids of numbers, biomass, and energy.
    13. Define a biome and describe the major terrestrial biomes in relation to natural vegetation and climate.
    14. Give examples of how water conservation can be practiced by industry, agriculture, and homes. Contrast the advantages and disadvantages of utilizing surface water and groundwater resources.
    15. List and describe at least five categories of water pollutants and air pollutants.
    16. Describe the distribution, growth, and dynamics of the world human population and analyze the impact of the human population on the environment.
    17. Information Competency: Demonstrate the ability to use the library and the Internet as resource tools for locating and analyzing environmental data and information.
    18. Effective Communication: Ability to do field observation and make field notes of local animal and plant communities and formulate the data gathered into concise reports and presentations.
    19. Multiculturalism: Understand, appreciate, and discuss the different environmental viewpoints of various world cultures.
    20. Responsibility: Examine the relationship between self and the environment, evaluate potential impacts of actions, and make choices based on that examination and evaluation.
  

  • ESL 012 ESL Beg Literacy English (1 to 15 credits)


    Prerequisite CASAS Exam

    Course Description
    A beginning Literacy level ESL course (integrating speaking, listening, reading, writing, and technology) for those needing survival English to develop their communication skills in order to enhance their personal, social, and workplace environments.
  

  • ESL 014 Beginning ESL Literacy Intermediate Integrated - 1 (1 to 15 credits)


    Prerequisite CASAS Appraisal 180 or below

    Course Description
    A beginning literacy level ESL course (integrating speaking, listening, reading, writing, and technology) for those needing survival English to develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1.Reading
    R 1.1 Recognize everyday words or word groups in short, simple text by decoding letter-sound correspondence, isolating and saying first and last sounds, naming pictures to isolate and say initial sounds, sounding out words by segmenting words into separate sounds and syllables, combining or blending sounds, recognizing simple rhyming word patterns, or recalling oral vocabulary and sight words.
    R 1.2 Demonstrate familiarity with concepts of print, letter shapes, letter names and sounds (individual consonants and vowels, digraphs and blends), and common vocabulary.
    R 1.3 Monitor accuracy of decoding and word recognition using various strategies, such as rereading or making word lists.
    R 1.4 Recall prior knowledge to assist in understanding information in the text.
    2.Writing
    W 1.1 Determine the purpose and audience for communicating in writing.
    W 1.2 Follow a highly structured plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information.
    W 1.3 Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience.
    W 1.4 Make a few simple content changes and simple edits of handwriting, spelling, punctuation and capitalization based on review and feedback from others.
    3. Speaking
    S 1.1 Recall and use a limited set of learned words and phrases related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S 1.2 Use simple strategies (such as learned words and phases and responding to simple, direct questions) to select and relay information.
    S 1.3 Apply simple strategies (such as gestures, eye contact, and very simple requests for understanding from the listener) to monitor effectiveness of the communication and to meet the speaking purpose.
    4. Listening
    L 1.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is considerably simplified.
    L 1.2 Use a few simple formulas to convey understanding and ask for repetition or clarification.
    L 1.3 Use non-verbal and visual clues to understand the basic intent of the speaker and to meet the purpose of the communication.
    5. Goals
    G 1.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 015 Beginning ESL Literacy Computer Technology and Job Readiness-1 (1 to 5 credits)


    Prerequisite Casas Exam

    Course Description
    A basic literacy level and survival ESL technology and job rediness course for students who want to develop English communication skills in order to enhance their personal, social, and workplace skills.

    Student Outcomes
    Job Readiness:
    1. Identify and list job skills. (A, B, C, E, F, G, H, I, J, K, L, N)
    2. Analyze life experiences in order to identify and communicate a simple set of skills transferable to the workplace. (A, B, C, E, F, G, I, J, K, L, N)
    3. Research a job area on the internet with instructor assistance. (A, B, C, D, E, F, G, I, J, K, L, N)
    4. Identify employment interests and list short-term and long-term employment goals. (A, B, C, E, F, G, I, J, K, L, N)
    5. Complete a simplified job application. (A, B, C, E, F, G, I, J, K, L,M, N)
    6. Use the computer to prepare a simplified letter of application and skill list. (A, B, C, D, E, F, G, I, J, K, L, N)
    7. Compose and send simplified emails and other workplace communications with instructor assistance. (A, B, C, D, E, F, G, H, I, J, K, L, M, N)
    8. Role play basic information needed for job interviews. (A, C, D, E, F, G, H, I, J, K, L, M, N)
    9. Identify, discuss, practice, and model appropriate work behavior and practices including basic telephone etiquette. (A, C, D, E, F, G, H, I, J, K, L, M, N)
    Technology:
    1. Knowledge and Concepts:
    Recognize the major components of a computer such as a monitor, a keyboard, and a mouse. (A, B, C, D, F, H, I, J, K, L, M, N)
    1.2.0 Identify available electronic devices such as calculators, copiers, and telephones. (A, B, C, D, F, H, I, J, K, L, M, N)
    2. Research Gathering:
    1.1.0 Begin to use technology with assistance. (A, B, C, D, E, F, G, H, I, J)
    1.2.0 Ask for assistance on technology use. (A, B, C, D, E, F, H, I, J)
    3. Applied Proficiency:
    1.1.0 Enter and exit a familiar program with assistance. (A, B, C, D, F, H, I, J)
    1.2.0 Demonstrate some ability using a mouse and keyboard. (A, B, C, D, F, H, I, J)
  

  • ESL 016 Beginning ESL Literacy Intensive Oral Communication and Grammar - 1 (1 to 15 credits)


    Prerequisite CASAS score of 180 or below

    Course Description
    Beginning ESL Literacy Intensive Oral Communication and Grammar class for those needing survival English develop and enhance their personal, social, educational and workplace environments.

    Student Outcomes
    1. Speaking
    S 1.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S1.2 Use simple strategies (such as familiar phrases and questions responding to simple, direct questions and, combining or re-combining learned or heard words and phrases) to select and relay information.
    S 1.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.

    2. G 1.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 021 Low Beginning ESL Reading - 2 (1 to 5 credits)


    Course Description
    A beginning level ESL reading course for those who have mastered basic literacy and survival English, and who are ready to further develop their communication skills in order to enhance their personal, social and workplace environments.

    Student Outcomes
    1. Recognize basic words on personal information form: name, address, telephone number, current date, date of birth, social security number, and sex. (B, F, G, H, I)
    2. Apply sound-symbol relationships and recognize sight word to read simple words and phrases relevant to the individual’s life. (D, F, I)
    3. Read and recognize times and dates including clock time (analog and digital). (A, C, F, H, I)
    4. Sort items according to alphabetical and numerical order. (A, B, D, F, G, H, I)
    5. Interpret simple directions and schedules, signs, and maps. (A, F, G, H, I)
    6. Read simple notes and messages. (F, G, H, I)
  

  • ESL 022 Low Beginning ESL Writing-2 (1 to 15 credits)


    Prerequisite CASAS score of 181or above

    Course Description
    Beginning writing for those needing survival English to develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1. Writing
    W 2.1 Determine the purpose and audience for communicating in writing.
    W 2.2 Follow a highly structured plan (or text model) to organize information about self and/or related to immediate needs in very simple structures such as lists or responses to prompts for everyday information.
    W 2.3 Write all letters of the alphabet and numbers and appropriately use simple, everyday, highly familiar words (personal names, signatures, and addresses), numbers (dates, phone #s, addresses, prices, etc) and simple phrases to convey information with minimal attention to audience.
    W 2.4 Make a few simple content changes and simple edits of handwriting, spelling, punctuation and capitalization based on review and feedback from others.

    2. G 1.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 024 Low Beginning ESL Integrated - 2 (1 to 15 credits)


    Prerequisite CASAS Appraisal Exam, CASAS score of 181-190, and instructor permission

    Course Description
    A low beginning level ESL course (integrating speaking, listening, reading, writing, and technology) for those who have mastered basic literacy and survival English, and who are read to further develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1.Reading
    R 2.1 Decode and recognize familiar every day, simple words in short, simple text by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.
    R 2.2 Demonstrate familiarity with words, phrases, and simple sentences.
    R 2.3 Locate discrete items of information in simplified text.
    R 2.4 Monitor accuracy of decoding simple sentences using various strategies such as rereading, copying, or making word lists.
    R 2.5 Recall prior knowledge to understand information in simple texts.
    2.Writing
    W 2.1 Determine the purpose and audience for communicating in writing.
    W 2.2 Follow a highly structured plan to organize ideas around a single familiar topic.
    W 2.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a few sentences on a topic.
    W 2.4 Make simple edits of grammar, capitalization, spelling, and punctuation based on review and feedback from others.
    3.Speaking
    S 2.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S 2.2 Use simple strategies (such as familiar phrases and questions responding to simple, direct questions and, combining or re-combining learned or heard words and phrases) to select and relay information.
    S 2.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.
    4.Listening
    L 2.1 Understand and respond to learned words and phrases in simple questions, statements, and high frequency commands as part of short conversations, explanations, instructions, and narratives where the linguistic complexity is simplified.
    L 2.2 Use a few simple formulas to convey understanding, and ask for repetition or clarification and one or two simple strategies for gathering missing information and/or repairing problems in communication.
    L 2.3 Use non-verbal and visual clues, as well as socio-cultural, linguistic, and other background knowledge to understand the basic intent of the speaker and to meet the purpose of the communication.
    5.Goals
    G 2.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 025 Low Beginning ESL Computer Technology and Job Readiness-2 (1 to 5 credits)


    Prerequisite Casas Exam

    Course Description
    A beginning level ESL technology and job rediness course for students who want to develop English communication skills in order to enhance their personal, social, and workplace skills.

    Student Outcomes
    1. Identify and list job skills. (A, B, C, E, f, G, H, I, J, K, L, N)
    2. Analyze life experiences in order to identify and communicate skills transferable to the workplace. (A, B, C, E, f , G, I, J, K, L, N)
    3. Research a job area on the internet with instructor assistance. (A, B, C, D, E, f, G, I, J, K, L, N)
    4. Identify employment interests and list short-term and long-term employment goals. (A, B, C, E, f, G, I, J, K, L, N)
    5. Complete a simplified job application. (A, B, C, D, E, f, G, I, J, K, L, M, N)
    6. Use the computer to prepare a simplified letter of application and resume. (A, B, C, D, E, f, G, I, J, K, L, N)
    7. Compose and send emails and other workplace communications with instructor assistance. (A, B, C, D, E, f, G, I, J, K, L, M, N)
    8. Role play job interviews. (A, C, D, E, f, G, H, I, J, K, L, M, N)
    9. Identify, discuss, practice, and model appropriate work behavior and practices including telephone ediquette. (A, C, D, E, f, G, H, I, J, K, L, M, N)
    Technology:
    1. Knowledge and Concepts:
    Name the parts of the computer, such as a monitor, a keyboard, and a mouse. (A, B, C, D, F, H, I, J, K, L , M,N)
    2. Resource Gathering:
    Follow simple instructions for using technology with assistance. (A, B, C, D, E, F, G, H, I, J)
    2.2.0 Ask for assistance from others. (A, B, c, D, E, F, H, I, J)
    2.3.0 Begin to share information with others with instructor assistance. (A, B, C, D, E, F, H, I, J)
    3. Applied Proficiency:
    2.1.0 Use the mouse with some confidence and accuracy to pint, click, and drag. (A, B, C, D, F, H, I, J)
    2.2.0 Appropriately access programs by inserting a disk or CD into a computer drive. (A, B, C, D, F, H, I, J)
    2.3.0 Use basic keys, such as shift, delete, space bar, backspace, enter, arrows, and numbers. (A, B, C, D, F, H, I, J)
    3.3.4 Begin to use electronic devices such as fax, copier, calculator, and tape recorder to acquire, process, and management information. (A, B, C, D, E, F, G, H, I, J)
  

  • ESL 026 Low Beginning ESL Intensive Oral Communication and Grammar - 2 (1 to 15 credits)


    Prerequisite CASAS score of 181or above or completion ESL 016

    Course Description
    Low Intensive Oral Communication and Grammar class for those needing English to develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1. Speaking
    S 2.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S 2.2 Use simple strategies (such as familiar phrases and questions responding to simple, direct questions and, combining or re-combining learned or heard words and phrases) to select and relay information.
    S 2.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.

    2. G 2.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 030 High Beginning ESL Speaking-3 (1 to 5 credits)


    Course Description
    A low intermediate level ESL course which prepares the learner to aquire English language skills necessary to express orally and in written form; individual references related to employment conditions, education, life and career choices, and to maintain conversations to satisfy basic, everyday needs.

    Student Outcomes
    1.Clearly state skills and interests relevant to the situation in an interview, life-skill situation or a social setting. (A, B, E, F)
    2.Make a simple report about an absence, injury, accident or incident to the appropriate authorities. (A, B, D, E, F)
    3.Respond appropriately to simple follow-up and clarifying questions. (A, D, E, F)
    4.Demonstrate awareness of stressed and unstressed syllables. (E, F)
    5.Use basic vocabulary and simple sentences structure to describe a person, place or event. (A, C, D, E, F)
    6.Initiate and maintain simple conversations using appropriate forms of address. (A, B, D, E, F)
    7.Make a personal excuse or request such as calling in sick or asking for time off. (A, D, E, F)
    8.Use non-verbal behavior of simple phrases to indicate agreement or disagreement. (A, B, C, D, F)
  

  • ESL 031 ESL Intermediate Reading Level 3 (1 to 15 credits)


    Prerequisite CASAS score of 191.

    Course Description
    A high beginning level ESL course which prepares the learner to acquire English as a second language skills necessary to express orally and in written form, individual references related to employment conditions, education, life and career choices, and to maintain conversations to satisfy basic everyday needs.

    Student Outcomes
    Reading
    R 3.1 Decode and recognize everyday words in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.
    R 3.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary.
    R 3.3 Locate discrete items of information in texts.
    R 3.4 Monitor and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text making a list of new words, or using a simplified dictionary.
    R 3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

    G 3.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 032 ESL Intermediate Writing Level 3 (1 to 15 credits)


    Prerequisite CASAS score of 191 and above or completion of ESL 022.

    Course Description
    A high beginning level ESL course which prepares the learner to acquire English as a second language skills necessary to express orally and in written form, individual references related to employment conditions, education, life and career choices, and to maintain conversations to satisfy basic everyday needs.

    Student Outcomes
    1. Writing
    W 3.1 Determine the purpose and audience for communicating in writing.
    W 3.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft.
    W 3.3 Appropriately use every day, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic.
    W 3.4 Make simple edits of grammar, capitalization, spelling, and punctuation.
    2. Goals
    G 3.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly
  

  • ESL 034 High Beginning ESL Integrated - 3 (1 to 15 credits)


    Prerequisite CASAS Appraisal Exam, CASAS score of 191-200, and instructor permission.

    Course Description
    A high beginning level ESL course (integrating speaking, listening, reading, writing, and technology) for those who have mastered basic literacy and survival English, and who are read to further develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1. Reading
    R 3.1 Decode and recognize everyday words in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.
    R 3.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary.
    R 3.3 Locate discrete items of information in texts.
    R 3.4 Monitor and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text making a list of new words, or using a simplified dictionary.
    R 3.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.
    2. Writing
    W 3.1 Determine the purpose and audience for communicating in writing.
    W 3.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft.
    W 3.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic.
    W 3.4 Make simple edits of grammar, capitalization, spelling, and punctuation.
    3. Speaking
    S 3.1 Recall and use a somewhat limited vocabulary including words related to common, everyday topics, personal experience know and use basic grammar and sentence structure (heard in the immediate environment) know and use basic awareness of appropriate register (level of formality) in familiar, predictable communication tasks.
    S 3.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information.
    S 3.3 Apply simple strategies (such as making and responding requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose.
    4. Listening
    L 3.1 Understand and respond to explanations, conversations, instructions, and narratives made up of sentence length utterances and some connected discourse on familiar topics related to personal background and needs, social conventions, and everyday tasks.
    L 3.2 Use several strategies, including formulas for asking for repetition and clarification, and strategies for indicating understanding, for giving feedback, for gathering missing information and/or for repairing problems in comprehension, such as by rephrasing, substituting a different word, or drawing a picture.
    L 3.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as expressing an opinion or collecting relevant information) to understand the intent of the speaker and what is required to respond appropriately and to meet the listening purpose.
    5. Goals
    G 3.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly
  

  • ESL 035 High Beginning ESL Computer Technology and Job Readiness-3 (1 to 15 credits)


    Prerequisite CASAS score of 191 or above

    Course Description
    High beginning ESL technology and job readiness course for students who want to develop English communication skills in order to enhance their personal, social, and workplace skills.

    Student Outcomes
    1.Knowledge and Concepts:
    Begin to read independently, increase technology vocabulary, and with assistance, use a variety of sources such as electronic spell check and thesaurus as tools.
    2.Resource Gathering:
    Gather and share information gained form technology with others. Follow oral and/or written instructions for using technology. Collaborate on technological tasks, such as completing a basic word processing activity with instructor assistance, and simple Power Points , Excel spread sheets, Publisher activities and Word documents.
    3.Applied Proficiency:
    Use several basic computer software programs, Perform basic computer functions such as saving, retrieving, and printing. Identify all visible components and common software icons, beginning to use electronic devices such as fax, copier, flash drive and calculator, to acquire, process, and manage information Use word processing program to type sentences.
    4.G 3.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 036 High Beginning ESL Oral Communication and Grammar - 3 (1 to 15 credits)


    Prerequisite CASAS score of 191 or above or completion ESL 026

    Course Description
    High Beginning Oral Communication and Grammar class for those needing English to develop their communication skills in order to enhance their personal, educational, social, and workplace environments.

    Student Outcomes
    1. Speaking
    S 3.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S 3.2 Use simple strategies (such as familiar phrases and questions responding to simple, direct questions and, combining or re-combining learned or heard words and phrases) to select and relay information.
    S 3.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.

    2. G 3.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 040 Low Intermediate ESL Speaking-4 (1 to 5 credits)


    Course Description
    A high intermediate level ESL course which develops the verbal ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    1.Request, confirm, and clarify basic information in a variety of situations. (A, B, D, E, F, G)
    2.Give a reason or excuse for personal behavior or actions. (A, B, D, E, F, G)
    3.State a personal opinion and make simple statements of agreement or disagreement with other’s opinions. (A, B, C, E, F, G)
    4.Explain the steps in a process. (A, B, E, F, G)
    5.Provide accurate personal background and employment history in social or employment settings. (A, B, F, G)
    6.Ask for and give directions using a map. (A, B, D, E, F, G)
    7.Use and be aware of appropriate non-verbal language such as eye contact, body movement, and vocalizations while conversing. (E, F, G)
    8.Demonstrate the conversation skills of showing comprehension, asking questions, interrupting and encouraging others to participate. (A, B, C, E, F, G)
    9.Pronounce words and phrases in a manner usually understandable to the general public using appropriate stress, rhythm and intonation. (C, D, E, F)
  

  • ESL 041 Low Intermediate ESL Reading - 4 (1 to 15 credits)


    Prerequisite CASAS score of 201 or above or completion of ESL 031

    Course Description
    A low intermediate level ESL course which develops the verbal ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    Reading
    R 4.1 Decode and recognize everyday words in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.
    R 4.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary.
    R 4.3 Locate discrete items of information in texts.
    R 4.4 Monitor and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text making a list of new words, or using a simplified dictionary.
    R 4.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.

    G 4.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 042 Low Intermediate ESL Reading - 4 (1 to 15 credits)


    Prerequisite CASAS score of 201 and above or completion of ESL 032

    Course Description
    A low intermediate level ESL course which develops the verbal ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    1. Writing
    W 4.1 Determine the purpose and audience for communicating in writing.
    W 4.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft.
    W 4.3 Appropriately use every day, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic.
    W 4.4 Make simple edits of grammar, capitalization, spelling, and punctuation.
    2. Goals/Student Success Strategies
    G 4.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly
  

  • ESL 044 Low Intermediate ESL Integrated - 4 (1 to 15 credits)


    Prerequisite CASAS Appraisal Exam, CASAS score of 201-120, and instructor permission

    Course Description
    Low intermediate level ESL course (integrating speaking, listening, reading, writing, and technology) for those who have mastered basic literacy and survival English, and who need to further develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1. Reading
    R 4.1 Decode and recognize everyday words in short, simple texts by breaking words into parts, tapping out/sounding out syllables, applying pronunciation rules, using picture aids, and recalling oral vocabulary and sight words.
    R 4.2 Demonstrate familiarity with simple, everyday content knowledge and vocabulary.
    R 4.3 Locate discrete items of information in texts.
    R 4.4 Monitor and enhance comprehension using various strategies, such as rereading, restating, copying and rephrasing text making a list of new words, or using a simplified dictionary.
    R 4.5 Recall prior knowledge to assist in selecting texts and in understanding the information they contain.
    2. Writing
    W 4.1 Determine the purpose and audience for communicating in writing.
    W 4.2 Follow a highly structured plan to organize ideas around a single familiar topic and produce a short but legible and comprehensible draft.
    W 4.3 Appropriately use everyday, familiar vocabulary (such as words with personal significance and commonly-used adjectives, pronouns and prepositions) and simple sentence structures to produce a several sentences on a topic.
    W 3.4 Make simple edits of grammar, capitalization, spelling, and punctuation.
    3. Speaking
    S 4.1 Recall and use a somewhat limited vocabulary including words related to common, everyday topics, personal experience know and use basic grammar and sentence structure (heard in the immediate environment) know and use basic awareness of appropriate register (level of formality) in familiar, predictable communication tasks.
    S 4.2 Use simple strategies (such as reacting to questions or combining and recombining short known words or phrases) to select and relay information.
    S 4.3 Apply simple strategies (such as making and responding requests for feedback repetition, and rephrasing) to monitor and enhance the effectiveness of the communication and to meet the speaking purpose.
    4. Listening
    L 4.1 Understand and respond to explanations, conversations, instructions, and narratives made up of sentence length utterances and some connected discourse on familiar topics related to personal background and needs, social conventions, and everyday tasks.
    L4.2 Use several strategies, including formulas for asking for repetition and clarification, and strategies for indicating understanding, for giving feedback, for gathering missing information and/or for repairing problems in comprehension, such as by rephrasing, substituting a different word, or drawing a picture.
    L 4.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as expressing an opinion or collecting relevant information) to understand the intent of the speaker and what is required to respond appropriately and to meet the listening purpose.
    5. Goals
    G 4.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly
  

  • ESL 045 Low Intermediate ESL Computer Technology and Job Readiness-4 (1 to 5 credits)


    Prerequisite Casas Score of 201 or above or successful completion of ESL 035

    Course Description
    A low intermediate level ESL technology and job readiness for students who want to develop English communication skills in order to enhance their personal, social, and workplace skills.

    Student Outcomes
    1. Knowledge and Concepts:
    Read independently and continue to increase technology vocabulary by using tools such as help menus and directions. Demonstrate knowledge of the differences between drives,
    2. Resource Gathering:
    Explore topics and materials on the internet with assistance. Follow somewhat complex written and/or oral instructions for using technology. Begin to identify and access electronic materials, such as encyclopedias, dictionaries, and the internet. Collaborate with other students in acquiring and using technology with minimal assistance from the instructor.
    3. Applied Proficiency:
    Use a word processing program to compose and revise written materials such as paragraphs, informal letters, and/or resumes. Use software tools to check spelling, change fonts, change format, and access help screens.
    Begin to use email for personal communication. Access various software programs from a hard drive, CD, removable and/or disk drive. Save and retrieve personal data to a removable disk.
    4. G 4.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 046 Low Intermediate ESL Intensive Oral Communication and Grammar - 4 (1 to 15 credits)


    Prerequisite CASAS score of 210 or above or completion ESL 036

    Course Description
    Low Intermediate ESL Intensive Oral Communication and Grammar class for those needing English to develop and improve their communication skills in order to enhance their personal, educational, social, and workplace environments.

    Student Outcomes
    1. Speaking
    S 4.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S 4.2 Use simple strategies (such as familiar phrases and questions responding to simple, direct questions and, combining or re-combining learned or heard words and phrases) to select and relay information.
    S 4.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.

    2. G 4.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 050 High Intermediate ESL Speaking-5 (1 to 5 credits)


    Course Description
    A low advanced level ESL course with develops the verbal ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    1.Orally summarize and clarify information received from a single source. (D, E, F, G)
    2.Make an oral complaint and gives reasons for dissatisfaction to appropriate person or agency. (A, D, E, F, G)
    3.Demonstrate appropriate stress, rhythm and intonation patterns in pronunciation of words, phrases, statements and questions. (B, C, D, E, F)
    4.Demonstrate the use of small talk when initiating social or work-related content. (A, C, D, E, F, G)
    5.Report an accident, injury, or incident to the appropriate agency and provide details. (A, C, D, E, F, G)
    6.Explain information from simple graphs, diagrams, or maps. (D, E, F, G)
    7.Be able to advocate and negotiate for self and others. (A, C, D, E, F, G)
  

  • ESL 051 High Intermediate ESL Reading - 5 (1 to 15 credits)


    Prerequisite CASAS score of 211 or above or completion of ESL 041

    Course Description
    A High Intermediate level ESL course which develops reading ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    Reading
    R 5.1 Recognize unfamiliar and some specialized words and abbreviations using word analysis or inference.
    R 5.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary.
    R 5.3 Locate important information in text using a wide range of strategies.
    R 5.4 Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace.
    R 5.5 Organize information using some strategies, such as recall, restatement, simple sequencing and simple categorization.
    R 5.6 Actively apply prior knowledge to assist in understanding information in texts.
    G 5.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 052 High Intermediate ESL Writing - 5 (1 to 15 credits)


    Prerequisite CASAS Appraisal Exam, CASAS score of 211-220, and instructor permission

    Course Description
    A high intermediate ESL course which develops the verbal and written ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    1. Writing
    W 5.1 Determine the purpose and audience for communicating in writing.
    W 5.2 Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft.
    W 5.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a few short, well-linked paragraphs to convey ideas with several supporting details/examples reflecting some attention to audience.
    W 5.4 Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience.
    W 5.5 Make many edits of grammar (verb tense forms), spelling, sentence structure simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.
    2. Goals
    G 5.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 054 High Intermediate ESL Integrated - 5 (1 to 15 credits)


    Prerequisite CASAS Appraisal Exam, CASAS score of 211-220, and instructor permission.

    Course Description
    A high intermediate level integrated ESL speaking, listening, reading, and writing course for those who have mastered low intermediate ESL and who are ready to further develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1. Reading
    R 5.1 Recognize unfamiliar and some specialized words and abbreviations using word analysis or inference.
    R 5.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary.
    R 5.3 Locate important information in text using a wide range of strategies.
    R 5.4 Monitor and enhance comprehension using a wide range of strategies, such as posing and answering questions, trial and error, and adjusting reading pace.
    R 5.5 Organize information using some strategies, such as recall, restatement, simple sequencing and simple categorization.
    R 5.6 Actively apply prior knowledge to assist in understanding information in texts.
    2. Writing
    W 5.1 Determine the purpose and audience for communicating in writing.
    W 5.2 Use simple planning strategies to identify and organize a limited number of ideas to support a single purpose (to convey personal experience, meet a specific need, or respond to recent learning), and produce a legible and comprehensible draft.
    W 5.3 Appropriately use familiar vocabulary (based on personal experience and learning) and basic text structure of simple steps/instructions/commands or a few short, well-linked paragraphs to convey ideas with several supporting details/examples reflecting some attention to audience.
    W 5.4 Use simple revision strategies to monitor effectiveness by re-reading and revising during the writing process and making revisions to a first and final draft based on review and feedback from others. Demonstrate beginning attention to clarity, descriptiveness, personal voice, and appropriateness of text for the intended audience.
    W 5.5 Make many edits of grammar (verb tense forms), spelling, sentence structure simple/compound/complex with appropriate capitalization and punctuation), language usage and text structure often with the help of tools such as simplified dictionaries, grammar checklists, and graphic organizers.
    3. Speaking
    S 5.1 Recall and use sufficient oral vocabulary (range of common, vocabulary related to personal experience and everyday activities, some idioms) as well as control of basic grammar and a variety of sentence types and registers in a range of familiar to somewhat unfamiliar or unpredictable communication tasks.
    S 5.2 Select from a range of strategies (such as elaborating with some detail and examples determining most important/right amount of information and content to convey) to select, organize, and relay information.
    S 5.3 Apply a range of strategies (including attention to appropriate register, repetition of information, adjustments in pace, tone, volume, eye contact, body language based on listener’s response and needs) to monitor and enhance effectiveness of communication and to meet the speaking purpose.
    4. Listening
    L 5.1 Understand and respond appropriately to extended explanations and narratives, detailed instructions, and complex conversations requiring adapting one’s response to varied speakers and contexts when language is not adjusted for English language learners.
    L 5.2 Effectively use a wide range of strategies to repair gaps in understanding and give feedback, tailoring the response to the purpose of the communication, the audience, the level of formality of the situation and other socio-cultural factors.
    L 5.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as comparing, integrating, and categorizing information for others) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.
    5. Goals
    G 5.1 Set educational goals as they relate to their roles as workers, citizens, and family members report progress on these goals and revise and update them quarterly.
  

  • ESL 055 High Intermediate ESL Computer Technology and Job Readiness-5 (1 to 15 credits)


    Prerequisite Casas Exam or successful completion of ESL 045

    Course Description
    A high intermediate level ESL technology and job readiness course for students who want to develop English communication skills in order to enhance their personal, social, and workplace skills.

    Student Outcomes
    1.Knowledge and Concepts:
    Describe what s/he is able to do with technology using appropriate technological vocabulary.
    Acquire and use the internet vocabulary, such as search engines, web sites, and URLs.
    Demonstrate a basic knowledge of the connection of computers through the internet.
    Begin to apply critical thinking principles, such as separating fact from opinion, drawing conclusions, and predicting outcomes to sources retrieved from a computer.
    2.Resource Gathering:
    Begin to recognize and seek assistance for common technical problems, such as a frozen screen, virus warning, and other warnings. Perform basic search of the internet with teacher/peer assistance.
    3.Applied Proficiency:
    Use word processing to compose and revise a document, such as business letter or report, with minimal errors. Use multiple common software, such as spreadsheets, graphics, and multimedia programs. Use basic functions of the internet, such as the location bar, back and forward buttons, and bookmarks. Use functions of email (compose, send, forward, delete, save) to increase written fluency.
    Use a word processing program to compose and revise written materials such as paragraphs, informal letters, and/or resumes. Use software tools to check spelling, change fonts, change format, and access help screens. Begin to use email for personal communication. Access various software programs. Save and retrieve personal data to a removable disk. Access distant learning.
    4.G 5.1 Set educational goals as they relate to their roles as workers, citizens, and family members; report progress on these goals; and revise and update them quarterly.
  

  • ESL 056 High Intermediate ESL Intensive Oral Communication and Grammar - 5 (1 to 15 credits)


    Prerequisite CASAS score of 211 above or completion ESL 046

    Course Description
    High Intermediate ESL Intensive Oral Communication and Grammar class for those needing English to develop and improve their communication skills in order to enhance their personal, educational, social, and workplace environments.

    Student Outcomes
    1. Speaking
    S 5.1 Recall and use a limited set of learned words, phrases, and short sentences related to basic personal information, basic objects, and a limited number of activities and immediate needs in familiar, predictable, and straightforward communication tasks.
    S 5.2 Use simple strategies (such as familiar phrases and questions; responding to simple, direct questions; and, combining or re-combining learned or heard words and phrases) to select and relay information.
    S 5.3 Apply simple strategies (such as gestures, eye contact, and simple, repeated requests for feedback from listener) to monitor effectiveness of the communication and to meet the speaking purpose.

    2. G 5.1 Set educational goals as they relate to their roles as workers, citizens, and family members; report progress on these goals; and revise and update them quarterly.
  

  • ESL 061 Advanced ESL Reading - 6 (1 to 15 credits)


    Prerequisite CASAS score of 221 or above or completion of ESL 051.

    Course Description
    An advanced level ESL course which develops reading ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    Reading

    R 6.1 Recognize and interpret abbreviations and specialized vocabulary.
    R 6.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary and with paragraph structure and document organization.
    R 6.3 Locate important information, read identified sections for detail and determine missing information using a wide range of strategies.
    R 6.4 Monitor and enhance comprehension using a wide range of strategies, such as brainstorming and question formulation techniques.
    R 6.5 Organize and analyze information and reflect upon its meaning using a range of strategies such as classification, categorization, and comparison/contrast.
    R 6.4 Evaluate prior knowledge against new information in texts to enhance understanding of the information.
    G 6.1 Set educational goals as they relate to their roles as workers, citizens, and family members; report progress on these goals; and revise and update them quarterly.
  

  • ESL 062 Advanced ESL Writing - 6 (1 to 15 credits)


    Prerequisite CASAS score of 221 and above or completion of ESL 052.

    Course Description
    An Advanced ESL course which develops the verbal and written ability to pursue realistic and long-term personal, career or academic goals, and to participate confidently and resourcefully in their overall environment.

    Student Outcomes
    1. Writing
    W 6.2 Select from and use a good store of tools and strategies for overall planning and organization; outline, restate, summarize and categorize ideas and produce a legible and comprehensible draft.
    W 6.3 Appropriately use both everyday and specialized vocabulary including abstract nouns and idioms, and a variety of sentence structures, in medium-length, coherently-linked, and detailed text with appropriate tone, language, and level of formality and in modes of organization suitable for a variety of audiences.
    W 6.4 Use a variety of strategies to analyze and make simple revisions (such as for clarity, organization, and descriptiveness) and to solve a few more global problems posed by the writing text (such as changes in voice or tone to take into account the needs of the audience or re-sequencing of larger pieces of text based on feedback from others).
    W 6.5 Undertake multiple re-readings of text in order to edit for grammar, spelling, sentence structure, language usage, and text structure and use appropriate tools such as dictionaries and grammar guides.
    2. Goals
    G 6.1 Set educational goals as they relate to their roles as workers, citizens, and family members; report progress on these goals; and revise and update them quarterly.
  

  • ESL 064 Advanced ESL Integrated - 6 (1 to 15 credits)


    Prerequisite CASAS Appraisal Exam, CASAS score of 221-235, and instructor permission.

    Course Description
    An advanced level integrated ESL speaking, listening, reading, and writing course for those who have mastered high intermediate ESL and who are ready to further develop their communication skills in order to enhance their personal, social, and workplace environments.

    Student Outcomes
    1. Reading
    R 6.1 Recognize and interpret abbreviations and specialized vocabulary.
    R 6.2 Demonstrate familiarity with everyday and some specialized content knowledge and vocabulary and with paragraph structure and document organization.
    R 6.3 Locate important information, read identified sections for detail and determine missing information using a wide range of strategies.
    R 6.4 Monitor and enhance comprehension using a wide range of strategies, such as brainstorming and question formulation techniques.
    R 6.5 Organize and analyze information and reflect upon its meaning using a range of strategies such as classification, categorization, and comparison/contrast.
    R 6.4 Evaluate prior knowledge against new information in texts to enhance understanding of the information.
    2. Writing
    W 6.1 Determine the purpose and audience for communicating in writing.
    W 6.2 Select from and use a good store of tools and strategies for overall planning and organization; outline, restate, summarize and categorize ideas and produce a legible and comprehensible draft.
    W 6.3 Appropriately use both everyday and specialized vocabulary including abstract nouns and idioms, and a variety of sentence structures, in medium-length, coherently-linked, and detailed text with appropriate tone, language, and level of formality and in modes of organization suitable for a variety of audiences.
    W 6.4 Use a variety of strategies to analyze and make simple revisions (such as for clarity, organization, and descriptiveness) and to solve a few more global problems posed by the writing text (such as changes in voice or tone to take into account the needs of the audience or re-sequencing of larger pieces of text based on feedback from others).
    W 6.5 Undertake multiple re-readings of text in order to edit for grammar, spelling, sentence structure, language usage, and text structure and use appropriate tools such as dictionaries and grammar guides.
    3. Speaking
    S 6.1 Recall and use a range of vocabulary including words related to most everyday, school, work, and social situations; know and use a variety of complex sentence structures and grammatical forms; know and use appropriate register in a range of communicative tasks, including unfamiliar, unpredictable, and uncomfortable interactions.
    S 6.2 Select from a wide range of strategies (such as taking into account the interests of others; predicting outcomes, interests, or likely questions and responses; organizing information based on determination of relevance and audience needs; elaborating with significant detail and examples) to select, organize, and relay information.
    S 6.3 Apply a wide range of strategies (including body language, pause fillers, stalling devices, and different rates of speech as needed) to monitor and enhance effectiveness of communication and to meet the speaking purpose.
    4. Listening
    L 6.1 Understand main ideas and most details in conversations, short lectures, news reports, extended explanations and other connected discourse on a range of topics, including topics beyond everyday contexts and immediate experiences in a variety of work, personal, and basic academic contexts.
    L 6.2 Effectively use advanced strategies to repair gaps in understanding, to ask questions to deepen understanding and to give feedback appropriate to the situation, the audience and the purpose of the communication. Growing ability to use strategies appropriate to the socio-cultural context.
    L 6.3 Apply linguistic, socio-cultural, and other background knowledge and strategies (such as integrating information from more than one source; evaluating the relevance, validity, and adequacy of information; or adapting responses to the age, gender, status, and emotional state of the speaker) to understand fully the literal and implied intent of the speaker, to respond appropriately, and to meet the listening purpose.
    5. Goals
    G 6.1 Set educational goals as they relate to their roles as workers, citizens, and family members; report progress on these goals; and revise and update them quarterly.
  

  • ESL 065 Advanced ESL Computer Technology and Job Readiness- 6 (1 to 15 credits)


    Prerequisite Casas Score of 221 or above or successful completion of ESL 055

    Course Description
    Advanced level ESL technology and job readiness course for students who want to develop English communication skills in order to enhance their personal, social, and workplace skills.

    Student Outcomes
    1.Knowledge and Concepts:
    Describe what s/he is able to do with technology using appropriate technological vocabulary.
    Acquire and use the internet vocabulary, such as search engines, web sites, and URLs.
    Demonstrate a basic knowledge of the connection of computers through the internet.
    Begin to apply critical thinking principles, such as separating fact from opinion, drawing conclusions, and predicting outcomes to sources retrieved from a computer.
    2.Resource Gathering:
    Begin to recognize and seek assistance for common technical problems, such as a frozen screen, virus warning, and other warnings. Perform basic search of the internet with teacher/peer assistance.
    3.Applied Proficiency:
    Use word processing to compose and revise a document, such as business letter or report, with minimal errors. Use multiple common software, such as spreadsheets, graphics, and multimedia programs. Use basic functions of the internet, such as the location bar, back and forward buttons, and bookmarks. Use functions of email (compose, send, forward, delete, save) to increase written fluency.
    Use a word processing program to compose and revise written materials such as paragraphs, informal letters, and/or resumes. Use software tools to check spelling, change fonts, change format, and access help screens. Begin to use email for personal communication. Access various software programs. Save and retrieve personal data to a removable disk. Access distant learning.
    4.G 6.1 Set educational goals as they relate to their roles as workers, citizens, and family members; report progress on these goals; and revise and update them quarterly.
 

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