2021-2022 Pierce College Catalog 
    
    Mar 29, 2024  
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

 

 
  
  • MUSC 270 Brass Ensemble (1 credit)



    Distribution Area Fulfilled Humanities with Performance; General Transfer Elective
    Formerly MUSIC 270A

    Prerequisite Instructor Permission Required.

    Course Description
    Small brass ensemble for students who assmble a group. A coach will be proviced. Outside performances encouraged in connection with larger Pierce College ensembles. Course is repeatable for additional credit up to 3 times in the degree.

    Student Outcomes
    1. At the community college level, perform selected music at designated quarterly concerts.
    2. At the community college level and on music selected for quarterly concerts, demonstrate appropriate ability in the areas of timbre, rhythmic accuracy, intonation, expression, style, and balance.
    3. Work effectively as a part of a team.
    4. Demonstrate a professional attitude towards practice, self-motivation, and self-evaluation as it pertains to the appropriate performance of music selected for each quarterly concert.
  
  • MUSC 271 Woodwind Ensemble (1 credit)



    Distribution Area Fulfilled Humanities with Performance; General Transfer Elective
    Formerly MUSIC 271A

    Prerequisite Instructor permission required.

    Course Description
    Small woodwind ensemble for students who assmble a group. A coach will be proviced. Outside performances encouraged in connection with larger Pierce College ensembles. Course is repeatable for additional credit up to 3 times in the degree.

    Student Outcomes
    1. At the community college level, perform selected music at designated quarterly concerts.
    2. At the community college level and on music selected for quarterly concerts, demonstrate appropriate ability in the areas of timbre, rhythmic accuracy, intonation, expression, style, and balance.
    3. Work effectively as a part of a team.
    4. Demonstrate a professional attitude towards practice, self-motivation, and self-evaluation as it pertains to the appropriate performance of music selected for each quarterly concert.
  
  • MUSC 272 Percussion Ensemble (1 credit)



    Distribution Area Fulfilled Humanities with Performance; General Transfer Elective
    Formerly MUSIC 272A

    Prerequisite Instructor permission required.

    Course Description
    Small percussion ensemble for students who assmble a group. A coach will be proviced. Outside performances encouraged in connection with larger Pierce College ensembles. Course is repeatable for additional credit up to 3 times in the degree.

    Student Outcomes
    1. At the community college level, perform selected music at designated quarterly concerts.
    2. At the community college level and on music selected for quarterly concerts, demonstrate appropriate ability in the areas of timbre, rhythmic accuracy, intonation, expression, style, and balance.
    3. Work effectively as a part of a team.
    Demonstrate a professional attitude towards practice, self-motivation, and self-evaluation as it pertains to the appropriate performance of music selected for each quarterly concert.
  
  • MUSC 273 String Ensemble (1 credit)



    Distribution Area Fulfilled Humanities with Performance; General Transfer Elective
    Formerly MUSIC 273A

    Prerequisite Instructor permission required.

    Course Description
    A small performance group open to all students with experience in reading and performing string ensemble literature (i.e., string quartet). Outside performances required. Student self-initiative is a vital component of success in this class.

    Student Outcomes
    1. At the community college level, perform selected music at designated quarterly concerts.
    2. At the community college level and on music selected for quarterly concerts, demonstrate appropriate ability in the areas of timbre, rhythmic accuracy, intonation, expression, style, and balance.
    3. Work effectively as a part of a team.
    Demonstrate a professional attitude towards practice, self-motivation, and self-evaluation as it pertains to the appropriate performance of music selected for each quarterly concert.
  
  • MUSC 274 Vocal Ensemble (1 credit)



    Distribution Area Fulfilled Humanities with Performance; General Transfer Elective
    Formerly MUSIC 274A

    Prerequisite Instructor permission required.

    Course Description
    A small performance group open to all students with experience in reading and performing vocal ensemble literature (i.e., madrigals). Outside performances required. Student self-initiative is a vital component of success in this class.

    Student Outcomes
    1. At the community college level, perform selected music at designated quarterly concerts.
    2. At the community college level and on music selected for quarterly concerts, demonstrate appropriate ability in the areas of timbre, rhythmic accuracy, intonation, expression, style, and balance.
    3. Work effectively as a part of a team.
    Demonstrate a professional attitude towards practice, self-motivation, and self-evaluation as it pertains to the appropriate performance of music selected for each quarterly concert.
  
  • MUSC& 105 Music Appreciation (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly MUSIC 101-CCN

    Course Description
    Introduces students to Euorpean art music from: Medieval through the Twentieth Century. Relevant cultural, biographical, and historical data are covered relating to art music and its performance. No previous music experience necessary.

    Student Outcomes
    1. Analyze and aurally recognize compositions known to represent specific styles of classical music.
    2. Trace relevant aspects of the sociological, historical, and economic development of those cultures involved in the production of classical music between 600-2000.
    3. Assess the development of specific cultures between 600-2000 and determine their effect on the evolution of classical music.
    4. Analyze and aurally identify music concepts found within specific music examples.
    5. Give examples of the nonmusical features of classical music that contribute to elements of the style.
    6. Identify the genre and style of select classical music recordings through aural analysis.
    7. Recall specific biographical and historical information of select classical music personalities.
    8. Predict, based on a musical, historical, and sociological study of the evolution of classical music, future events in its developmental course.
  
  • MUSC& 141 Music Theory I (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly MUSIC 110 - CCN

    Course Description
    Music literacy and aural skills including: key and time signatures, intervals, triad construction, counterpoint and voice leading. Concurrent enrollment in MUSC 181 is strongly recommended.

    Student Outcomes
    1. Play, sing, notate, and compose pitches on the staff and keyboard.
    2. Play, sing, analyze, notate, spell, discuss, and compose intervals.
    3. Play, sing, analyze, notate, spell, discuss, and compose major and minor scales and degrees.
    4. Analyze, spell, discuss, and compose the circle of fifths.
    5. Analyze, discuss, and relate key signatures to their parallel and relative keys.
    6. Aurally recognize scale degrees, intervals, chords (major, minor, augmented and diminished) and scales (major, and the 3 varieties of minor).
    7. Take dictation of simple melodies and rhythms.
    8. Analyze, notate, spell, discuss and compose chords and their inversions.
    9. Analyze, notate, and discuss figured bass symbols.
  
  • MUSC& 142 Music Theory II (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly MUSIC 112 - CCN

    Prerequisite MUSC& 141  with at least a 1.5 grade or equivalent.

    Course Description
    Intended to follow Music Theory I in sequence, this course includes triads, chord progressions, figured bass, four-part writing, melodic construction, and aural skills. Concurrent enrollment in MUSC 182 or the is strongly recommended.

    Student Outcomes
    1. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE AUTHENTIC CADENCES.
    2. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE PLAGAL CADENCES.
    3. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE MELODIES INVOLVING ELEMENTS OF PHRASE, PERIOD, REPETITION, AND SEQUENCE.
    4. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE MUSIC DEMONSTRATING FEATURES OF TRANSPOSITION.
    5. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE TRIADS IN INVERSION.
    6. TAKE DICTATION IN THE FOLLOWING AREAS OF EAR-TRAINING: MELODIC DICTATION, ERROR DETECTION IN MELODIES, SCALE DEGREES, INTERVALS, CHORDS AND CHORD PROGRESSIONS, SCALES, RHYTHMIC DICTATION.
    7. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE SUPERTONIC AND LEADING TONE TRIADS.
    8. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE MUSIC USING CORRECT FIGURED BASS SYMBOLS.
    9. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE MUSIC USING CORRECT FIGURED BASS SYMBOLS.
    10. PLAY, SING, ANALYZE, DICTATE, NOTATE, SPELL, DISCUSS, AND/OR COMPOSE CHORD VOICINGS AND INVERSIONS.
    11. DEMONSTRATE THE IMPORTANCE OF PRACTICE AND STUDY IN THE ACQUISITION OF MUSC&142 STUDENT OUTCOMES
  
  • MUSC& 143 Music Theory III (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly MUSIC 114 - CCN

    Prerequisite MUSC& 142  with at least a 1.5 grade or the equivalent.

    Course Description
    Intended to follow Music Theory II, this course includes more advanced principles regarding chords, chord progressions, figured-bass, melodic construction, part-writing, and aural skills. Concurrent enrollment in MUSC 183 is strongly recommended.

    Student Outcomes
    1. Play, sing, analyze, dictate, notate, spell, discuss, and/or compose music using non-harmonic tones.
    2. Play, sing, analyze, dictate, notate, spell, discuss, and/or compose dominant seventh and supertonic seventh chords.
    3. Play, sing, analyze, dictate, notate, spell, discuss, and/or compose melodies involving elements of extension and double phrase.
    4. Play, sing, analyze, dictate, notate, spell, discuss, and/or compose cadences.
    5. Play, sing, analyze, dictate, notate, spell, discuss, and/or compose harmonic sequences.
    6. Take dictation in the following areas of ear-training: melodic dictation, error detection in melodies, scale degrees, intervals, chords and chord progressions, scales, rhythmic dictation.
    7. Play, sing, analyze, dictate, notate, spell, discuss, and/or compose music that features secondary dominant chords and elementary modulation.
    8. Demonstrate the importance of practice and study in the acquisition of MUSC&143 student outcomes.
  
  • MUSC& 241 Music Theory IV (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly MUSIC 210 - CCN

    Prerequisite MUSC& 143  with at least a 1.5 grade or equivalent.

    Course Description
    Intended to follow Music Theory III, includes advanced study of harmony, including chromatic harmony, formal analysis and related aural skills. Piano skills equal to or above the intermediate level (MUSC 182) are highly recommended.

    Student Outcomes
    1. Play, sing, analyze, dictate, notate, spell, discuss and/or compose secondary dominant modulations and related concepts.
    2. Play, sing, analyze, dictate, notate, spell, discuss and/or compose dominant chord relationships which use secondary leading tone chords, diminished and half-diminished chords and modulations which incorporate such chords.
    3. Analyze and compose music in binary, ternary and rounded binary form.
    4. Play, sing, analyze, dictate, notate, spell, discuss and/or compose less common chord progressions and extended part-writing procedures.
    5. Play, sing, analyze, dictate, notate, spell, discuss and/or compose differences between vocal and early instrumental writing.
    6. Play, sing, analyze, dictate, notate, spell, discuss and/or compose seventh chords and their use in four-part chorale writing.
    7. Take dictation in the following areas of ear-training: melodic dictation, error detection in melodies, identify scale degrees, identify intervals, identify chord progressions, four-part harmonic dictation, harmonic rhythm, non-harmonic tones, rhythm dictation, and error detection in rhythms.
    8. Play, sing, analyze, dictate, notate, spell, discuss and/or compose harmonic and select non-harmonic principles contributing to music style.
    9. Demonstrate the importance of practice and study in the acquisition of MUSC&241 student outcomes.
  
  • MUSC& 242 Music Theory V (5 credits)



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

    Prerequisite MUSC& 241  with at least a 1.5 grade.

    Course Description
    Intended to follow Music Theory IV, this course continues the study of advanced chromatic harmony, more advanced formal analysis and related aural skills. Piano skills equal to or above intermediate level piano (MUS182) are highly recommended.

    Student Outcomes
    1. Play, sing, analyze, dictate, notate, spell, discuss and/or compose diatonic seventh chords.
    2. Play, sing, analyze, dictate, notate, spell, discuss and/or compose borrowed chords.
    3. Play, sing, analyze, dictate, notate, spell, discuss and/or compose augmented sixth chords.
    4. Play, sing, analyze, dictate, notate, spell, discuss and/or compose augmented sixth chords used in modulations.
    5. Play, sing, analyze, dictate, notate, spell, discuss and/or compose chords with extensions.
    6. Demonstrate the importance of practice and study in the acquisition of MUSC&242 student outcomes.
    7. Play, sing, analyze, dictate, notate, spell, discuss and/or compose harmonic and select non-harmonic principles contributing to style in music.
    8. take dictation in the following areas of ear-training: melodic dictation, error detection in melodies, identify scale degrees, identify intervals, identify chord progressions, four-part harmonic dictation, harmonic rhythm, non-harmonic tones, rhythm dictation, and error detection in rhythms.
  
  • MUSC& 243 Music Theory VI (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly MUSIC 214 - CCN

    Prerequisite MUSC& 242  with at least a 1.5 grade.

    Course Description
    Includes the study of 20th century harmony including pandiatonic, atonal, serial and other systems of composoition and analysis. Includes aural skills. Piano skills equal to or above the intermediate level (MUSC 182) are highly recommended.

    Student Outcomes
    1. Play, sing, analyze, dictate, notate, spell, discuss and/or compose the fundamental principles of instrumental writing.
    2. Play, sing, analyze, dictate, notate, spell, discuss and/or compose Impressionistic harmonic principles (i.e., whole-tone and pentatonic scales.
    3. Play, sing, analyze, dictate, notate, spell, discuss and/or compose medieval modes.
    4. Play, sing, analyze, dictate, notate, spell, discuss and/or compose quartal and quintal harmony.
    5. Play, sing, analyze, dictate, notate, spell, discuss and/or compose select aspects of 20th-century music after Debussy.
    6. Play, sing, analyze, dictate, notate, spell, discuss and/or compose select concepts studied throughout the year.
    7. Demonstrate the importance of practice and study in the acquisition of MUSC&243 student outcomes.
    8. Show how harmonic and select non-harmonic principles contributing to style in music.
    9. Take dictation in the following areas of ear-training: melodic dictation, error detection in melodies, identify scale degrees, identify intervals, identify chord progressions, four-part harmonic dictation, harmonic rhythm, non-harmonic tones, rhythm dictation, and error detection in rhythms.
  
  • NAC 101 Nursing Assistant Theory (7 credits)



    Prerequisite Admission into the NAC program.

    Course Description
    Introduction to the role, scope and practice of the Nursing Assistant. Student will learn patient and resident rights, communication skills, infection control principles, and safety principles. Concepts learned will be applied in the nursing lab.

    Student Outcomes
    1. Describe the role, scope and responsibilities of the nursing assistant.
    2. Describe patient and resident rights in a patient-centered care environment.
    3. Demonstrate communication skills appropriate for team, family and patient/resident communication with people exhibiting various behaviors and cognitive abilities.
    4. Identify and apply infections control principles.
    5. Demonstrate safety principles and emergency procedures.
  
  • NAC 105 Nursing Assistant Lab (3 credits)



    Prerequisite Successful completion of NAC 101  with at least a 2.0 grade. Up-to-date immunizations. Successful completion of appropriate background check

    Course Description
    Concepts and principles learned in theory will be applied in the nursing skills lab. Important skills are communication, safe care and transferring, appropriate bathing, feeding and personal care of residents. Emphasis is on safety, risk and hazard reduction, and resident-centered care.

    Student Outcomes
    1. Demonstrate resident care skills of activities of daily living.
    2. Maintain resident privacy, dignity and support resident choice in their care.
    3. Appropriately and safely assist resident with care needs.
    4. Demonstrate principles that enhance a safe, nurturing patient environment.
    5. Demonstrate appropriate communication skills.
  
  • NAC 107 Nursing Assistant Clinical (2 credits)



    Prerequisite Successful completion of NAC 101  and NAC 105  with at least a 2.0 grade in each of these classes. Up-to-date immunizations; current American Heart Association HealthCare Provider CPR card.

    Course Description
    Knowledge and skills learned in theory and lab are applied in the clinical area with patients and residents, primarily in long-term care facilities. In addition, important practices to be learned and applied are time management, prioritization in changing patient situations, team and interpersonal communication, and appropriate documentation.

    Student Outcomes
    1. Apply knowledge and skills learned in the classroom and lab to the patient or resident environment.
    2. Demonstrate appropriate interpersonal and team communication skills.
    3. Demonstrate reading and writing skills appropriate to the healthcare environment to include explaining procedures and proper documentation of patient assessment appropriate to the nursing assistant.
    4. Maintain a safe patient-centered environment.
    5. Demonstrate time management in a patient-centered environment with changing priorities.
  
  • NSCI 150 Nature (5 credits)



    Distribution Area Fulfilled Natural Sciences with Lab; General Transfer Elective
    Course Description
    The emphasis of the course is to identify the major life forms found in a specific area or region including native and introduced species, and their adaptations to the environment. The course focuses on the observation of nature for both scientific and recreational purposes. Includes lab and field studies.

    Student Outcomes
    1. Identify and contrast the properties of life vs. non-life.
    2. Identify the means to determine the differences between the three domains and various kingdoms of life.
    3. Define and identify the terms ecosystem, biome, niche, habitat, trophic pyramid, food web, succession, evolution, natural selection, and other terms / words specific to the instructor’s course design emphasizing ecological awareness.
    4. Define the fundamental characteristics of trophic levels, food pyramids, and food webs.
    5. Identify common species of organisms via physical and written identification means.
    6. Demonstrate an increased awareness of environmental interactions and specific life forms.
    7. Define and identify the scientific method, emphasizing the difference between objective and subjective study and test-based understanding.
    8. Recognize and evaluate the impact of exotic or introduced species upon endemic species.
    9. Apply a basic understanding of genetics to environmental issues as genetically modified and recombined life forms.
    10. Determine the taxonomic categories of life forms.
    11. List and categorize the characteristics of the various ecosystems which make up a biome in order to identify the ecosystems and biomes of the studied area or region.
  
  • NSCI 160 Environmental Biology (5 credits)



    Distribution Area Fulfilled Natural Sciences with Lab; General Transfer Elective
    Course Description
    Interrelationship of humans, animals, plants, soil, water and air. Application to contemporary environmental problems.

    Student Outcomes
    1. Identify contagious diseases that plague life on earth, and how they can be “eliminated”.
    2. Identify the term “poverty”, its complications and causes, and the various ways to eliminate it.
    3. Define the thoughts behind and the underlying hypothesis of Gaia.
    4. Be able to relay, through layperson understandings, introductory chemistry functions/terms (ex. atom, bonds, macromolecules, water properties).
    5. Demonstrate awareness of the environment, biomes, and ecosystems the students inhabit on this vast planet (in the biosphere sense), and the niche they fill as responsible inhabitants.
    6. Demonstrate increased awareness of ecological principles and their importance to current human affairs.
    7. Correctly use basic techniques for detecting the individuality of an ecosystem as a basis of perceiving environmental changes.
    8. Define the two laws of thermodynamics and apply them to the fundamental operation of food webs and communities and approaches in solving an ecological crisis.
    9. Define the fundamental structures and functions of a food web, food pyramid, and trophic levels.
    10. Differentiate between environmentally editorialized and scientifically objective printed and verbal stands through the media.
    11. Identify and contrast between the major ecosystems in the Pacific Northwest (land, sea, freshwater, and brackish water).
    12. Identify and contrast between the major biomes of the Pacific Northwest and Earth.
    13. Trace the natural cycles of planet Earth in the earth’s three abiotic components: hydrosphere, lithosphere, and atmosphere, with applications to human involvement.
    14. Explain the process of population / fertility control, growth, and extinction, and apply these processes to approach the current, past, and future potential population problems of the various biota of Earth (Humans included).
    15. Discuss key issues concerning social problems and potential solutions with water, land, agricultural, economic, and air management topics via environmental concerns.
    16. Identify and define pollution via its causes, its’ effects (primary and secondary) in current, past, and future concerns/repercussions with both earth’s abiotic, and biotic areas.
    17. Identify the potential causes and repercussions of global warming.
    18. Identify key government and social environmental causes/groups which influence environmental concerns.
    19. Describe who Rachel Carson is and expand upon her importance to the field of environmental science.
    20. Identify means of recycling, waste management, and environmental responsibility issues pertaining to clean up techniques.
    21. Identify personal habitats “artificial” to the earth (home, school, work), and their local ecosystems that they and the human built structures (housing highways, autos, etc.) influenced through both positive and negative means.
    22. Differentiate between the terms: endemic, introduced and native, pertaining to flora and fauna, and the effects of introduced organisms to an ecosystem.
    23. Describe and identify differences between the domains and kingdoms of life on earth.
    24. Differentiate between the terms developed and undeveloped nations/countries.
    25. Describe the structure and function of DNA. Use this understanding to explain the use of genetically modified foods on the earth, what they are, and what repercussions of their use may have.
  
  • NSCI 300 Inquiry Based Science for Teachers (5 credits)



    Distribution Area Fulfilled Natural Sciences with Lab; General Transfer Elective
    Prerequisite Admission into the BAS-T program.

    Course Description
    An overview of the main concepts in natural science for early childhood teachers including topics in earth/space science, life science, physical science, and engineering design. Lab included.

    Student Outcomes
    1. Use the Crosscutting Concepts as an organizational framework for connecting core ideas across the earth and space sciences, the life sciences, physical sciences, and engineering design.
    2. Demonstrate knowledge of basic concepts of life science, physical sciences, and earth sciences needed to support the scientific exploration of children from birth through grade three.
    3. Apply knowledge of processes, skills, technologies, and resources to explore and understand science content and phenomena.
    4. Conduct investigations to answer scientific questions or solve engineering problems using the scientific method in earth sciences, life sciences, physical science, and engineering.
    5. Describe the relationship between engineering and science in order to plan and implement a comprehensive science curriculum.
    6. Explain the interactions between culture and science, identify the contributions of diverse individuals to the development of science and technology, and describe how science and technology have affected individuals, cultures, and societies throughout human history.
    7. Create an inquiry-based lesson plan for children from birth through grade three using the content knowledge learned in this course and the Washington State Early Learning and Development Guidelines or the Next Generation Science Standards (NGSS).
  
  • NURS 141 Foundations of Nursing (3 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Concepts and theories basic on the art and science of the nursing role with an emphasis on health promotion across the lifespan. Includes program’s philosophy of nursing, nursing history, patient needs, safety, communication, and teaching/learning with an emphasis on critical thinking.

    Student Outcomes
    1) Define nursing theory and processes used to identify normal health in individuals across the lifespan.
    2) Create a plan of care
    3) Describe the difference in nursing roles in a variety of professional health care environments
    4) Describe nursing concepts in accordance with acceptable nursing standard
    5) Identify and describe strategies for learning about the outcomes of care in the clinical practice setting
    6) Identify and explain nursing principles of safe practice
    7) State the advances of modern technology, such as electronic health records, and their impact on the healthcare environment
  
  • NURS 142 Foundations of Nursing Skills Lab (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in Foundations of Nursing, with an emphasis on common nursing psychomotor skills.

    Student Outcomes
    1. Demonstrate a full head-to-toe assessment on an adult patient using patient-centered care
    2. List examples of how team functioning impacts safety and quality of care
    3. Perform foundational nursing care and clinical skills/procedures for adult patients within acceptable nursing standards
    4. Define the process for quality improvement in the patient care setting
    5. Identify effective use of strategies to reduce risk of harm to self or others
    6. Recognize technology and information management tools to support safe processes of care including protecting patient health information
    7. Observe functions within an electronic health record to communicate, manage, support decision making, and document care received by patients
  
  • NURS 143 Foundations of Nursing Clinical/Simulation (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Health promotion, critical thinking and psychomotor nursing skills needed to assist individuals in meeting basic human needs: Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in Foundations of Nursing with an emphasis on practice of assessments and psychomotor skills in the clinical and/or simulation setting.

    Student Outcomes
    1) Demonstrate a full head-to-toe assessment on the patient across the lifespan.
    2) Create a basic plan of care utilizing the nursing process.
    3) Recognize foundational nursing skills as a provider of care, manager of care, and member of the discipline of nursing, utilizing the Nursing Process Model.
    4) Relate nursing care and clinical skills/procedures for patients within acceptable nursing standards. S)List a process demonstrating improved patient outcomes.
    5) Demonstrate effective use of strategies to reduce risk of harm to self or others.
    6) ?)Identify technology and information management tools to support safe processes of care including protecting patient health information.
  
  • NURS 144 Nursing Success Seminar (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Provide new nursing students with tools for success for the nursing program including the introduction to medical terminology, medical math basic, American Psychological Association (APA) writing, introduction to presentation formats, study tips and strategies for answering critical thinking questions.

    Student Outcomes
    1) Review a health related topic & write APA style paper
    2) Present a small group presentation on a healthcare related topic
    3) Develop strategies for responding to NCLEX style questions
    4) Create a personal plan or strategy for success while in the nursing program
    5) Demonstrate conversions of measurement and beginning competence in dosage calculations
    6) Conduct a literature review for a given healthcare topic
  
  • NURS 145 Ethics and Policy in Healthcare I (3 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Ethical and legal concepts and issues used in decision-making frameworks to support the well-being of people and groups in nursing and healthcare across the lifespan.

    Student Outcomes
    1) Define policy, law and ethical components that help empower patients and families navigate the health care process.
    2) Identify the unique attributes that members bring to a team, including variations in professional orientation and accountability.
    3) Describe the nurse’s rights and responsibilities in the healthcare setting.
    4) Identify ethical decision-making gaps between observed and current evidenced-based practices.
    5) Identify licensure and policies related to nursing scope of practice.
    6) Comprehend laws on how information is managed in healthcare settings.
  
  • NURS 146 Foundations of Psychosocial Issues and Communication in Healthcare I (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Introduction to psychosocial issues across the lifespan with an emphasis on effective and therapeutic communication in healthcare, intercultural and professional communication, and working with diverse groups.

    Student Outcomes
    1) Describe how diverse cultural, ethnic and social backgrounds effect patient, family, and community values across the lifespan.
    2) Identify evidence-based tools related to clinical practice topics and guidelines that can be utilized to effectively communicate with the healthcare team.
    3) Recognize that a patient’s values can affect communication style.
    4) Identify ways to incorporate diverse patient population values into the nurse-patient relationship.
    5) Recognize how own value system impacts communication skills.
    6) List strategies based on quality improvement work to enhance the communicative effectiveness and safety of the healthcare team.
    7) Outline teaching materials, online patient charting, interpreter services and other modalities to ensure holistic patient communication.
  
  • NURS 150 Pharmacology of Simple-Chronic Illnesses (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program. 

    Course Description
    Evidenced-based research of pharmacology associated with the care of patients experiencing simple-chronic illnesses throughout the lifespan.

    Student Outcomes
    For simple-chronic illnesses: 
    1. Define terminology related to pharmacology across the lifespan.
    2. Describe ways that the healthcare team can work to identify and maintain an individual's homeostasis using concepts of pharmacology.
    3. Identify evidence-based pharmacological principles of major drug classifications.
    4. Identify therapeutic uses of major drug classifications and complementary or alternative interventions.
    5. Summarize pharmacological evidence related to the quality improvement of patient care.
    6. Compare and contrast pharmacological processes that maintain safe practices.
    7. Describe the benefits and limitations of technologies as it applies to pharmacology.
    8. Complete basic dosage calculations and conversions for medication administration to provide safe patient care.
  
  • NURS 151 Medical/Surgical Nursing- Simple-Chronic Illnesses (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Applying evidenced-based nursing concepts, theories, and pathophysiology for health promotion, maintenance, and restoration of patients experiencing simple-chronic illnesses across the lifespan.

    Student Outcomes
    1) Apply multiple dimensions of patient-centered care for the individuals with simple-chronic illnesses across the lifespan including: disease pathophysiology; patient/family/community preferences, values; coordination and integration of care; information, communication and education; physical comfort and emotional support; involvement of family and friends; transition and continuity of care. 
    2) Identify the contributions of others on the healthcare team in helping patient/family achieve health goals.
    3) Examine the role of evidence in determining best clinical practice for patients with chronic deviations in all body systems.
    4) Examine the importance of variation and measurement in assessing quality of care.
    5) Describe the potential and actual impact of national patient safety resources, initiatives and regulations on positive patient outcomes.
    6) Identify information and technological skills that are essential for safe patient care.
  
  • NURS 152 Nursing Skills in Simple-Chronic Illnesses Lab (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in simple-chronic illnesses, with an emphasis on common nursing psychomotor skills.

    Student Outcomes
    1. Apply the nursing process and how it affects patient-centered care of simple chronic illnesses across the lifespan
    2. Demonstrate team functioning and its impact on safety and quality of care
    3. Perform nursing care and clinical skills/procedures for adult patients within acceptable nursing standards
    4. Summarize the process for quality improvement in the patient care setting
    5. Use effective strategies to reduce risk of harm to self or others
    6. Compare technology and information management tools to support safe processes of care including protecting patient health information
    7. Demonstrate functions within an electronic health record
  
  • NURS 153 Nursing Skills in Simple Chronic Illnesses Clinical/Simulation (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Health promotion, critical thinking and psychomotor nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in simple-chronic illnesses with an emphasis on practice of assessments and psychomotor skills in the clinical and/or simulation setting.

    Student Outcomes
    1) Demonstrate a full head-to-toe assessment on patients with simple-chronic illnesses across the lifespan.
    2) Create a plan of care utilizing the nursing process
    3) Demonstrate nursing skills as a provider of care, manager of care, and member of the discipline of nursing, utilizing the Nursing Process Model.
    4) Show nursing care and clinical skills/procedures for patients within acceptable nursing standards.
    5) Communicate a process demonstrating improved patient outcomes.
    6) Compare effective use of strategies to reduce risk of harm to self or others.
    7) Review technology and information management tools to support safe processes of care including protecting patient health information.
  
  • NURS 156 Psychosocial Issues and Communication in Healthcare II (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Impact of psychosocial issues across the lifespan with an emphasis on communication strategies to incorporate cultural values and spiritual beliefs in diverse populations (continuation of NURS 146).

    Student Outcomes
    1) Apply effective communication techniques with diverse patient populations across the lifespan.
    2) Demonstrate evidence-based strategies related to psychosocial factors that can improve communication for positive patient outcomes.
    3) Examine social, environmental, spiritual and cultural impact on health and illness.
    4) Recognize how an individual’s values can affect communication style.
    5) Compare and contrast ways to incorporate diverse patient population values into the nurse­ patient relationship.
    6) Implement strategies based on quality improvement work to enhance the communicative effectiveness and safety of the healthcare team.
    7) Design teaching materials incorporating online patient charting, interpreter services and other modalities to ensure holistic patient communication.
  
  • NURS 160 Pharmacology of Complex-Chronic Illnesses (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Evidenced-based research of pharmacology associated with the care of patients experiencing complex-chronic illnesses throughout the lifespan.

    Student Outcomes
    For complex-chronic illnesses: 
    1. Define terminology related to pharmacology across the lifespan.
    2. Describe ways that the healthcare team can work to identify and maintain an individual's homeostasis using concepts of  pharmacology.
    3. Identify evidence-based pharmacological principles of major drug classifications.
    4. Identify therapeutic uses of drug classifications and complementary or alternative interventions.
    5. Summarize pharmacological evidence related to the quality improvement of patient care.
    6. Compare and contrast pharmacological processes that maintain safe practices.
    7. Interpret the benefits and limitations of new technologies as it applies to pharmacology. 
    8. Complete basic dosage calculations and conversions for medication administration to provide safe patient care.
  
  • NURS 161 Medical/Surgical Nursing-Complex-Chronic Illnesses (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Applying evidenced-based nursing concepts, theories, and pathophysiology for health promotion, maintenance, and restoration of patients experiencing complex-chronic illnesses across the lifespan.

    Student Outcomes
    1) Apply multiple dimensions of patient-centered care for the individuals with complex-chronic illnesses across the lifespan including: disease pathophysiology, patient/family/community preferences, values; coordination and integration of care; information, communication and education; physical comfort and emotional support; involvement of family and friends; transition and continuity of care
    2) Identify the contributions of others on the healthcare team in helping patient/family achieve health goals.
    3) Examine the role of evidence in determining best clinical practice for patients with chronic deviations in all body systems.
    4) Examine the importance of variation and measurement in assessing quality of care.
    5) Describe the potential and actual impact of national patient safety resources, initiatives and regulations on positive patient outcomes.
    6) Identify information and technological skills that are essential for safe patient care
  
  • NURS 162 Nursing Skills in Complex-Chronic Illnesses Lab (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in complex-chronic illnesses, with an emphasis on common nursing psychomotor skills.

    Student Outcomes
    1. Apply the nursing process and how it affects patient-centered care of complex-chronic illnesses across the lifespan
    2. Identify examples of how team functioning impacts safety and quality of care
    3. Perform nursing care and clinical skills/procedures for adult patients within acceptable nursing standards
    4. Summarize the process for quality improvement in the patient care setting
    5. Teach effective use of strategies to reduce risk of harm to self or others
    6. Apply technology and information management tools to support safe processes of care including protecting patient health information
    7. Demonstrate functions within an electronic health record.
  
  • NURS 163 Nursing Skills in Complex-Chronic Illnesses Clinical/Simulation (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Health promotion, critical thinking and psychomotor nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in complex-chronic illnesses with an emphasis on practice of assessments and psychomotor skills in the clinical and/or simulation setting.

    Student Outcomes
    1) Demonstrate a full head-to-toe assessment on patients with chronic-complex illnesses across a lifespan.
    2) Create a plan of care utilizing the nursing process.
    3) Apply nursing skills as a provider of care, manager of care, and member of the discipline of nursing, utilizing the Nursing Process Model.
    4) Demonstrate nursing care and clinical skills/procedures for patients within acceptable nursing standards.
    5) Analyze a process demonstrating improved patient outcomes.
    6) Identify effective use of strategies to reduce risk of harm to self or others.
    7) Use technology and information management tools to support safe processes of care including protecting patient health information.
  
  • NURS 166 Psychological Issues in Healthcare I (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Psychological disorders across the lifespan with an emphasis on utilization of psychosocial nursing for assessment, intervention, and health promotion.

    Student Outcomes
    1) Describe how diverse cultural, ethnic and social backgrounds impact patient, family, and community values regarding psychosocial disorders across the lifespan.
    2) Identify the role of evidence in determining legislation for patients with psychological disorders.
    3) Analyze the importance of variation and measurement in assessing the effectiveness of treatment modalities.
    4) Summarize the contributions of others on the healthcare team in helping patient/family achieve psychological health goals.
    5) Prioritize strategies to promote safety of the patient and healthcare team.
    6) Utilize teaching materials, online patient charting, interpreter services and other modalities to ensure holistic patient communication.
  
  • NURS 240 Pharmacology of Simple-Acute Illnesses (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Evidenced-based research of pharmacology associated with the care of patients experiencing simple-acute illnesses throughout the lifespan.

    Student Outcomes
    For simple-acute illneses: 
    1.Define terminology related to pharmacology  across the lifespan.
    2. Describe ways that the healthcare team can work to identify and maintain an individual's homeostasis using concepts of  pharmacology.
    3. Identify evidence-based pharmacological principles of major drug classifications.
    4. Identify therapeutic uses of drug classifications and complementary or alternative interventions.
    5. Compare and contrast pharmacological evidence related to the quality improvement of patient care.
    6. Introduce pharmacological processes that maintain safe practices.
    7. Describe the benefits and limitations of  technologies as it applies to pharmacology.
    8. Complete basic dosage calculations and conversions for medication administration to provide safe patient care.
  
  • NURS 241 Medical/Surgical Nursing - Simple-Acute Illnesses (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Applying evidenced-based nursing concepts, theories, and pathophysiology for health promotion, maintenance, and restoration of patients experiencing simple-acute illnesses across the lifespan.

    Student Outcomes
    1) Apply multiple dimensions of patient-centered care for the individuals with simple-acute illnesses across the lifespan including: disease pathophysiology; patient/family/community preferences, values; coordination and integration of care; information, communication and education; physical comfort and emotional support; involvement of family and friends; transition and continuity of care. 
    2) Evaluate the contributions of others on the healthcare team in helping patient/family achieve health goals.
    3) Analyze the role of evidence in determining best clinical practice for patients with acute deviations in all body systems.
    4) Implement variation and measurement in assessing the quality of care. 5) Describe the potential and actual impact of national patient safety resources, initiatives and regulations on positive patient outcomes.
    6) Utilize information and technological skills that are essential for safe patient care.
  
  • NURS 242 Nursing Skills in Simple-Acute Illnesses Lab (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in simple-acute illnesses, with an emphasis on common nursing psychomotor skills.

    Student Outcomes
    1) Apply the nursing process and how it affects patient-centered care of simple-acute illnesses across the lifespan
    2) Analyze team functioning to ensure safety and quality of care
    3) Perform nursing care and clinical skills/procedures for adult patients within acceptable nursing standards
    4) Implement processes for quality improvement in the clinical lab setting
    5) Demonstrate effective strategies to reduce risk of harm to self or others
    6) Prioritize technology and information management tools to support safe processes of care to include protecting patient health information
    7) Utilize functions within an electronic health record
  
  • NURS 243 Nursing Skills in Simple-Acute Illnesses Clinical/Simulation (5 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Health promotion, critical thinking and psychomotor nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in simple-acute illnesses with an emphasis on practice of assessments and psychomotor skills in the clinical and/or simulation setting.

    Student Outcomes
    1) Demonstrate a full head-to-toe assessment on patients with simple-acute illnesses across the lifespan. ·
    2) Create a plan of care utilizing the nursing process.
    3) Apply nursing skills as a provider of care, manager of care, and member of the discipline of nursing, utilizing the Nursing Process Model.
    4) Organize nursing care and clinical skills/procedures for patients within acceptable nursing standards.
    5) Prioritize processes demonstrating improved patient outcomes.
    6) Implement strategies to reduce risk of harm to self or others.
    7) Investigate technology and information management tools to support safe processes of care including protecting patient health information.
  
  • NURS 244 Topics in Obstetrical and Pediatric Nursing Care (3 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Concepts of collaborative care for patients who are experiencing pregnancy and childbirth. Concepts of collaborative care for newborn and pediatric patients who are experiencing acute illnesses, changes in conditions, and emergencies.

    Student Outcomes
    1) Identify the multiple dimensions of patient centered care.
    2) Demonstrate knowledge of the contributions of others on the healthcare team in helping patient/family achieve health goals.
    3) Define the role of evidence in determining best clinical practice.
    4) Assess variation and measurement for enhanced quality of care.
    5) Describe the potential and actual impact of national patient safety resources, initiatives and regulations.
    6) Apply information and technology skills that are essential for safe patient care.
  
  • NURS 250 Pharmacology of Complex-Acute Illnesses (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Evidenced-based research of pharmacology associated with the care of patients experiencing complex-acute illnesses throughout the lifespan.

    Student Outcomes
    For complex-acute illnesses: 
    1. Define terminology related to pharmacology across the lifespan.
    2. Integrate ways that the healthcare team can work to identify and maintain an individual's homeostasis using concepts of pharmacology.
    3. Identify evidence-based pharmacological principles of major drug classifications.
    4. Identify therapeutic uses of drug classifications and complementary or alternative interventions.
    5. Compare and contrast pharmacological research related to the quality improvement of patient care.
    6. Implement pharmacological processes that maintain safe practices.
    7. Analyze the benefits and limitations of technologies as it applies to pharmacology.
    8. Complete basic dosage calculations and conversions for medication administration to provide safe patient care.
  
  • NURS 251 Medical/Surgical Nursing - Complex-Acute Illnesses (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Applying evidenced-based nursing concepts, theories, and pathophysiology for health promotion, maintenance, and restoration of patients experiencing complex-acute illnesses across the lifespan.

    Student Outcomes
    1) Apply multiple dimensions of patient-centered care for the individuals with complex-acute illnesses across the lifespan including: disease pathophysiology; patient/family/community preferences, values; coordination and integration of care; information, communication and education; physical comfort and emotional support; involvement of family and friends; transition and continuity of care
    2) Evaluate the contributions of others on the healthcare team in helping patient/family achieve health goals.
    3) Critique the role of evidence in determining best clinical practice for patients with acute deviations in all body systems.
    4) Utilize variation and measurement in assessing the quality of care.
    5) Describe the potential and actual impact of national patient safety resources, initiatives and regulations on positive patient outcomes.
    6) Utilize information and technology skills that are essential for safe patient care.
  
  • NURS 252 Nursing Skills in Complex-Acute Illnesses Lab (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in complex-acute illnesses, with an emphasis on common nursing psychomotor skills.

    Student Outcomes
    1) Integrate knowledge of the nursing process and how it affects patient-centered care for patients experiencing complex-acute illnesses across the lifespan
    2) Select examples of how team functioning impacts safety and quality of care
    3) Perform nursing care and clinical skills/procedures for adult patients within acceptable nursing standards
    4) Simplify the process for quality improvement in the patient care setting
    5) Prioritize strategies to reduce risk of harm to self or others
    6) Compare and contrast technology and information management tools to support safe processes of care including protecting patient health information
    7) Utilize functions within an electronic health record
  
  • NURS 253 Nursing Skills in Complex-Acute Illnesses Clinical/Simulation (4 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Health promotion, critical thinking and psychomotor nursing skills needed to assist individuals in meeting basic human needs. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation related to selected alterations discussed in complex-acute illnesses with an emphasis on practice of assessments and psychomotor skills in the clinical and/or simulation setting.

    Student Outcomes
    1) Demonstrate a full head-to-toe assessment on patients with complex-acute illnesses across the lifespan
    2) Create a plan of care utilizing the nursing process.
    3) Develop nursing skills as a provider of care, manager of care, and member of the discipline of nursing, utilizing the Nursing Process Model.
    4) Plan nursing care and clinical skills/procedures for patients within acceptable nursing standards.
    5) Model processes demonstrating improved patient outcomes.
    6) Integrate effective use of strategies to reduce risk of harm to self or others.
    7) Utilize technology and information management tools to support safe processes of care including protecting patient health information.
  
  • NURS 255 Concepts of Ethics and Policy in Healthcare II (2 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Ethical and legal concepts and issues used in decision-making frameworks to support the well-being of people and groups in nursing and healthcare across the lifespan (Continuation of NURS 145).

    Student Outcomes
    1) Discuss policy, law and ethical components that help empower patients and families navigate the health care process.
    2) Differentiate the unique attributes that members bring to a team, including variations in professional orientation and accountability.
    3) Analyze the nurse’s rights and responsibilities in the healthcare setting.
    4) Summarize ethical decision-making gaps between observed and current evidenced-based practices.
    5) Integrate licensure and policies related to nursing scope of practice.
    6) Research laws on how information is managed in healthcare settings.
  
  • NURS 256 Psychological Issues in Healthcare II (1 credit)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Psychological disorders across the lifespan with an emphasis on utilization of psychosocial nursing for assessment, intervention, and health promotion (continuation of NURS 166).

    Student Outcomes
    1) Compare how diverse cultural, ethnic and social backgrounds impact patient, family, and community values regarding psychological disorders.
    2) Prioritize evidence in determining legislation for patients with psychological disorders.
    3) Utilize variation and measurement in assessing the effectiveness of treatment modalities.
    4) Demonstrate knowledge of the contributions of others on the healthcare team in helping patient/family achieve psychological health goals.
    5) Summarize strategies to promote safety of the patient and healthcare team.
    6) Utilize teaching materials, online patient charting, interpreter services and other modalities to ensure holistic patient communication.
  
  • NURS 261 Professional Role Transition (3 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Current healthcare trends and professional issues within the context of nursing practice emphasizes mastering synthesis and application of current evidence based theory, research, and practice in relation to nursing management, leadership, and nursing care of individual/families/groups/communities culmination of program outcomes for program outcomes in preparation for licensure.

    Student Outcomes
    1) Application of nursing theory in culminating clinical experiences
    2) Demonstrate knowledge of evidence-based practice in advanced nursing topics
    3) Research current trends in healthcare and the immediate and/or long term implications on nursing practice
    4) Evaluate the nursing scope of practice that promotes strategies leading to positive patient outcomes.
    5) Demonstrate effective communication skills and conflict management
    6) Analyze scope of practice in relation to professional licensure, employment, and state nurse practice act.
    7) Integrate health information and clinical knowledge for prioritization of care and appropriate delegation of tasks.
  
  • NURS 263 Nursing Practicum (5 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Practicum experience with synthesis of cognitive and effective skills, health promotion, critical thinking and psychomotor nursing skills acquired through supervised clinical practice in a selected healthcare agency and disciplinary process. Includes a focus on assessments of patients across the lifespan, formulating nursing diagnoses, and documentation in the clinical and/or simulation setting.

    Student Outcomes
    1) Demonstrate assessments using knowledge of patient’s disease process across the lifespan.
    2) Create a plan of care utilizing the nursing process to minimize risk of harm to patients and families.
    3) Develop advanced nursing skills as a provider of care, manager of care, and member of the discipline of nursing, utilizing the Nursing Process Model.
    4) Plan nursing care and clinical skills/procedures for patients within acceptable nursing standards.
    5) Model processes demonstrating improved patient outcomes.
    6) Implement processes for quality improvement in the patient care setting.
    7) Integrate effective use of strategies to reduce risk of harm to self or others.
    8) Use information technology to support safe processes of care including protecting patient health information.
  
  • NURS 264 NCLEX-RN and Licensure Preparation Seminar (3 credits)



    Prerequisite Enrollment in the Associate Degree Nursing Program.

    Course Description
    Review of testing application procedures, including state and national testing competency standards; guidance and preparation for graduation and licensure. Standardized testing and onsite content review.

    Student Outcomes
    1) Complete proctored comprehensive practice exams
    2) Attend NCLEX-RN preparation seminar
    3) Prepare for submission of licensure and NCLEX-RN testing applications
  
  • NUTR& 101 Nutrition (5 credits)



    Distribution Area Fulfilled Natural Sciences; General Transfer Elective
    Course Description
    Introduction to the role of nutrition in human health with respect to essential nutrients, factors that affect eating habits, food advertising, nutrition and disease and establishing a healthy lifestyle.

    Student Outcomes
    1. Discuss and define diet planning principles and their application for individual dietary needs.
    2. Identify factors that influence eating habits.
    3. Evaluate a food label and identify reliable and unreliable sources of nutritional information.
    4. Define and apply the Dietary Reference Intakes and their use for healthy individuals.
    5. Identify the essential nutrients, their basic functions in the body and significant sources.
    6. Sequence the steps for digestion of food and absorption of nutrients, and identify factors that influence these processes.
    7. Discuss the concept of energy balance as it relates to exercise, nutrition and weight management.
    8. Discuss the principles of fitness and the unique energy and nutrient needs for physical activity and exercise.
    9. Discuss food safety and consumer issues.
    10. Identify the relationship between nutrition and disease.
    11. Identify the changes in nutritional requirements throughout all life stages.
    12. Demonstrate proficiency in analysis of a Food Intake Record.
  
  • OCEA 170 Marine Biology (5 credits)



    Distribution Area Fulfilled Natural Sciences with Lab; General Transfer Elective
    Course Description
    An introduction to the plant and animal life in estuarine and marine ecosystems and environments. Topics include lifestyles, adaptations, habitats, diseases and effects of pollution, interrelationships, and taxonomic identification of marine organisms. Field trip required. Labs included.

    Student Outcomes
    1. Describe the contributions to marine studies made by some of the following people: ancient Egyptians, early islanders, Cook, Darwin, Forbes, Cousteau, Ballard.
    2. Apply the scientific method and its usefulness to the study of marine systems.
    3. Identify the principles of plate tectonic action.
    4. Characterize and categorize chemical and physical characteristics of seawater samples from a variety of environments.
    5. Examine, describe and apply chemical principles in order to understand the workings of the cell.
    6. Define simple diffusion, osmosis, facilitated diffusion and active transport.
    7. Distinguish the differences between marine bacteria, fungi, protists and plants.
    8. Classify marine invertebrates at the phylum level using distinguishing characteristics.
    9. Compare and contrast cartilaginous and bony fishes
    10. Contrast the distinguishing characteristics between the major marine bird groups.
    11. Differentiate the biological adaptations of marine reptiles.
    12. Differentiate the biological adaptations of marine mammals.
    13. Compare and contrast symbiotic relationships in marine environments.
    14. Distinguish between the different trophic levels using examples from different marine communities.
    15. Describe physiological and anatomical adaptations of marine organisms to the marine environment.
    16. Compare the characteristics that equip an organism to inhabit a variety of shore environments (such as rocky shore, mudflat, etc.).
    17. Explain the patterns of vertical zonation and competition for space in the marine environment.
    18. Define the coral polyp and coral nutrition.
    19. Describe the requirements and limitations for coral growth.
    20. Name the three types of coral reefs and identify the forces involved in forming them.
  
  • OCEA& 101 Intro to Oceanography (5 credits)



    Distribution Area Fulfilled Natural Sciences with Lab; General Transfer Elective
    Formerly OCEAN 101 - CCN

    Course Description
    Exploration and investigation of the marine environment, including the geology, waves, currents, tides, biology, water chemistry, and human impacts. Appropriate for non-science and science majors. Field trips required. Labs included.

    Student Outcomes
    1. Apply the scientific method to interpret marine processes.
    2. Apply marine principles and critical thinking skills to solve marine problems such as sustainable development of resources, marine pollution, and global climate change.
    3. Describe and identify physical and chemical seawater properties, and their influence on physical and biological marine processes.
    4. Interpret maps and images of physical features of the marine environment.
    5. Use appropriate tools and sources in order to access and synthesize marine and environmental information and communicate it effectively.
  
  • OSH 100 Intro to Occupational Safety and Health (5 credits)



    Course Description
    Overview of occupational safety and health, including introduction to regulatory agencies, financial and human impact of occupational injuries/illnesses, and workers compensation. Covers basic safety terminology and how to access safety information and resources. Focuses on the role of responsibility of the Safety and Health employee.

    Student Outcomes
    1. Locate and compare different sources of safety information and resources in order to determine the types of information each offers to the occupational safety and health specialist. (Add to OSH Resource Book)
    2. Determine the chain(s) of responsibility and enforcement in the OSH regulatory agencies in the state of Washington. (Add to OSH Resource Book)
    3. Identify how the implementation of safety and risk management policies and practices has impacted the number and severity of workers’ compensation claims over time.
    4. Recognize and compile resources of key terms and concepts in order to have a useful reference for the work place. (Add to OSH Resource Book)
    5. Compare and contrast the costs (financial and human) of different occupational injuries and illnesses in order to identify the impact on the employee(s), the employees’ family and community, and the employer.
    6. Locate the most pertinent sources and resources central to the field of occupational health and safety in the state of Washington. (Annotated bibliography; OSH Resource Book)
  
  • OSH 110 Safety Management (5 credits)



    Course Description
    Concepts and measurements of reactive versus proactive safety practices. Students will learn the major on-the-job hazards in the workplace, and how to collect and evaluate data to identify safety and health trends. Students will also learn how to respond to safety data gathered, by developing site-specific programs, policies, and procedures.

    Student Outcomes
    1. Collect and evaluate data to identify safety and health trends in order to develop site-specific programs, policies, and procedures.
    2. Collect data about difference workplace safety or health incidents in order to develop a variety of intervention plans. (Research project presentation)
    3. Develop appropriate plans that respond to data in order to meet safety and health standards.
    4. Develop a personal code of ethics for excellent safety management in order to envision the long-term consequences of one’s decisions and behavior on others. (OSH Resource Book)
    5. Articulate the role and impact a given organization’s emergency preparedness plan has on the organization and in its surrounding community. (Group Power Point Presentation)
    6. Evaluate reactive versus proactive safety interventions in order to determine impact.
  
  • OSH 140 Regulatory Environment (3 credits)



    Course Description
    Introduction to regulatory bodies and overview to Occupation Safety and Health Agency (OSHA), Washington Industrial Safety and Health Act (WISHA), Environmental Protection Agency (EPA), Department of Transportation (DOT,) Mine Safety and Health Administration (MSHA) regulations. History and political evolution of the regulatory environment; how violations are penalized, and how a regulatory agency performs a formal inspection.

    Student Outcomes
    1. Analyze the range of implications federal, state and local regulatory agency laws and processes have on financial and human entities.
    2. Determine how federal, state and local regulatory agency interface.
    3. Assess regulatory inspection processes.
    4. Explain how OSHA and WISHA regulations, violations, penalties and fines apply to situations. (Add to OSH Resource Book)
    5. Examine how gender, sexual orientation, race, ethnic, class and other cultural groups have played a role in the history and political evolution of OSH regulations.
    6. Research a variety of OSH regulatory agencies and the scope of their jurisdictions. Note the points the agencies intersect, points of contention between them, and barriers to servicing claimants. (OSH Resource Book)
  
  • OSH 150 Workers Comp and Risk Management (3 credits)



    Course Description
    Overview of risk manager role and current analysis methods. History and evolution of the workers compensation system, the Access and Disabilities Act (ADA), Family and Medical Leave Act (FMLA), and Washington State Disability Act will be explored. Covers business insurance and claims process, transfer/assumption/assessment of risk, and lines of insurance.

    Student Outcomes
    1. Research a variety of OSH regulatory agencies and the scope of their jurisdictions on workers compensation. Note the points the agencies intersect, points of contention between them, and barriers to servicing claimants. (OSH Resource Book)
    2. Evaluate various risk analysis methods in order to determine which method(s) work best in what type(s) of situation(s).
    3. Evaluate the steps and tools in the claims process, including business insurance, transfer of risk, assumption of risk, risk assessment, and lines of insurance. (OSH Resource Book)
    4. Examine how gender, sexual orientation, race, ethnic, class and other cultural groups have played a role in the history and evolution of workers compensation, ADA, FMLA, and Washington State Disability Act.
    5. Identify the pivotal points in the history and evolution of the workers compensation system in order to determine how decisions have impacted human beings, relationships, cultures, natural and fiscal resources.
    6. Analyze the role of the risk manager in order to determine how he/she functions as a conscientious member of a risk management system.
  
  • OSH 155 Special Topics in OSH - I (3 credits)



    Course Description
    Topics covered will vary/rotate depending on current events and changes in the field of OSH, sample topics include: Workplace Violence, Transportation Safety, Medical Surveillance, Health Epidemics, Agriculture Safety, etc.

    Student Outcomes
    1. Describe the importance of the specialized topic to the field and practice of occupational safety and health.
    2. Correctly name & define specialty topic terms and key concepts.
    3. Analyze the specialty concepts as applied to real world situations.
    4. List and contrast the strengths and limitations of various specialty topic applications and evaluate those applications in relation to occupational safety and health regulations.
  
  • OSH 160 Incident Investigation (3 credits)



    Course Description
    This course covers methods and documentation required for incident investigation. Overview of supervisor role in incident investigation, methods of review, action, and follow up to prevent recurrence. Includes overview of record-keeping system.

    Student Outcomes
    1. Analyze proper methods, protocols, and documentation for an incident investigation.
    2. Identify and report causal factors of an incident and provide recommendations for appropriate action(s).
    3. Analyze the immediate supervisor’s role and compare to other roles found in a designated institution.
    4. Determine what methods safety committees and management use in what contexts.
    5. Analyze incident reports, Logs of Work Related Injuries and Illnesses, and case studies in order to determine the financial and human impact of proper and improper methods, protocols, and documentation for incident investigation.
    6. Identify root causes of accidents that need to be eliminated in order to promote a safe, healthy work environment.
  
  • OSH 170 Training Techniques (3 credits)



    Course Description
    Overview of different learning styles and effective methods for providing training to employees. Advantages and disadvantages of different training medias and associated costs. Opportunities to provide training to other class members on selected safety topics and use different training methodologies.

    Student Outcomes
    1. Compare the advantages and disadvantages of different training media and associated costs.
    2. Explain how learning styles and effective training methods address the needs of a diverse workforce.
    3. Prepare and deliver a training plan that addresses a particular risk management issue in order to
    assure management and union buy-in.
    a. Identify needs (e.g. compliance)
    b. Establish learning outcomes
    c. Develop education curriculum
    d. Establish timeline
    e. Identify educator
    f. Coordinate education activities
    g. Evaluate effectiveness of education
    h. Document educational activities
    4. Identify effective refresher training methods.
  
  • OSH 190 Industrial Security (3 credits)



    Course Description
    Overview of the All Hazards Approach to industrial security. Site-specific vulnerability assessments, development of Emergency Action Plans, loss prevention, industrial security, history of terrorism/terrorist threats, workplace violence the National Incident Management System (NIMS) will be introduced.

    Student Outcomes
    1. Analyze the concept of loss prevention.
    2. Demonstrate the basics of the All Hazards Approach to Industrial Security, including:
    3. Equipment
    4. Methods
    5. Control of facility entrances (and control of entrants)
    6. Internal security threats by disgruntled employees
    7. Describe how to conduct site-specific vulnerability assessments
    8. Explain the history and evolution of terrorism including specific terrorist threats (chemical, biological, radiological, nuclear, and explosive/energetic (CBRNE).
    9. Identify the characteristics and implications of various terrorist threats in order to determine the impact on a given company or organization.
    10. Identify how the National Incident Management System (NIMS) enables a Safety and Health Coordinator to fulfill his/her responsibilities.
    11. Develop an Emergency Action Plan.
  
  • OSH 220 Industrial Hygiene (5 credits)



    Course Description
    Apply the basic concepts of industrial hygiene at the technician level. Understand toxicology in an occupational setting. Recognize and evaluate health hazards and develop controls to protect worker health in workplace scenarios. Evaluate health hazards in the workplace with OSHA exposure limits. Complete a case study report where industrial hygiene practices are applied to a real-world situation.

    Student Outcomes
    1. Apply the basic concepts of industrial hygiene at the technician level to workplace scenarios.
    2. Understand the toxicology of substances in an occupational setting and the occurrence of
    occupational diseases.
    3. Learn methods to identify and evaluate exposure to health hazards, and then determine the
    appropriate sampling and monitoring techniques.
    4. Develop work practices and controls to protect worker’s health.
    5. Apply OSHA exposure limits and workplace standards to health hazards.
    6. Apply industrial hygiene practices to a specific workplace setting and complete a case study report.
  
  • OSH 230 Ergonomics (3 credits)



    Course Description
    Overview of the history and evolution of ergonomics in the workplace. Ergonomic risk factors, terminology, engineering solutions, applications of the principles of body mechanics, and communication of basic ergonomic concepts and solutions.

    Student Outcomes
    1. Identify the major incidents or issues that have influenced the history and evolution of ergonomics.
    2. Design ergonomically safe and functional workspaces in order to address specific employee health issues (to include principles of body mechanics and use of engineering and ergonomic solutions.)
    3. Develop strategies to encourage employee and organizational compliance with ergonomic guidelines. (Add to OSH Resource Book)
    4. Use ergonomic terminology.
    5. Ensure that ergonomic policies, procedures and trainings are inclusive of ADA standards and regulations in order to assure that all employee needs are recognized and addressed.
    6. Demonstrate ergonomic National Institute of Occupational Safety and Health (NIOSH) guidelines.
  
  • OSH 240 Handling Hazardous Materials (4 credits)



    Course Description
    Overview of regulations on hazard recognition, protective equipment, biological/radiological toxicology, monitoring decontamination. Includes 40 hours of OSHA required safety training/certification for workers/supervisors. This “hands-on” course covers all regulations. Site simulations are conducted.

    Student Outcomes
    1. Identify the requirements of Occupational Safety and Health Standard 29CFR1910.120.
    2. Describe how to recognize hazards in order to determine safe work practices.
    3. Define the purpose of personal protective equipment and under which circumstances different personal protective equipment is used.
    4. Demonstrate a basic understanding of chemical toxicology, and biological and radiological toxicology medical surveillance.
    5. Demonstrate sampling and monitoring procedures.
    6. Demonstrate decontamination procedures.
    7. Explain safe work practices.
    8. Implement and explain emergency procedures.
  
  • OSH 255 Special Topics in OSH II (4 credits)



    Course Description
    Topics covered will vary/rotate depending on current events and changes in the field of OSH, sample topics include: Workplace Violence, Transportation Safety, Medical Surveillance, Health Epidemics, Agriculture Safety, etc.

    Student Outcomes
    1. Discuss the Significance of the Assigned Topic to the Field and Practice of OSH
    2. Name & Define Terms and Key Concepts
    3. Analyze the Concepts to Identify & Evaluate Real-World Applications
    4. Discuss the Strengths & Limitations of Various Applications and the Implications of that on the Regulations Related to the Assigned Topic
  
  • OSH 291 OSH Internship (3 credits)



    Prerequisite Enrollment in the Occupational Safety and Health Program and instructor permission.

    Course Description
    Participants will obtain and participate in an occupational safety and health extramural work experience in their chosen area of interest.

    Student Outcomes
    1. Obtain work experience in their field of interest through volunteering, job shadowing, interning, and/or agreeing to be evaluated by their current supervisor.
    2. Set workplace learning objectives, develop a plan for accomplishing these objectives, document the learning process, and assess their success in reaching the objectives.
    3. Write a career path plan communicating where they want to be in their careers five years in the future and the steps they will take to make it happen.
    4. List typical work procedures and professional standards for the industry of this internship.
  
  • PARED 110 Instructional Roles of the Para-Educator (2 credits)



    Course Description
    Address the roles and responsibilities of paraeducators in the instructional setting. Current issues, including supervision, guidelines, role clarification, federal and state legislation, job responsibilities, ethics, professionalism, and confidentiality will be covered with special attention given to federal mandates.

    Student Outcomes
    1. Research and discuss Federal and State Mandates.
    2. Define roles and responsibilities of paraeducators.
    3. Outline the district chain of command and the paraeducator role in relation to other school employees.
    4. Compare and contrast the role of the paraeducator and the role of certificated staff.
    5. Discuss the value of paraeducators in an educational setting.
    6. Describe the concept of a team as it relates to each team member’s role, characteristics of effective teams and assessment of team performance.
    7. Explain the legal requirements, district policies, and procedures of paraeducators.
    8. Explain professional ethical standards and confidentiality as they relate to the role of the paraeductor.
    9. Maintain appropriate records to assist with team communication, accountability, and effective instruction.
    10. Demonstrate effective communication techniques with staff, parents, and students.
    11. Apply effective problem-solving techniques in a workplace team setting.
    12. Implement effective time management.
  
  • PARED 117 Administration and Scoring (1 credit)



    Course Description
    Course is designed to provide instructional assistants with proper testing administration skills for standardized testing.

    Student Outcomes
    1. Discuss Woodcock-Johnson III for use in K-12 environment
    2. Describe testing procedures for standardized testing.
    3. Differentiate between procedures for standardized and informal testing.
    4. Demonstrate proper administration and scoring techniques of testing instruments.
    5. Determine various basals and ceilings for the different subtests and how to establish them.
  
  • PARED 130 Classroom and Behavior Management (3 credits)



    Course Description
    An introduction to the management of children’s behavior in the classroom. Explores a variety of approaches used to maintain order in the classroom.

    Student Outcomes
    1.Explain and give five examples of proactive management.
    2.Identify disruptive classroom behaviors and techniques for addressing these behaviors.
    3.Plan and implement activities in small groups based on the individual needs of the children within that group.
    4.Identify and list five ways to make transition periods more successful.
    5.Describe classroom management techniques.
    6.Discuss the importance of modeling appropriate behavior.
    7.Examine classroom techniques used to promote self-esteem in children.
    8.Design and adapt a recordkeeping system for the classroom.
    9.Discuss the roll of the paraprofessional in classroom and behavior management.
    10.Explain the influence of a time schedule on student behavior.
    11.Analyze how the physical environment impacts classroom behavior.
    12.Explore the effect of gender and ethnic issues on the management of a classroom.
  
  • PARED 210 Observation, Assessment, Record Keeping (3 credits)



    Course Description
    Techniques in observation, test administration and recordkeeping in the public school. Ethical considerations and legal responsibilities included.

    Student Outcomes
    1.Write an objective descriptive observation of a child’s behavior.
    2.Recognize, document, and report signs of child abuse, substance abuse or other significant problems.
    3.Administer and score standardized, achieveent, placement, and classroom tests as directed.
    4.Explain the importance of test results in determining instructional methods, materials, and lesson plans.
    5.Review district’s assessment plan to include: performance-based assessments, portfolio assessments and writing assessments.
    6.Maintain student records including on-going files and grades as directed by classroom teacher.
    7.Maintain appropriate documentation to comply with state and federal standards as directed by classroom teacher.
    8.Review placement selection procedures.
  
  • PCADA 050 Washington State History and Government (ABE) (5 credits)



    Prerequisite Minimum CASAS score of 211 Reading/Listening for ESL students

    Minimum CASAS score of 221 Reading for ABE students

    Course Description
    This course meets Washington State’s requirement for Washington State History. This course is designed to develop your awareness, appreciation, and understanding of the history of the regions and development of the Pacific Northwest.

    Student Outcomes
    1. Compare how the history of regional environment shapes how economies develop, people live, and culture develops in order to understand historical context.
    2. Identify key ideals set forth in fundamental documents, including the Washington State Constitution and tribal treaties, and compare/contrast with historical actions taken in order to understand present cultural context.
    3. Summarize the role and struggle of immigration in shaping communities in the past and present in order to develop empathy for marginalized populations.
    4. Reflect on diverse viewpoints on public issues and the effects on communities in order to develop empathy for diverse communities.
    5. Analyze how local issues affect national and global history in order to develop an understanding of political context.
    6. Analyze how cultural and historical events are remembered and/or revised by diverse communities in order to develop a critical view of history.

  
  • PCADA 051 US History and Government (ABE) (5 credits)



    Prerequisite Minimum CASAS Reading/Listening score of 211 for ESL students

    Minimum CASAS Reading score of 221 for ABE students

    Course Description
    The course will provide students with a broad view of America’s history.

    Student Outcomes
    Synthesize historical information and significance from knowledge about everyday life, personal experiences/interest, cultural frameworks, and fundamental documents in order to understand how to generate understanding from multiple data points. .
    Identify significant historical events, their chronology, and their impact on society, past and present in order to gain an understanding of the current political context. 
    Demonstrate how changes in foreign policy, military affairs, economic policy, and the actions of local communities leads to change in legislation and impacts on national and local communities in order to understand the relationship between different levels of government and communities.
    Analyze how diverse groups of people in the US in global context have historically lived, acted, and thought in order to develop empathy for historical people and situations.
    Reflect on understanding of historical context in order to develop empathy for the contemporary world and the diverse people who live in that world. 
    Evaluate both primary and secondary sources in order to critically understand points of view.

  
  • PCADA 053 Modern World History (ABE) (5 credits)



    Course Description
    This course meets Washington State’s requirement for modern world history. This course is designed to develop students’ awareness, appreciation and understanding of world history. Students explore major themes and developments that have shaped the modern world, including geography, human rights, revolution and democracy.

    Student Outcomes
    Unit Outline 1: Global Expansion and Encounters (1450-1750)
    • Understands how themes and their developments help to define eras in world history

    • Analyzes change and continuity within a historical time period

    • Identifies major world regions and understands their cultural roots

    • Understands the causes and effects of voluntary and involuntary migration in the world in the past or present

    • Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present

    Unit Outline 2: Age of Revolutions (1750-1914)
    • Understands how themes and their developments help to define eras in world history

    • Analyzes how individuals and movements have shaped world history

    • Analyzes how cultures and cultural groups have shaped world history

    • Analyzes how the costs and benefits of economic choices have shaped events in the world in the past or present

    • Analyzes and evaluates how technology and ideas have shaped world history

    • Evaluates multiple reasons or factors to develop a position paper or presentation

    • Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation

    Unit Outline 3: International Conflicts (1870-Present)
    • Understands how themes and their developments help to define eras in world history

    • Analyzes the multiple causal factors of conflicts in world history

    • Analyzes and interprets historical materials from a variety of perspectives in world history

    • Analyzes consequences of positions on an issue or event

    • Evaluates the precision of a position on an issue or event

    • Evaluates the impact of various forms of government on people in the past or present

    • Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation

    Unit Outline 4: Emergence and Development of New Nations (1900-Present)
    • Understands how themes and their developments help to define eras in world history

    • Understands and analyzes how planned and market economies have shaped the production, distribution, and consumption of goods, services, and resources around the world in the past or present

    • Analyzes how and why countries have specialized in the production of particular goods and services in the past or present

    • Analyzes the costs and benefits of government trade policies from around the world in the past or present

    • Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability in the past or present

    • Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue, or event

    • Evaluates the validity, reliability, and credibility of sources when researching an issue or event

    • Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion

    Unit Outline 5:
    • Understands how themes and their developments help to define eras in world history

    • Analyzes and evaluates human interaction with the environment across the world in the past or present

    • Understands and analyzes examples of ethnocentrism

    • Analyzes how an understanding of world history can help us prevent problems today

    READING STRAND of College and Career Readiness Standards
    • Application: cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    • Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
    • Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
    • Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
    • Application: compare and contrast treatments of the same topic in several primary and secondary sources.

    WRITING STRAND of College and Career Readiness Standards
    • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
    • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
    • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  
  • PCADA 054 Contemporary World Issues (ABE) (5 credits)



    Prerequisite None

    Course Description
    Students will examine the United States and diverse societies from around the world and explore major issues that affect our ability to connect and thrive as a global community.

    Student Outcomes
    1. Predict the dynamics of human societies by applying concepts of culture in order to develop the ability to develop understanding of societal trends and reactions. 
    2. Analyze how the lack or removal of human rights in the past has led to oppression and/or suffering in order to develop empathy and global citizenship.
    3. Analyze major patterns in human expression, subsistence, social organization, and belief systems in order to develop empathy for diverse communities and engage with them socially.
    4. Apply the understanding of how geographic context shapes global issues in order to develop the ability to make informed decisions about global events.
    5. Analyze global events using charts, graphs, maps, political cartoons, and primary and secondary sources in order to put contemporary world issues into context.
    6. Analyze how traditional media and emergent media/technology (social media, twitter bots, etc) influence beliefs and frame global events in order to engage in global citizenship.
  
  • PCADA 057 United States Civics (ABE) (5 credits)



    Course Description
    The course will provide students with a broad view of America’s past and present history and its political structure.

    Student Outcomes
    1. Identify the foundations of the American political system, as well as the basic values and principles of American democracy.
    2. Describe how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy.
    3. Explain how state and local government is established by the Washington State Constitution.
    4. Summarize active roles as a citizen at the local, state, and national levels of government.
    5. Explain how the political and legal systems provide a means to balance competing interests and resolve conflicts.
    6. Explain why laws are needed and how they are enacted, implemented, and enforced at the national, state, and local levels.
    7. Identify how and why individuals and groups make economic, political, and social choices.
    8. Analyze features of the economic, political, and social system of the United States in order to recognize patterns between and among the three systems.
    9. Analyze factors influencing the United States economy, policy, and social structures in order to interpret current events between and among the three systems.
    10. Debate issues regarding the personal responsibilities of citizens in the American constitutional democracy.
  
  • PCADA 061 Biology with Lab (ABE) (5 credits)



    Course Description
    This course will grant students a deeper understanding of the processes involved in regulating the properties of life, starting with basic cellular processes, to the expression of genes that results in biodiversity as we know it. This course integrates technology, reading, writing, listening, speaking, and critical thinking skills around assignments and activities focusing on biology. Lab included.

    Student Outcomes
    1. Describe the concepts and terminology associated with the scientific method and apply them to different laboratory and written assignments throughout the quarter.
    2. Identify the characteristics of life in different organisms and situations.
    3. Explore how structure/function relationships determine the hierarchical organization of different interacting systems.
    4. Describe the structure and function of atoms, isotopes, ions and molecules; define the monomer and arrangements into polymers of carbohydrates, lipids, proteins, nucleic acids, ATP, and describe their roles in biological chemistry.
    5. Identify cell organelles and describe their functions.
    6. Examine the role of the plasma membrane in facilitating movement of materials into and out of the cell through different modes of transport.
    7. Predict particle movement under different environmental circumstances and plan an investigation to test these hypotheses.
    8. Define energy and discuss the importance of ATP as a driver of all cellular processes.
    9. Construct a model that explains how the molecular processes of cellular respiration fuel life through the generation and recycling of energy and biomolecules.
    a. HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
    b. HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
    c. HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
    10. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (HS-LS1-5)
    a. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    b. HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    11. Utilize appropriate terminology to compare and contrast the processes of somatic and germ cell division and evaluate their respective roles in the life of an organism.
    a. HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
    12. Apply concepts and evidence of Mendelian genetics within the context of meiotic cell division to explain the development of genetic variations.
    a. HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Emphasis is on using data to support arguments for the way variation occurs.
    b. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
    13. Give an overview of the process and outcomes of DNA replication, transcription and translation.
    a. HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
    b. HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
    14. Evaluate scientific evidence indicative of natural selection, adaptation, micro- and macro-evolution.
    a. HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    b. HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
    c. HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
    d. HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
    15. Propose and support explanations for species divergence and population evolution using specific case study examples.
    a. HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
    b. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
    16. Evaluate the applications and bioethical concerns of biotechnology.
    17. Navigate published data to interpret evidence that supports a particular conclusion.
    18. Plan an investigation to provide evidence that feedback mechanisms maintain homeostasis.
  
  • PCADA 062 Environmental Science (ABE) (5 credits)



    Course Description
    This non-lab natural science course is designed to for students to critically analyze environmental concepts and issues at both the local and international level. Emphasis will be on scientific evidence-based interpretation of environmental data to draw conclusions and the development of resolutions. Field trip required.

    Student Outcomes
    1. Recognize the interdisciplinary and historical nature of environmental issues.
    2. Discuss the impact that philosophy, religion, art, media, tradition, and popular culture have had on people’s thinking about the environment.
    3. Summarize the roles of the atmosphere, lithosphere, and hydrosphere within the environment and relate each to the biosphere.
    a. HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    b. HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
    c. HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
    4. Investigate inter- and intra-species relationships through data analysis, categorization of trophic levels, and construction of food webs. Relate these behaviors to species survival and ecosystem maintenance.
    a. HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
    b. HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
    c. HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
    5. Discuss the value of wilderness and biodiversity and threats to these systems, including pollution, invasive species, and human encroachment.
    a. HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
    b. HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
    c. HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
    6. Diagram the hydrological cycle and the movement of water and energy within it.
    7. Evaluate how changes in the hydrological cycle affects other surface processes.
    a. HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
    b. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
    8. Examine local water quality through citizen-science and service-learning projects.
    a. Students will articulate ways in which individual and community action can play a role in creating sustainable systems.
    9. Explain the bio-geo-chemical cycles and summarize the flow of energy in an ecosystem as it relates to carbon and air quality.
    a. HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
    b. HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
    c. HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
    d. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
    10. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems (HS-ESS3-5)
    a. HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    11. Explain the forces that shape local land use and the role human practices, such as agricultural methods and soil management, play in the global environment.
    12. Compare and contrast the differences between renewable and non-renewable energy sources and evaluate their relative contributions to climate change.
    a. HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
    13. Relate environmental, social, political, and economic factors to the concept of sustainability.
    a. HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
    14. Evaluate the political processes required to attempt the solution of environmental degradation issues at the local, national, and international level.
    15. Assess the use of multidisciplinary solutions to alleviate or modify human impacts on the environment.
    a. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    b. HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
    c. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems
    16. Debate a variety of environmental issues from both “pro” and “con” viewpoints.
    17. Describe the distribution, growth, and dynamics of the world human population and analyze the impact of the human population on the environment.
    a. HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
    18. Analyze the major contemporary environmental issues in the Western U.S. (local water issues, land use concerns, and conservation concerns)
    19. Communicate environmental data to an audience through reports or presentations.
  
  • PCADA 066 Introductory Physics with Lab (ABE) (5 credits)



    Course Description
    Students in this course will apply algebraic topics such as formula manipulation, fractions and decimals, and the evaluation of word and numeric expressions to solve introductory physics-related problems. Students will utilize math and computational thinking to make predictions and construct explanations regarding principles of motion, energy, and waves. Lab included.

    Student Outcomes
    1. Identify the basic formulas to apply to specific problems.
    2. Utilize deductive reasoning skills/strategies to work through word problems to identify a solution.
    3. Associate specific units with their related physical quantity.
    4. Use appropriate units when answering application problems.
    5. Determine the displacement, velocity, time, and acceleration of an object with constant and varying acceleration in one-dimensional motion.
    6. Investigate motion in terms of the forces that cause through experimentation and by applying Newton’s Laws of Motion.
    a. HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
    7. Analyze conservative and non-conservative forces using theories of work, mechanical energy, and the energy conservation principle, analyze conservative and non-conservative forces.
    a. HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
    b. HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).
    c. HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
    8. Investigate the relationship between momentum and impulse, and use the principle of conservation of linear momentum to analyze elastic and inelastic collisions.
    a. HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
    b. HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
    c. HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
    9. Apply various modern and cultural concepts of mechanics to the motion of celestial objects: and to the motion of objects on Earth.
    a. HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
    10. Analyze the properties of electricity and magnetism and explain how these properties are connected to the theories and laws that describe them.
    a. HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
    b. HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
    c. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
    11. Explain the difference between temperature, heat, and internal energy and apply the principles to observable phenomena.
    12. Apply the laws of thermodynamics to demonstrate transfer of thermal energy within a closed system.
    a. HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
    13. Describe the characteristics of waves and explain how they can be applied to the properties and behaviors associated with light and sound.
    a. HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
    14. Apply concepts of vibrations and waves to technological innovations.
    a. HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*
    b. HS-PS4-2. Evaluate questions about the advantages of using a digital transmission and storage of information.
    15. Evaluate published data to investigate claims related to energy absorption by matter.
    a. HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
  
  • PCADA 068 Earth Chemistry with Lab (ABE) (5 credits)



    Course Description
    This course will introduce students to the chemical properties of matter and how to apply that knowledge to explore the chemical origins of the universe and the evolution of planet Earth and the features therein. This course integrates technology, reading, writing, and critical thinking skills around assignments and activities related to chemistry and Earth science. Lab included.

    Student Outcomes
    1. Collect experimental evidence and depict data in graphical form.
    2. Utilize appropriate units when making measurements.
    3. Understand the components of the scientific method.
    4. Recognize and use chemical symbols for elements and compounds.
    5. Describe the basic structure of atoms and ions and relate them to their location on the Periodic Table, their charge, and the number of fundamental particles.
    6. Relate physical and chemical properties of matter to the Periodic Table, including metals, non-metals, metalloids, group names, ionic charge, and valence electrons.
    a. HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
    7. Demonstrate an understanding of the basics of chemical bonding, describing how and why atoms come together to make molecules.
    a. HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
    8. Relate energy changes to changes on a molecular level that affect reaction rates and chemical equilibrium.
    a. HS-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
    b. HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
    c. HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
    9. Describe physical phenomena on a molecular level.
    a. HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
    10. Balance simple chemical equations to demonstrate the law of conservation of matter.
    a. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
    11. Apply chemical knowledge to explain the formation of the universe, solar system, planets, moons, asteroids, and comets and justify using supporting evidence.
    a. HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
    b. HS-ESS1-2. Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
    c. HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
    d. HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.
    12. Explain how the earth has changed through geologic history and the chemical evidence that supports these changes.
    a. HS-ESS1-6. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
    b. HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
    13. Evaluate evidence to explain the ages of crustal rocks (HS-ESS1-5).
    a. Radioactive d
  
  • PCADA 071 Basic Mathematics (ABE) (5 credits)



    Prerequisite None

    Course Description
    Operations and applications with whole numbers, fractions, decimals, and integers. Order of operations. Converting among number representations; placing numbers in order. Basic applications, including use of percent and geometry.

    Student Outcomes
    1. Perform mathematical tasks (add, subtract, multiply, divide, squares, square roots of perfect squares, rounding, order of operations, number conversion) with whole numbers, fractions, decimals, percents, and integers in order to solve application problems (including arithmetic and geometric) with and without the use of a calculator.
     
    2. Use mathematical equivalences across different types of numerical expression (fractions, decimals, etc) to solve problems.
     
    3, Demonstrate basic math fact fluency in order to develop the ability to put math problems and solutions into context.
     
    4. Apply the concept of mathematical units in support of solving problems and communicating solutions in order to develop problem-solving capabilities.
     
    5. Estimate the solution to problems in order to provide redundant systems of calculation and error detection.
  
  • PCADA 072 Beginning Algebra (ABE) (5 credits)



    Prerequisite Placement or completion of PCADA 071

    Course Description
    Operations with fractions, decimals, percents, and signed numbers. Simplify algebraic expressions. Solve linear equations. Solve a variety of application problems by using common formulas.

    Student Outcomes
    1. Perform the four basic operations in multi-step calculations with positive and negative rational numbers, and percents expressed in fractional notation and decimal form (with and without calculators) in order to develop math fluency. 
    2. Interpret the meaning of mathematical expressions and solutions in order to develop problem-solving capability.
    3. Simplify, evaluate, and transform basic algebraic expressions and equations in order to develop problem-solving capability.
    4. Estimate and solve a variety of arithmetic and geometric application problems and one-variable linear equations in order to apply mathematical solutions to problems. 
    5. Analyze word expressions and translate them into algebraic expressions in order to develop the ability to translate real-world problems into mathematically solvable form. 
    6. Interpret and present data through a variety of means (e.g. creating graphs, visualizations, tables), in order to develop the ability to analyze data.
  
  • PCADA 080 English for Washington State History (5 credits)



    Course Description
    This course will help you develop critical thinking, reading, and writing skills at the high school level. You will demonstrate reading comprehension and reflective thinking, and you will compose explanatory, expository, and argumentative writings.

    Student Outcomes
    Apply critical thinking skills, support analysis, and reflect upon events by developing arguments and ideas through writing.
    Cite evidence using disciplinary standards to represent different points of view and support claims.
    Integrate primary and secondary sources to support claims and conclusions.
    Apply the writing process by producing effective and rhetorically appropriate documents in order to meet communicative goals and situational context (formality, subject position, etc.).
    Use computer software for academic purposes in order to compose and communicate effectively.
    Evaluate the credibility of materials in order to develop information competency.
    Determine the meaning and impact of words and phrases as they are used in text, including figurative and connotative meanings.
  
  • PCADA 081 Reading/Writing/Communication for Biology (ABE) (5 credits)



    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and reflective thinking as well as writing through explanatory, expository and argumentative writings.

    Student Outcomes
    • Communicate opinions and ideas through writing to support analysis, reflection and research
    • Demonstrate critical thinking skills by organizing and analyzing information and reflecting upon its meaning
    • Use evidence representing different points of view to support claims
    • Apply standard rules of citation to properly format papers and credit sources
    • Use a wide range of reading and writing strategies and routines to provide an accurate summary of the text
    • Integrate prior knowledge with new information to deepen synthesis of information
    • Develop clear and focused sentence and paragraph structures using proper punctuation and mechanics of written English
    • Develop and strengthen writing by planning, revising, editing, and rewriting
    • Summarize, paraphrase, and quote accurately
    • Document and use primary and secondary sources to support main ideas
    • Evaluate, summarize, and cite source materials
    • Use computer skills/programs for academic purposes such as word processing, email, and learning management systems
    • Perform research using technology
    • Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices including words on meaning and tone, including words with multiple meanings
  
  • PCADA 082 Reading/Writing/Communication for Environmental Science (ABE) (5 credits)



    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and reflective thinking as well as writing through explanatory, expository and argumentative writings.

    Student Outcomes
    • Communicate opinions and ideas through writing to support analysis, reflection and research
    • Demonstrate critical thinking skills by organizing and analyzing information and reflecting upon its meaning
    • Use evidence representing different points of view to support claims
    • Apply standard rules of citation to properly format papers and credit sources
    • Use a wide range of reading and AVID strategies and routines to provide an accurate summary of the text
    • Integrate prior knowledge with new information to deepen synthesis of information
    • Develop clear and focused sentence and paragraph structures using proper punctuation and mechanics of written English
    • Develop and strengthen writing by planning, revising, editing, and rewriting
    • Summarize, paraphrase, and quote accurately
    • Document and use primary and secondary sources to support main ideas
    • Construct an annotated bibliography using valid source materials
    • Use computer skills/programs for academic purposes such as word processing, email, and learning management systems
    • Perform research using technology
    • Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices including words on meaning and tone, including words with multiple meanings
  
  • PCADA 083 Reading/Writing/Communication for Modern World History (ABE) (5 credits)



    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and writing skills through reflective essays.

    Student Outcomes
    • Demonstrate the ability to communicate opinions and ideas through writing
    • Organize and analyze information and reflect upon its meaning
    • Support points of view with evidence
    • Understand citation/reference formats and requirements
    • Use a wide range of reading and AVID strategies
    • Integrate prior knowledge with new information to deepen synthesis of the
    information
    • Develop sound sentence structure and proper punctuation usage through
    writing assignments

    READING STRAND of College and Career Readiness Standards
    • Application: cite specific textual evidence to support analysis of primary
    and secondary sources, attending to such features as the date and origin of
    the information.
    • Analyze in detail a series of events described in a text; determine whether
    earlier events caused later ones or simply preceded them.
    • Compare the point of view of two or more authors for how they treat the same
    or similar topics, including which details they include and emphasize in
    their respective accounts.
    • Integrate quantitative or technical analysis (e.g., charts, research data)
    with qualitative analysis in print or digital text.
    • Application: compare and contrast treatments of the same topic in several
    primary and secondary sources.

    WRITING STRAND of College and Career Readiness Standards
    • Write arguments to support claims in an analysis of substantive topics or
    texts, using valid reasoning and relevant and sufficient evidence.
    • Write informative/explanatory texts to examine and convey complex ideas and
    information clearly and accurately through the effective selection,
    organization, and analysis of content.
    • Write narratives to develop real or imagined experiences or events using
    effective technique, well-chosen details and well-structured event
    sequences.
    • Produce clear and coherent writing in which the development, organization,
    and style are appropriate to task, purpose, and audience.
    • Develop and strengthen writing as needed by planning, revising, editing,
    rewriting, or trying a new approach.
    • Use technology, including the Internet, to produce and publish writing and
    to interact and collaborate with others.
    • Conduct short as well as more sustained research projects based on focused
    questions, demonstrating understanding of the subject under investigation.
    • Gather relevant information from multiple print and digital sources, assess
    the credibility and accuracy of each source, and integrate the information
    while avoiding plagiarism.
    • Draw evidence from literary or informational texts to support analysis,
    reflection, and research.
  
  • PCADA 084 English for US History and Government (5 credits)



    Prerequisite CASAS minimum score for Reading/Listening of 211 for ESL

    CASAS minimum score for Reading of 221 for ABE

     

     

    Course Description
    This course will help you develop critical thinking, reading, and writing skills at the high school level. You will demonstrate reading comprehension and writing skills through reflective essays.

    Student Outcomes
    Apply critical thinking skills, support analysis, and reflect upon events by developing arguments and ideas through writing.
    Cite evidence using disciplinary standards to represent different points of view and support claims.
    Integrate primary and secondary sources to support claims and conclusions.
    Apply the writing process by producing effective and rhetorically appropriate documents in order to meet communicative goals and situational context (formality, subject position, etc.).
    Use computer software for academic purposes in order to compose and communicate effectively.
    Evaluate the credibility of materials in order to develop information competency.
    Determine the meaning and impact of words and phrases as they are used in text, including figurative and connotative meanings.

  
  • PCADA 085 English for Current World Issues (5 credits)



    Prerequisite None

    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and writing skills through reflective essays.

    Student Outcomes
    1. Apply critical thinking skills, support analysis, and reflect upon events by developing arguments and ideas through writing.
    2. Cite evidence using disciplinary standards to represent different points of view and support claims.
    3. Integrate primary and secondary sources to support claims and conclusions.
    4. Apply the writing process by producing effective and rhetorically appropriate documents in order to meet communicative goals and situational context (formality, subject position, etc.).
    5. Use computer software for academic purposes in order to compose and communicate effectively.
    6. Evaluate the credibility of materials in order to develop information competency.
    7. Determine the meaning and impact of words and phrases as they are used in text, including figurative and connotative meanings.
  
  • PCADA 086 Reading/Writing/Communication for Intro to Physics with Lab (ABE) (5 credits)



    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and reflective thinking as well as writing through explanatory, expository and argumentative writings.

    Student Outcomes
    • Communicate opinions and ideas through writing to support analysis, reflection and research
    • Demonstrate critical thinking skills by organizing and analyzing information and reflecting upon its meaning
    • Use evidence representing different points of view to support claims
    • Apply standard rules of citation to properly format papers and credit sources
    • Use a wide range of reading and writing strategies and routines to provide an accurate summary of the text
    • Integrate prior knowledge with new information to deepen synthesis of information
    • Develop clear and focused sentence and paragraph structures using proper punctuation and mechanics of written English
    • Develop and strengthen writing by planning, revising, editing, and rewriting
    • Summarize, paraphrase, and quote accurately
    • Document and use primary and secondary sources to support main ideas
    • Evaluate, summarize, and cite source materials
    • Use computer skills/programs for academic purposes such as word processing, email, and learning management systems
    • Perform research using technology
    • Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices including words on meaning and tone, including words with multiple meanings
  
  • PCADA 087 Reading/Writing/Communication for United States Civics (ABE) (5 credits)



    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and reflective thinking as well as writing through explanatory, expository and argumentative writings.

    Student Outcomes
    1. Communicate opinions and ideas through writing to support analysis, reflection, and research.
    2. Demonstrate critical thinking skills by organizing and analyzing information and reflecting upon its meaning.
    3. Use evidence representing different points of view to support claims.
    4. Apply standard rules of citation to properly format papers and credit sources.
    5. Use a wide range of reading and AVID strategies and routines to provide an accurate summary of the text.
    6. Integrate prior knowledge with new information to deepen synthesis of information.
    7. Develop clear and focused sentence and paragraph structures using proper punctuation and mechanics of written English.
    8. Develop and strengthen writing by planning, revising, editing, and rewriting.
    9. Summarize, paraphrase, and quote accurately.
    10. Document and use primary and secondary sources to support main ideas.
    11. Construct an annotated bibliography using valid source materials.
    12. Use computer skills/programs for academic purposes such as word processing, email, and learning management systems.
    13. Perform research using technology.
    14. Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices including words on meaning and tone, including words with multiple meanings.
  
  • PCADA 088 Reading/Writing/Communication for Earth Chemistry (ABE) (5 credits)



    Course Description
    This course will help students develop critical thinking, reading, and writing skills at the high school level. Students will demonstrate their reading for comprehension and reflective thinking as well as writing through explanatory, expository and argumentative writings.

    Student Outcomes
    1. Communicate opinions and ideas through writing to support analysis, reflection, and research.
    2. Demonstrate critical thinking skills by organizing and analyzing information and reflecting upon its meaning.
    3. Use evidence representing different points of view to support claims.
    4. Apply standard rules of citation to properly format papers and credit sources.
    5. Use a wide range of reading and writing strategies and routines to provide an accurate summary of the text.
    6. Integrate prior knowledge with new information to deepen synthesis of information.
    7. Develop clear and focused sentence and paragraph structures using proper punctuation and mechanics of written English.
    8. Develop and strengthen writing by planning, revising, editing, and rewriting.
    9. Summarize, paraphrase, and quote accurately.
    10. Document and use primary and secondary sources to support main ideas.
    11. Evaluate, summarize, and cite source materials.
    12. Use computer skills/programs for academic purposes such as word processing, email, and learning management systems.
    13. Perform research using technology.
    14. Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices including words on meaning and tone, including words with multiple meanings.
  
  • PCADA 089 Pre-Academic Grammar and Writing (ABE) (2 credits)



    Prerequisite Placement into ESL Level 5-6 or ABE Levels 3-6.

    Course Description
    Designed for you to learn and/or review grammar, punctuation, spelling, sentence structure, and writing strategies.

    Student Outcomes
    1. Write sentences using different sentence patterns.
    2. Use the elements of sentence construction (e.g. subjects, predicates, nouns, verbs, etc.) in accordance with communicative goals.
    3. Proofread and correct common grammar and punctuation errors (e.g., subject/verb agreement, capital letters, punctuation, verb tense and parallelism, pronoun types and agreement) as part of the writing process.
    4. Recognize genre differences in various styles of writing in order to analyze the differences in styles.
    5. Apply coherence, unity, sentence variety, and clarity in reading and writing.
    6. Refine the writing process by planning/prewriting, revising/editing, and rewriting.
  
  • PCADA 090 Foundations for Success (1 to 2 credits)



    Prerequisite None

    Course Description
    This course is designed to enhance pre-college student success. It emphasizes self-management, barrier removal, effective study skills, technology literacy, and goal setting.

    Student Outcomes
    1. Analyze effectiveness of self-management skills, including time management techniques and setting goals to monitor progress
    2. Discuss and apply effective study skills to improve study habits.
    3. Access technological resources available through Pierce College to allow online engagement inside and outside the classroom.
  
  • PCADA 091 Foundations for Ongoing Success (1 to 2 credits)



    Prerequisite None

    Course Description
    This course is designed to enhance pre-college student success. It emphasizes self-management, barrier removal, effective study skills, pathways affirmation, and goal setting.

    Student Outcomes
    1. Access technological resources to utilize them for common academic tasks (uploading multiple file types, familiarity with Canvas, etc).
    2. Be able to describe preparation and study techniques suitable for an academic class.
    3. Implement effective reading comprehension strategies including: how to evaluate reading comprehension roadblocks and choose an appropriate action plan in order to build metacognitive awareness.
    4. Evaluate individual progress through self-reflection.
    5.  Review and evaluate personal Guided Pathway progress in order to either affirm a pathway or change to a different pathway.
  
  • PCADA 094 Survey in Art History (5 credits)



    Course Description
    Survey in Art History is a general introduction to the chronological development of art from paleolithic cave paintings to the present.  Topics include a comprehensive look at art and architecture as interpretations of a changing world.  

    Student Outcomes
    Apply the four components of art criticism (describe, analyze, interpret, and evaluate) in order to look at art as it exists in the world and to develop a personal appreciation of art.
    Apply knowledge of major periods and artists in art history in order to analyze how culture, place, time, and context impact art, and how art impacts culture, place, time, and context.
    Communicate ideas related to art history and artistic styles using multiple methods.
    Interrogate one’s own identities/positionalities, privileges, biases, and perspectives in relation to art.
  
  • PCADA 095 Foundations in Visual Art (ABE) (5 credits)



    Course Description
    Foundations in Visual Art is an investigation into the components of art to include a study of aesthetics, the nature of art, and its functions and purposes; critical analysis of the elements and principles of art and design, interpretation, and evaluation of artwork; art history; and art production. The course is designed to enrich through discovery and creative problem-solving while providing an overview of the role of the artist in interpreting and contributing to culture from local and global perspectives.

    Student Outcomes
    1. Apply basic art vocabulary and concepts.
    2. Analyze art within culture, place, and time.
    3. Identify characteristics of artistic styles of individual artists within various cultures.
    4. Describe, analyze, interpret, and evaluate art.
    5. Apply various art media and processes in making works of art.
    6. Investigate academic and career paths related to the visual arts.
    7. Respond to art orally and in writing.
  
  • PCADA 096 Fitness and Wellness (ABE) (5 credits)



    Prerequisite None or enrollment in the PCAD Program

    Course Description
    An independent fitness course to develop the knowledge, skills and abilities necessary to adapt, improve and sustain a healthy lifestyle.

    Student Outcomes
    1.  Reflect on one’s personal wellness and define personal wellness goals and precise strategies for achievement of these goals. 
    2.  Analyze the results of one’s personal fitness assessments to develop goals and strategies to improve the components of fitness.
    3.  Design a personal fitness program based on personal goals.
    4.  Track and monitor goals and the details of progress while following safety precautions for individualized exercise. 
    5.  Identify stressors in one’s life, barrriers to change and realistic strategies to manage stress through identification of resources and motivational strategies.
  
  • PCADA 097 Advanced Fitness and Wellness (ABE) (5 credits)



    Prerequisite None or enrollment in PCAD Program 

    Course Description
    An independent fitness course designed to promote and implement the knowledge, skills and abilities necessary to adapt, improve and sustain a healthy lifestyle.

    Student Outcomes
    1. Reflect on one’s personal wellness and define personal wellness goals and precise strategies for achievement of these goals. 
    2.  Analyze the results of one’s personal fitness assessments to develop goals and strategies to improve the components of fitness.
    3.  Implement a personal fitness program based on personal goals.
    4.  Utilize safety precautions for individualized exercise to monitor and track the details of one’s progress. 
    5.  Implement realistic strategies to manage stress, available resources, and motivation.
  
  • PCADA 098 PCAD Service Learning Pathway Exploration (ABE) (5 credits)



    Prerequisite Enrollment in Pierce College Adult Diploma program.

    Course Description
    Through completing a service project students will gain insight into career pathways and their role in society. Students will investigate expectations of real-world employers. The volunteer experience will be evaluated through career, community, and personal perspectives.

    Student Outcomes
    1. Evaluate values, interests, and strengths to identify or affirm a career pathway.
    2. Research job outlooks within a career pathway.
    3. Discuss the role the chosen career has in society.
    4. Investigate community needs and resources using a variety of information-gathering methods and sources.
    5. Identify behavior expectations and soft skills needed when working in a particular career.
    6. Participate in a service project related to the chosen career pathway.
    7. Reflect on personal impacts of participation in the service activity.
    8. Integrate personal learning and volunteer experience into decision-making regarding the chosen career pathway.
  
  • PCADE 050 Washington State History and Government (ESL) (5 credits)



    Course Description
    This course meets Washington State’s requirement for Washington State History. This course is designed to develop your awareness, appreciation, and understanding of the history of the regions and development of the Pacific Northwest.

    Student Outcomes
    1. Compare how the history of regional environment shapes how economies develop, people live, and culture develops in order to understand historical context.
    2. Identify key ideals set forth in fundamental documents, including the Washington State Constitution and tribal treaties, and compare/contrast with historical actions taken in order to understand present cultural context.
    3. Summarize the role and struggle of immigration in shaping communities in the past and present in order to develop empathy for marginalized populations.
    4. Reflect on diverse viewpoints on public issues and the effects on communities in order to develop empathy for diverse communities.
    5. Analyze how local issues affect national and global history in order to develop an understanding of political context.
    6. Analyze how cultural and historical events are remembered and/or revised by diverse communities in order to develop a critical view of history.
  
  • PCADE 051 US History and Government (ESL) (5 credits)



    Prerequisite Minimum CASAS Reading/Listening score of 211 for ESL students

    Minimum CASAS Reading score of 221 for ABE students

    Course Description
    The course will provide students with a broad view of America’s 20th Century history and its political structure.

    Student Outcomes
    Synthesize historical information and significance from knowledge about everyday life, personal experiences/interest, cultural frameworks, and fundamental documents in order to understand how to generate understanding from multiple data points. .
    Identify significant historical events, their chronology, and their impact on society, past and present in order to gain an understanding of the current political context. 
    Demonstrate how changes in foreign policy, military affairs, economic policy, and the actions of local communities leads to change in legislation and impacts on national and local communities in order to understand the relationship between different levels of govenment and communities.
    Analyze how diverse groups of people in the US in global context have historically lived, acted, and thought in order to develop empathy for historical people and situations.
    Reflect on understanding of historical context in order to develop empathy for the contemporary world and the diverse people who live in that world. 
    Evaluate both primary and secondary sources in order to critically understand points of view.

  
  • PCADE 053 Modern World History (ESL) (5 credits)



    Course Description
    This course meets Washington State’s requirement for modern world history. This course is designed to develop students’ awareness, appreciation and understanding of world history. Students explore major themes and developments that have shaped the modern world, including geography, human rights, revolution and democracy.

    Student Outcomes
    Unit Outline 1: Global Expansion and Encounters (1450-1750)
    • Understands how themes and their developments help to define eras in world history

    • Analyzes change and continuity within a historical time period

    • Identifies major world regions and understands their cultural roots

    • Understands the causes and effects of voluntary and involuntary migration in the world in the past or present

    • Understands how the geography of expansion and encounter has shaped global politics and economics in the past or present

    Unit Outline 2: Age of Revolutions (1750-1914)
    • Understands how themes and their developments help to define eras in world history

    • Analyzes how individuals and movements have shaped world history

    • Analyzes how cultures and cultural groups have shaped world history

    • Analyzes how the costs and benefits of economic choices have shaped events in the world in the past or present

    • Analyzes and evaluates how technology and ideas have shaped world history

    • Evaluates multiple reasons or factors to develop a position paper or presentation

    • Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation

    Unit Outline 3: International Conflicts (1870-Present)
    • Understands how themes and their developments help to define eras in world history

    • Analyzes the multiple causal factors of conflicts in world history

    • Analyzes and interprets historical materials from a variety of perspectives in world history

    • Analyzes consequences of positions on an issue or event

    • Evaluates the precision of a position on an issue or event

    • Evaluates the impact of various forms of government on people in the past or present

    • Creates strategies to avoid plagiarism and respects intellectual property when developing a paper or presentation

    Unit Outline 4: Emergence and Development of New Nations (1900-Present)
    • Understands how themes and their developments help to define eras in world history

    • Understands and analyzes how planned and market economies have shaped the production, distribution, and consumption of goods, services, and resources around the world in the past or present

    • Analyzes how and why countries have specialized in the production of particular goods and services in the past or present

    • Analyzes the costs and benefits of government trade policies from around the world in the past or present

    • Analyzes and evaluates how people across the world have addressed issues involved with the distribution of resources and sustainability in the past or present

    • Creates and uses research questions that are tied to an essential question to focus inquiry on an idea, issue, or event

    • Evaluates the validity, reliability, and credibility of sources when researching an issue or event

    • Evaluates one’s own viewpoint and the viewpoints of others in the context of a discussion

    Unit Outline 5:
    • Understands how themes and their developments help to define eras in world history

    • Analyzes and evaluates human interaction with the environment across the world in the past or present

    • Understands and analyzes examples of ethnocentrism

    • Analyzes how an understanding of world history can help us prevent problems today

    READING STRAND of College and Career Readiness Standards
    • Application: cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
    • Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
    • Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
    • Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
    • Application: compare and contrast treatments of the same topic in several primary and secondary sources.

    WRITING STRAND of College and Career Readiness Standards
    • Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
    • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.
    • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
    • Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
    • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
    • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
    • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
    • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  
  • PCADE 054 Contemporary World Issues (ESL) (5 credits)



    Prerequisite None

    Course Description
    Students will examine the United States and diverse societies from around the world and explore major issues that affect our ability to connect and thrive as a global community.

    Student Outcomes
    1. Predict the dynamics of human societies by applying concepts of culture in order to develop the ability to develop understanding of societal trends and reactions. 
    2. Analyze how the lack or removal of human rights in the past has led to oppression and/or suffering in order to develop empathy and global citizenship.
    3. Analyze major patterns in human expression, subsistence, social organization, and belief systems in order to develop empathy for diverse communities and engage with them socially.
    4. Apply the understanding of how geographic context shapes global issues in order to develop the ability to make informed decisions about global events.
    5. Analyze global events using charts, graphs, maps, political cartoons, and primary and secondary sources in order to put contemporary world issues into context.
    6. Analyze how traditional media and emergent media/technology (social media, twitter bots, etc) influence beliefs and frame global events in order to engage in global citizenship.
 

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