2021-2022 Pierce College Catalog 
    
    Nov 28, 2022  
2021-2022 Pierce College Catalog [ARCHIVED CATALOG]

Course Descriptions


A department prefix is used to identify courses offered at Pierce College. Click on link for a list of prefixes for each department: Course Prefixes  

 

Homeland Security Emergency Management

  
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    HSEM 104 Developing and Managing Volunteer Resources (2 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade.

    Course Description
    This course will focus on methods and procedures for involving private-sector organizations and volunteers in emergency management programs in ways which benefit both parties. The focus of the course is on maximizing the effectiveness of volunteer resources by implementing a people-oriented system that addresses defining volunteer roles, designing a plan of action, recruiting volunteers, training individuals who volunteer and motivation and maintenance of a successful program. Participants will acquire skills and knowledge to make appropriate volunteer assignments that enhance the effectiveness of an integrated emergency management system.

    Student Outcomes
    1. Define volunteer and voluntary agency (VOLAG) and draw distinctions between the two.
    2. Determine whether your community’s needs are best met by developing a volunteer program or whether you should coordinate with VOLAGs—or both.
    3. Correlate the skills and knowledge required of volunteers in emergency management programs.
    4. Determine how volunteers can be used most beneficially in your program to meet your agency’s needs.
    5. Analyze the steps in developing a volunteer program
    6. Develop a volunteer job description.
    7. Outline strategies for recruiting, retaining, assigning, training, supervising, and evaluating volunteers.
    8. Recognize the key responsibilities of a VOLAG/CBO Coordinator.
    9. Analyze the role of VOAD in providing emergency assistance.
    10. Examine strategies for working with VOLAGs, CBOs, businesses, and other groups.
    11. Assess the needs/special issues with managing volunteers.
  
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    HSEM 105 Concepts, Policy & Doctrine for Tribal Emergency Management (5 credits)



    Course Description
    This course provides the groundwork on which Tribal Emergency Management can build a strong foundation of preparedness, response, recovery and mitigation for their communities.

    Student Outcomes
    1. Identify the essential elements of an effective Tribal Emergency Management program.
    2. Identify the various roles and responsibilities of Emergency Management Professionals.
    3. Describe the laws and policies that effectuate Tribal Emergency Management.
    4. Describe Hazard Mitigation requirements and Techniques.
    5. Describe the Disaster Declaration Process as applicable to federally recognized Native American Tribes.
  
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    HSEM 110 Basic Incident Command System/National Incident Management System (2 credits)



    Course Description
    This course introduces the Incident Command System (ICS) and provides the foundation for higher-level ICS training. This course describes the history, features, and principles and organization structure of the Incident Command System. It also explains the relationship between ICS and the National Incident Management System (NIMS). (Course will meet ICS 100/200 requirements).

    Student Outcomes
    1.Analyze the National Incident Management System (NIMS) and its application to coordinating and integrating a response to domestic incidents.
    2.Identify five major management functions.
    3.Explain the roles and responsibilities of the Incident Commander and Command Staff.
    4.Determine when it is appropriate to institute a Unified or Area Command.
    5.Describe the Public Information Systems required by NIMS.
    6.Evaluate ways in which NIMS can affect how jurisdictions prepare for incidents and events.
    7.Describe how NIMS affects the way resources are managed.
    8.Describe the advantages of common communication and information management standards.
    9.Explain how NIMS will influence technology and technological systems required for emergency response.
  
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    HSEM 111 Tribal Incident Management Systems (2 credits)



    Course Description
    This course introduces the Incident Management Structures (Ex. ICS) commonly utilized in Indian Country. It explains the relationship between various incident management structures and the National Incident Management System (NIMS) and affords students an opportunity to share with other Tribal Emergency Management professionals other common and uncommon structures they have experienced or would like to explore.

    Student Outcomes
    1. Analyze the National Incident Management System and its application to coordinated response.
    2. Identify commonly utilized Incident Management Structures in Indian Country.
    3. Describe the various roles and responsibilities of an Incident Commander and Command Staff.
    4. Determine the timing and procedures required for instituting Unified Command or Unified Area Command
    5. Describe challenges associated with Incident Management Structures between tribal and non-tribal boundaries.
    6. Identify Communications, Logistics and Technology requirements that can enhance Incident Management in Indian Country.
  
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    HSEM 120 All Hazards Emergency Planning (3 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade.

    Course Description
    This course is designed to introduce students to developing an effective emergency planning system. This course offers training in the fundamentals of the emergency planning process, including the rationale behind planning. Emphasis will be placed on hazard/risk analysis and planning team development. Other topics, such as Continuity of Operations (COOP), Emergency Support Functions, National Response Plan, Washington State Comprehensive Emergency Management Plan and contingency planning for areas such as Special Needs (Vulnerable Populations) or Animal Sheltering are included.

    Student Outcomes
    1. Define how emergency planning fits within the field of emergency management.
    2. Explore the components of an emergency plan, principles that guide the planning process and resources/national standards that can be used in the planning process.
    3. Explain the impacts of disasters on people’s mental and physical health.
    4. Determine how to staff and organize, motivate and prepare a team to respond well in emergencies.
    5. Identify the basis for estimating hazard exposure.
    6. Identify and define the principle components of consequence analysis.
    7. Outline the elements of a basic Emergency Operation Plan (EOP).
    8. Develop an Emergency Operation Plan.
    9. Prepare warning message content for special needs populations.
    10. Explore ways to design and create a hazard mitigation program.
    11. Identify methods of effective risk communication.
    12. Explore the history of federal emergency planning mandates and how they are developed.
  
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    HSEM 121 Planning for Tribal Emergency Management (3 credits)



    Course Description
    This course is designed to introduce current or future Tribal Emergency Management professionals to plans and the planning process. Emphasis will be placed on hazard and risk analysis and planning team development.  Other topics will include emergency management planning with non-tribal partners and communities, as well as a focus on planning for vulnerable populations including but not limited to tribal elders.

    Student Outcomes
    1. Define how plans and planning fit with the emergency management profession.
    2. Describe the components of an emergency management plan and principles that guide the planning process.
    3. Outline the elements of a Basic Emergency Operations Plan (EOP).
    4. Develop a sample EOP for a tribal government.
    5. Prepare warning messages for vulnerable populations within a tribe (Ex. Tribal Elders)
    6. Identify federal planning mandates that should be examined and considered for tribal emergency management.
  
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    HSEM 130 Technology in Emergency Management (3 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade.

    Course Description
    This class provides a detailed overview of the technology used, and also clearly explains how the technology is applied in the field of emergency management. Students will learn how to utilize technology in emergency planning, response, recovery and mitigation efforts and they’ll uncover the key elements that must be in place for technology to enhance the emergency management process. Course overviews include: Web Emergency Operations Center (EOC), using technology with training and exercises, reverse 911 notification systems, video conferencing/downlinks and Geographic Information System (GIS)/ Global Positioning System (GPS) capabilities.

    Student Outcomes
    1. Explore what technology tools are needed during disaster.
    2. Examine the role of technology in the support of emergency planning, response, recovery and mitigation efforts.
    3. Identify the key elements that must be in place for technology to enhance the emergency management process.
    4. Describe the applications of the Internet, telecommunications, and networks to emergency management.
    5. Analyze Geographic Information System and Global Positioning System tools and their applications
    6. Identify and use components of an emergency management information system.
    7. Predict hazards with direct and remote sensing data.
    8. Explore the advantages and disadvantages of different warning systems.
    9. Identify operational problems that the emergency management community faces.
    10. Identify and describe some of the cultural factors associated with the introduction and use (or lack) of technology applications in emergency management.
    11. Examine the potential impact of new technologies on emergency management.
  
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    HSEM 135 Mapping and Data Analysis Tools (3 credits)



    Course Description
    Mapping tools provide a series of visual maps including modeling or a simulation of disaster effects on a specific community. Introduces students to mapping tools and desktop applications for mapping to conduct emergency planning, data analysis, and resource management for emergency management.

    Student Outcomes
    1. Demonstrate a clear and confident use of the features of a mapping software, as an application in planning analysis for emergency management.
    2. Use mapping software to identify potential impacts/vulnerabilities and allocate resources under various emergency/disaster scenarios.
    3. Collaborate with others to maintain a real-time Common Operating Picture during a simulated incident/emergency exercise or real event.
    4. Deliver a Community/Neighborhood Disaster Preparedness visual presentation in the class.
    Research FEMA HAZUS-MH Geographic Information System (GIS) and specific community hazard vulnerability.
    5. Build a library of maps pre-populated with data and elements appropriate for responding to the most likely emergency management scenarios in a community.
    6. Use mapping software as a platform for building and executing a table-top exercise.
  
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    HSEM 157 Public Information Officer (2 credits)



    Course Description
    The course is designed to train participants for coordinating and disseminating information released during emergency operations and for assisting in the scheduling and coordination of news conferences and similar media events. After completing this course the student will have met the sections required for Public Information Officer as outlined by NFPA 1035.

    Student Outcomes
    1. List and describe characteristics and responsibilities that make an effective public information officer.
    2. Recognize and describe guidelines for department policies, which guide public information function.
    3. List and describe the characteristics for developing positive relations within the media.
    4. Discuss and explain the purpose of a media guide.
    5. Distinguish between a news release and media advisory component parts.
    6. Examine the Emergency Alert System (EAS).
    7. Discuss the basic guidelines on managing the media scene.
    8. Identify the basic guidelines to follow before and during an interview.
    9. Examine basic guidelines of understanding public speaking.
    10. List and describe the steps in preparing a news conference.
    11. Conduct an interview.
    12. Prepare a news release.
    13. Prepare a media advisory.
    14. Prepare and conduct a news conference.
  
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    HSEM 160 Emergency Response Awareness to Terrorism (5 credits)



    Course Description
    Provides current and relevant information about terrorism, terrorist behavior, homeland security policies and dilemmas, and how to deal effectively with threats and the consequences of attacks. Student will gain insight into the key players involved in emergency management, local and state issues, particularly as they need to interact and work with FEMA and other federal agencies. Course components include identifying terrorism, causes of terrorism, preventing terrorist attacks, responding to terrorism attacks and avoidance in communication and leadership collapse.

    Student Outcomes
    1. Compare and contrast the history of terrorism in the United States and abroad.
    2. Examine terrorism and the risks associated with terrorist incidents.
    3. Explain the basic terms and concepts associated with terrorism incidents.
    4. Compare and contrast different missions of homeland security.
    5. Recognize the characteristics of terrorism.
    6. Evaluate the most frequently mentioned causes of terrorism.
    7. Analyze terrorist behavior.
    8. Examine the evolution of terrorism in the United States and other countries.
    9. Compare and contrast the positive and negative features of modern news coverage of terrorism.
    10. Explore and discuss federal, state, local and private procedures in preparedness measures, response, relief, and recovery.
    11. Analyze measures for preventing terrorist attacks.
    12. Assess the threat of terrorism and ways to increase physical security.
    13. Critique prior problems in homeland security and the need for accountability.
  
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    HSEM 175 Emergency Business Continuity Fundamentals (4 credits)



    Course Description
    Provides a foundation for business continuity management, including topics such as business continuity initiation, risk evaluation and control, business impact analysis, developing business continuity strategies and plans, developing training and exercise programs, coordinating with external agencies, and exposure to current, real-world, case studies.

    Student Outcomes
    1. Describe the need for a business continuity plan, involving executive management, coordination and implementation, as well as ongoing management and documentation requirements of the plan process.
    2. Explain loss potential, determining exposure through risk evaluation, and identifying controls and safeguards to prevent or mitigate the effects of loss potential.
    3. Demonstrate the necessity for business impact analysis, including assessing effects of disruptions, loss exposure, and business impact.
    4. Explain the critical nature of business functions and records, how to prioritize business processes, and determine replacement times.
    5. Describe the business continuity strategies based on results of business impact analysis, preparing cost/benefit analysis, including alternate sites and off-site storage, and understanding contractual agreements for business continuity services.
    6. Develop and implement a business continuity plan, define continuity and control requirements, identify proper format and structure of the plan components, and implement the plan.
    7. Define awareness and training objectives for business continuity.
    8. Demonstrate an understanding for need for exercises and the importance of exercising and maintaining business continuity plans.
    9. Explain the different aspects of a crisis communication program, including importance of crisis communication plans and coordinating with both internal and external stakeholders, and the media.
  
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    HSEM 180 Public Administration (3 credits)



    Course Description
    This course provides an overview in the structure and issues of public service. Course participants will examine the context of public administration: the political system, the role of federalism, bureaucratic politics and power, and the various theories of administration that guide public managers today. Course components include public administration, personnel, budgeting, decision-making, organizational behavior, leadership, and policy implementation. Lessons will be drawn from the most current applications of public administration today, such as Hurricane Katrina efforts and Homeland Security.

    Student Outcomes
    1. Explore historical developments in public administration and relate them to current trends and practices in America.
    2. Explain the basic concepts, theories and principles in the field of public administration.
    3. Analyze the political, legal and social environment of public administration.
    4. Identify and apply competing models of public administration to emergency management.
    5. Recognize the importance of the administration, and/or management, of public affairs.
    6. Examine policy and the decision making process in public administration.
    7. Analyze how the changing global society and multicultural environment impacts the management of the public sector.
    8. Examine and apply the budget process and planning.
    9. Discuss the function and operation of human resource personnel.
    10. Examine the impact and influence of government regulation and administrative law over public affairs.
  
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    HSEM 190 Homeland Security Emergency Management Special Topics (1 to 5 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade. Must have completed 12 HSEM credits or HSEM program coordinator approval.

    Course Description
    Special topics will be developed for areas outside the usual course offerings in Homeland Security Emergency Management degree. Topics developed will focus on a specific current issue or concept in the areas of homeland security or emergency management.

    Student Outcomes
    1.Research and communicate the issues related to the chosen course topic.
    2.Apply information to solve a given problem using the course topic.
    3.Compare and contrast the chosen topic with existing knowledge and experience in homeland security or emergency management.
    4.Evaluate the impact of the chosen topic as it relates to emergency management.
  
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    HSEM 200 Emergency Operations Center (2 credits)



    Prerequisite HSEM 102  and HSEM 110  with at least a 2.0 grade in each of these classes..

    Course Description
    This course provides the student with skills and knowledge to manage an Emergency Operations Center (EOC), acquire and control resources, and interface with on-scene responders within Incident Management Systems. Topics include EOC design, preparing, staffing and operating, jurisdictional setting, and the critical link between Incident Management Systems and emergency management operations. Prerequisite: HSEM 110 Basic ICS/NIMS.

    Student Outcomes
    A. Introduction to Emergency Operations Center (EOC)
    B. Functions of the Emergency Operations Center
    C. Jurisdictional Setting of the Emergency Operations Center
    D. Staffing and Operating the Emergency Operations Center
    E. Designing an Emergency Operations Center
    F. Incident Management Systems
    G. Public Information Officer (PIO) Operations/Information Management
  
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    HSEM 205 Historic and Cultural Preservation (3 credits)



    Course Description
    This course will explore the importance of protecting, preserving, and restoring heritage and cultural artifacts and lifeways when emergencies and disasters strike, with a special focus on communities predominately populated by indigenous peoples, including Native American Tribes and Alaska Native Villages.

    Student Outcomes
    1. Define culture, heritage, and native lifeways
    2. Research the role of culture and heritage protection in community recovery
    3. Differentiate between physical and non-physical cultural and heritage collections
    4. Identify and evaluate methods to prepare for, mitigate against, respond to, and recover from disaster
    5. Research local and non-local sources for additional information relevant to cultural and heritage disaster planning
  
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    HSEM 210 Exercise Design and Evaluation (3 credits)



    Prerequisite HSEM 102  and HSEM 120  with at least a 2.0 grade in each of these classes or program coordinator approval.

    Course Description
    This course provides participants with the knowledge and skills to develop, conduct, evaluate and report effective exercises that test a community’s operations plan and operational response capability. Throughout the course, participants will learn about topics including exercise program management, design and development, evaluation, and improvement planning. It also builds a foundation for subsequent exercise courses, which provide the specifics of the Homeland Security Exercise and Evaluation Program (HSEEP) and the National Standard Exercise Curriculum (NSEC).

    Student Outcomes
    1. Examine the value of exercises to improve the four phases of comprehensive emergency management.
    2. Outline the basic components of a comprehensive exercise program based off of area risk assessment.
    3. Examine the importance of designing a comprehensive and progressive exercise program to meet the needs of your organization or community based off the Target Capabilities List (TCL)/Universal Task List (UTL).
    4. Describe the organization of an exercise design team.
    5. Distinguish the purposes and characteristics of a tabletop exercise, functional exercise and full-scale exercise.
    6. Outline the steps in facilitating a tabletop exercise.
    7. Differentiate designing a functional exercise from designing a tabletop exercise.
    8. Recognize the physical requirements and participant roles in a functional exercise.
    9. Differentiate designing a full-scale exercise from designing a functional exercise.
    10. Determine planning considerations for site selection and scene management for a full-scale exercise.
    11. Break down the tasks in the exercise evaluation process.
    12. Outline resources available for exercise enhancement.
    13. Design a small functional exercise using the seven building blocks of design process.
  
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    HSEM 215 Tribal Emergency Management - Grants (4 credits)



    Course Description
    This course will explore the importance and role of grants in Tribal Emergency Management. Students will research various emergency management grants (federal, tribal, state, and local) and their potential impacts on communities predominately populated by indigenous peoples, including Native American Tribes and Alaska Native Villages.

    Student Outcomes
    1. Research how grants contribute to effective Tribal Emergency Management
     
    2. Identify emergency management grants available to Native American tribes, Alaska Native Villages, and their non-tribal emergency management partners
     
    3. Describe the grant application process and requirements for a successful grant application
     
    4. Describe a successful grant management process
     
    5. Identify and evaluate the effectiveness of a grant-funded project
     
    6. Articulate the need for sustainable grant funding for Tribal Emergency Management
  
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    HSEM 220 Developing and Managing Volunteer Resources (2 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade.

    Course Description
    This course will focus on methods and procedures for involving private-sector organizations and volunteers in emergency management programs in ways which benefit both parties. The focus of the course is on maximizing the effectiveness of volunteer resources by implementing a people-oriented system that addresses defining volunteer roles, designing a plan of action, recruiting volunteers, training individuals who volunteer and motivation and maintenance of a successful program. Participants will acquire skills and knowledge to make appropriate volunteer assignments that enhance the effectiveness of an integrated emergency management system.

    Student Outcomes
    1. Define volunteer and voluntary agency (VOLAG) and draw distinctions between the two.
    2. Determine whether your community’s needs are best met by developing a volunteer program or whether you should coordinate with VOLAGs—or both.
    3. Correlate the skills and knowledge required of volunteers in emergency management programs.
    4. Determine how volunteers can be used most beneficially in your program to meet your agency’s needs.
    5. Analyze the steps in developing a volunteer program
    6. Develop a volunteer job description.
    7. Outline strategies for recruiting, retaining, assigning, training, supervising, and evaluating volunteers.
    8. Recognize the key responsibilities of a VOLAG/CBO Coordinator.
    9. Analyze the role of VOAD in providing emergency assistance.
    10. Examine strategies for working with VOLAGs, CBOs, businesses, and other groups.
    11. Assess the needs/special issues with managing volunteers.
  
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    HSEM 230 Disaster Recovery and Response (2 credits)



    Prerequisite HSEM 102  and HSEM 120  with at least a 2.0 grade in each of thes classes or program coordinator approval.

    Course Description
    The purpose of this course is to enable students to understand and think critically about response and recovery operations in the profession of emergency management. Students will utilize problem based learning by analyzing actual disaster events and applying the theories, principals, and practice of response and recovery. In addition, students will learn about the issues faced by special populations and how to address these special needs in natural disaster response and recovery.

    Student Outcomes
    1. Examine what occurs during a disaster and the impact it has on life, property and the environment.
    2. Differentiate between the responsibilities of the local government after a disaster versus those of the state and federal government.
    3. Analyze human responses to disasters.
    4. Compare traditional and professional approaches to disaster and determine which approach is most applicable in a given disaster situation.
    5. Define the role of warnings, evacuation and shelter in natural disaster response.
    6. Examine the process through which individual assistance may be obtained.
    7. Examine special issues during recovery including damage to the environment from hazards and sheltering animal populations.
    8. Identify communication strategies during crisis/disaster.
    9. Evaluate damage assessment and response techniques and their application to disaster situations.
    10. Apply principles and practice of response and recovery in case study disaster events.
  
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    HSEM 235 Homeland Security Law and Ethics (3 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade.

    Course Description
    This course is designed to give the student an overview of various statutes, regulations, constitutional law, and common law associated with Homeland Security. This course examines emergency response, weapons of mass destruction, local government powers, Federal Emergency Management Agency (FEMA), Department of Homeland Security, civil rights, international anti-terrorism efforts, Homeland Security Act of 2002, and the Patriot Act. Students will be introduced to the legalities and ethics relevant to organizing for counterterrorism, investigating terrorism and other national security threats, crisis and consequence management.

    Student Outcomes
    1. Develop a working understanding of key legal and policy principles related to emergency management.
    2. Analyze FEMA’s role in policy, law and management.
    3. Examine local, state, and federal relationships when it comes to introducing and implementing new laws and regulations.
    4. Recognize the critical role of court decisions in clarifying the practical application of legislation and executive directives.
    5. Analyze privacy concerns and constitutional protections regarding governmental information-gathering related to emergency management.
    6. Examine important statutes and policies enacted post 9-11and their impact on emergency management.
    7. Differentiate between crisis management and consequence management policy and its evolution in response to events.
  
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    HSEM 240 Homeland Security Emergency Management Work-Based Learning (5 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade. Requires HSEM program coordinator approval.

    Course Description
    Provides students “real world experiences” in homeland security and emergency management. Students learn to work within time constraints and are exposed to appropriate workplace behaviors. Students will have opportunities to refine the core skills they have learned from the courses or curriculum.

    Student Outcomes
    1. Describe the Work-based Learning (WBL) site as a whole, including its history and culture.
    2. interacts with other organizations and the community it serves.
    3. Collaborate at regular intervals with the WBL site agency supervisor to further develop skills, realign expectations and duties, or change responsibilities.
    4. Perform expected duties of the WBL site as outlined in expectations provided by your supervisor.
    5. Identify emergency management techniques used from your WBL.
    6. Examine the emergency management duties and responsibilities of your WBL site.
    7. Analyze various types of exercises used by this organization and their specific purposes and objectives.
    8. the mission of your WBL through personal and professional actions.
    9. Effectively work with internal and external customers.
    10. Relate prior academic theory to current work experience.
    11. Working with your WBL supervisor and instructor, design and implement a feasible project plan.
    12. Identify specific skills and knowledge required by working emergency managers.
    13. Produce a project report.
  
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    HSEM 250 Homeland Security Law and Ethics (3 credits)



    Prerequisite HSEM 102  with at least a 2.0 grade.

    Course Description
    This course is designed to give the student an overview of various statutes, regulations, constitutional law, and common law associated with Homeland Security. This course examines emergency response, weapons of mass destruction, local government powers, Federal Emergency Management Agency (FEMA), Department of Homeland Security, civil rights, international anti-terrorism efforts, Homeland Security Act of 2002, and the Patriot Act. Students will be introduced to the legalities and ethics relevant to organizing for counterterrorism, investigating terrorism and other national security threats, crisis and consequence management.

    Student Outcomes
    1. Develop a working understanding of key legal and policy principles related to emergency management.
    2. Analyze FEMA’s role in policy, law and management.
    3. Examine local, state, and federal relationships when it comes to introducing and implementing new laws and regulations.
    4. Recognize the critical role of court decisions in clarifying the practical application of legislation and executive directives.
    5. Analyze privacy concerns and constitutional protections regarding governmental information-gathering related to emergency management.
    6. Examine important statutes and policies enacted post 9-11and their impact on emergency management.
    7. Differentiate between crisis management and consequence management policy and its evolution in response to events.
  
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    HSEM 330 Risk Assessment for HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course develops foundational skills to identify, analyze, and evaluate risk in an organization within the context of all-hazards emergency management.

    Student Outcomes
    1.0 Analyze and differentiate between the public and private roles and responsibilities for risk management.
    1.1 Assess supply chain and vendor vulnerability and security risks.

    2.0 Define and differentiate threats and hazards related to public and private organizations.
    2.1 Articulate the impact of threats and hazards on the risk assessment and mitigation process.

    3.0 Develop a hazard analysis and vulnerability assessment of existing private and public organizations using a standard risk assessment process appropriate for the selected organization.
    3.1 Conduct a gap analysis of plans and response systems.
    3.2 Identify and prioritize potential business impacts of an event within the framework of the Business Impact Analysis planning lifecycle.

    4.0 Compare and contrast the terms threat, vulnerability, likelihood, and consequence.
    4.1 Articulate the probability of occurrence and impacts on the organization.

    5.0 Demonstrate the role of risk mitigation using examples of risk reduction strategies.

    6.0 Analyze the risk and nature of threats to the nation’s critical and information management infrastructure.

    7.0 Compare and contrast the roles and responsibilities of public and private organizations involved in hazard vulnerability, risk identification, risk assessments, and risk mitigation.

    8.0 Develop agency and organization specific tools to evaluate domestic security challenges facing the United States and other industrialized nations.
    8.1 Identify best practices to benchmark programs and plans.
    8.2 Identify critical operations as part of a comprehensive risk analysis case study.
    8.3 Order and map the required practices to coordinate all resources for preparing, responding, and recovering from an incident.
    8.4 Order and map standard activities for incident preparedness, response and recovery.
  
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    HSEM 340 Effective Organizational Com. and Public Speaking (4 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course analyzes personal and group dynamics in emergency management including public speaking emphasizing speech, organization and audience analysis in the Homeland Security Emergency Management environment.

    Student Outcomes
    1.0 Identify and explain the three goals of risk communication.
    1.1 Develop risk communication plans targeted to the needs of constituencies and concerned parties.

    2.0 Research a Homeland Security Emergency Management issue using multiple information sources and present the results using computer-generated visual aids.

    3.0 Evaluate personal perceptions and biases that are barriers to communication in a high stress emergency environment.
    3.1 Apply knowledge of the use of persuasive strategies in an oral presentation.

    4.0 Differentiate between emergency, crisis, and risk communication.
    4.1 Differentiate pre-crisis, crisis, and post-crisis communication principles.

    5.0 Demonstrate facilitation skills and practices to support project management and other planning activities.
  
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    HSEM 357 External Affairs for Emergency Management (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an overview of how to lead a Homeland Security Emergency Management organization’s external affairs program.

    Student Outcomes
    1.0 Describe the pre- and post-disaster communication requirements of emergency management of agencies and organizations.
    1.1 Identify and describe the steps involved in planning and conducting public disaster preparedness campaign.
    1.2 Demonstrate how public information officers direct accurate and timely life safety information to the general public and survivors during and after a disaster.

    2.0 Develop communications policies, procedures, and protocols to allow seamless communication from risk prevention to incident response through to the recovery phase.

    3.0 Describe the purpose and structure of Emergency Support Function #15 Standard Operating Procedures and the relationship to External Affairs and the National Response Plan.

    4.0 Demonstrate how to effectively communicate public information within a variety of media environments and stakeholder groups.

    5.0 Develop an immediate response communication plan that addresses either a terrorist event or a natural disaster.

    6.0 Develop an awareness of special populations and their specific needs during a major emergency incident.
    6.1 Compare and contrast the specific needs of the vulnerable groups and populations.
  
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    HSEM 360 Leadership in HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an introduction to leadership and organizational theory emphasizing principles and techniques of leadership and supervision including meta-leadership.

    Student Outcomes
    1.0 Describe basic leadership styles and the effective use of each style given individual capabilities and situations.
    1.1 Develop and articulate one’s own philosophy of leadership.
    1.2 Identify how leadership styles may be affected by crisis and non-crisis situations.

    2.0 Compare and contrast motivation theories and describe how apply leadership theories to motivate self and others.
    2.1 Describe the role of situational leadership in motivating emergency management personnel.

    3.0 Identify and assess complex relationships among and between organizations with competing interests.
    3.1 Describe the impact of mutually interdependent activities on the development of policy, strategic planning, fiscal management, and dispute resolution.
    3.2 Engage in group processes that apply strategic planning principles to real world scenarios.

    4.0 Describe a change management model using data sets and metrics that support the process for planning, communicating, and implementing change.
    4.1 Demonstrate a range of skills addressing conflict management, use of power, group dynamics, leadership and influence.
    4.2 Describe causes of team dysfunction and develop a plan to mitigate team dysfunction in the workplace.

    5.0 Review and discuss various decision-making models and articulate the implications of these models for emergency management.

    6.0 Demonstrate how effective leadership impacts an organizations ability to coordinate across jurisdictions, agencies, public, non-profit, and private sectors to enhance the ability to prepare for, protect against, respond to, recover from, and mitigate all hazards using the Whole Community approach.
  
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    HSEM 365 Systems Thinking and Individual Leadership (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course distinguishes traditional forms of analysis from the dynamics of systems thinking processes in a context of emergency and risk management.

    Student Outcomes
    1.0 Describe the evolution of systems thinking and the value of understanding oneself and others as components of effective leadership.
    1.1 Apply systems theory and logic models to define integrated outcomes, risk, and performance measures in multi-organizational settings

    2.0 Discuss and describe the importance of creating a shared vision across internal and external and partnerships.

    3.0 Research and analyze the evolution of existing homeland security/emergency management systems, safety systems, structures, and functionalities, including local, state, federal, volunteer, and private organizations.

    4.0 Apply effective interpersonal communication, critical thinking, and decision-making skills commensurate with a defined level of responsibility.
    4.1 Explain how the framework of systems thinking impacts the critical decision making process.
    4.2 Demonstrate how actions affect the whole environment (organizational or environmental) and analyze impacts and outcomes marked by complexity and great numbers of interactions.

    5.0 Demonstrate ways to manage a scalable workforce that include both paid staff and volunteer staff to accomplish preparedness, mitigation, response and recovery tasks.
  
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    HSEM 370 Continuity Planning for Business and Government (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an overview of the Business Continuity Planning (BCP) process for private sector organizations, and Continuity of Operations Planning (COOP) and Continuity of Government (COG) processes for operations focused on strategies to min

    Student Outcomes
    1.0 Assess the private sector’s impact on the protection of the nation’s critical infrastructure including economic recovery and cybersecurity using case studies of recent events.

    2.0 Evaluate relevant industry standards along with federal FEMA standards to assess and interpret risk factors, hazards, and critical information as part of a Business Impact Analysis.

    3.0 Design a Planning Team template identifying the selection, roles, and responsibilities of those who would collaborate through the Business Continuity Planning process.

    4.0 Explain the role and use of recovery strategies as a means to restore business operations to a minimum acceptable level following a business disruption. Include a description of the recovery time objectives developed during the business impact analysis.

    5.0 Identify the four steps for developing a Business Continuity Plan (BCP).
    5.1 Develop a Business Continuity Plan for a specified organization using basic business and project management principles to allow for quick, ethical, and effective response to rapidly evolving situations.
    5.2 Identify time-sensitive or critical functions and process and the resources that support the BCP.

    6.0 Develop a recommended training plan for a business continuity team that includes testing and exercise recommendations that evaluate recovery strategies and the plan.

    7.0 Formulate a strategic plan that demonstrates the use of Business Continuity principles, processes, procedures, and activities to increase disaster resilience in private sector organizations.

    7.1 Formulate a strategic plan that demonstrates the use of Continuity of Government principles, processes, procedures, and activities to increase disaster resilience in public sector organizations.
  
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    HSEM 380 Risk Reduction for HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an introduction to the development of risk reduction strategies, business plans and budgets to support implementation.

    Student Outcomes
    1.0 Compare and contrast risk assessment and analysis theories.

    2.0 Research and analyze the nation’s private sector strategies for critical infrastructure protection and securing cyberspace.

    3.0 Analyze the key steps and actions that can be taken to manage risk including the study and understanding of the community or entity at risk.

    4.0 Analyze case studies and evaluate the application of risk reduction strategies.
    4.1 Describe lessons learned and best practices.
    4.2 Develop risk reduction strategies based utilizing standard industry mitigation processes.


    5.0 Identify critical operations and interpret risk factors and strategies as part of a comprehensive risk analysis for deployments for all hazards.
    5.1 Develop a gap analysis that includes critical operations, creating business or action plans, and a budget to support the implementation of the strategies.

    6.0 Assess and interpret risk factors and strategies for deployment of resources for all hazards emergencies.
  
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    HSEM 410 Ethics and Critical Thinking in HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an analysis of ethical issues in Homeland Security Emergency Management.

    Student Outcomes
    1.0 Explain the impact of diverse cultures on Homeland Security Emergency Management decision making.
    1.1 Identify strategies for reducing impacts on diverse cultures and assuring that there is an inclusive and “whole community” consideration for all decisions and planning functions.

    2.0 Evaluate and explain the tension between civil liberties and national security.
    2.1 Compare and contrast the necessity to maintain civil liberties while acting for the security and safety of the greater good.

    3.0 Analyze major legal and ethical principles that underlie emergency policy and operations.
    3.1 Demonstrate how these principles impact emergency management and homeland security.
    3.2 Articulate an ethical course of action for a specific decision-maker and defend that recommendation using ethical principles and values.

    4.0 Discuss how due process, equal protection, sovereign immunity, and state’s rights all factor into emergency management.
    4.1 Examine the consequences that can occur when individual rights are compromised during an emergency management event.

    5.0 Analyze case studies to identify and explain ethical dilemmas, as well as all entities that have ethical claims or interests in the dilemma (e.g., protecting human subjects, humane treatment of animals) or in professional practice.

    6.0 Model and apply ethical leadership, management, knowledge, and effective critical decision-making principles through case studies of real world events.

    7.0 Summarize the importance of leaders and decision makers acting ethically, particularly those dealing with the public during times of crisis.

    8.0 Examine the degree of ethical duty owed to a community during planning for catastrophe readiness and response by considering the needs of vulnerable populations.
  
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    HSEM 420 Technology and Cybersecurity in HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course explores the applications and security of technology in Homeland Security and Emergency Management.

    Student Outcomes
    1.0 Analyze the appropriate role of technology in the support of emergency planning, response, recovery and mitigation efforts.

    2.0 Identify the technology, specific functions, typical applications, and value of tools that can support command and general staff during emergency operations.
    2.1 Evaluate the value of Internet, telecommunications, and network applications in the context of emergency management to include Graphic Information Systems (GIS), Document Security Systems (DSS), Group Decision Support Systems (GDSS), and Enterprise Information Systems (EIS).
    2.2 Analyze and evaluate the potential impact of new technologies on emergency management.

    3.0 Analyze the use, effectiveness and application of Geographic Information System and Global Positioning System tools during recent events.

    4.0 Compare and contrast the advantages and disadvantages of various emergency warning systems.

    5.0 Describe the various workforce specialty areas identified in the National Cybersecurity Workforce Framework.
    5.1 Create a correlation of the various specialties with the most current high-risk cybersecurity threats.

    6.0 Create a model information technology disaster recovery plan in conjunction with a Business Continuity Plan.
    6.1 Describe recovery strategies to restore hardware, applications and data within a timeframe to meet the needs of the business recovery.

    7.0 Identify Articulate the nation’s technology risks.
    7.1 Articulate private sector strategies for critical infrastructure protection and securing cyberspace.
  
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    HSEM 430 Legal Issues in HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an overview in public policy and law related to public service and the Homeland Security Emergency Management field.

    Student Outcomes
    1.0 Describe the laws, authorities, and mandates of state and federal agencies involved in emergency management.
    1.1 Assess the role of the Federal Emergency Management Agency (FEMA) in disasters.

    2.0 Analyze the legal and policy principles applicable to current Homeland Security and Emergency Management issues through case studies of recent issues and events.

    3.0 Evaluate ethical and legal responses to recent emergencies and disasters utilizing interpretations of fundamental local, state, federal and international rules and regulations.

    4.0 Compare and contrast the evolution of crises and consequence management policies.
    4.1 Differentiate between crises and consequence management policies that have developed gradually and those that have developed rapidly in response to events.

    5.0 Analyze organizational changes, statutes, and policies enacted post-911 and post Katrina.
    5.1 Describe how these events have affected the Emergency Management field.

    6.0 Evaluate the critical role of recent court decisions and how they may have impacted the application of legislation and executive directives.
  
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    HSEM 440 Geographic Information Systems (GIS) for HSEM (3 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course provides an introduction to mapping tools and desktop applications for conducting emergency planning, data analysis, and resource management for emergency management.

    Student Outcomes
    1.0 Describe the role of Geographic Information Systems in supporting emergency management through each mission area and phase of the emergency management preparedness cycle.

    2.0 Understand the fundamental theory of Geographic Information science behind Geographic Information Systems (GIS).
    2.1 Compare and contrast the situations where GIS is best suited and those that are not appropriate applications of GIS technology.

    3.0 Evaluate the value of GIS analysis to address applied problems and/or research questions through comprehensive case studies.
    3.1 Review after action reports and assess the effectiveness of using information generated through a GIS analysis and how the data affected the overall outcome of the event.

    4.0 Prepare and present response plans for multiple types of emergencies and disasters.
    4.1 Demonstrate how response plans can be adapted quickly, ethically, and effectively to rapidly evolving situations.

    5.0 Describe the types of products commonly produced by the GIS Unit during an incident.
    5.1 Identify how particular GIS capabilities can be utilized for mission support.

    6.0 Identify and disseminate best practices for establishing and maintaining data flow, creating products, and meeting timelines during an incident.

    7.0 Describe situations where it is appropriate to use remote sensing products.
    7.1 Describe how remote sensing can enhance situational awareness and provide a foundation for assuring a common operating picture.
  
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    HSEM 449 Professional Development Seminar (2 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This course prepares the student for the Homeland Security and Emergency Management Workbased Learning experience. This includes the culmination of an ongoing and dynamic process to develop an individual professional portfolio documenting essential a

    Student Outcomes
    1.0 Develop a Professional Portfolio exhibiting professional development efforts, progress, and achievements.
    2.0 Develop model resumes, applications, cover letters, and references for various government and private sector positions.
    2.1 Complete a full application process for HSEM related positions.
    2.2 Evaluate various workplace policies and demonstrate how they affect performance in various HSEM high stress environments.
    2.3 Demonstrate the ability to solve complex interpersonal workplace problems.
    2.4 Develop and action plan for personal and professional growth.
    3.0 Establish a HSEM Workbased Learning internship experience starting the following academic quarter.
  
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    HSEM 450 Workbased Learning for HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    The Homeland Security Emergency Management Workbased Learning (WBL) experience provides students with “real world experiences”. The focus of the WBL is application and an opportunity to refine and apply core skills, with a specific emphasis on Leader

    Student Outcomes
    1.0 Working with your Workbased Learning (WBL) supervisor and HSEM instructor, design and implement a feasible project plan.
    1.1 Identify a specific and measurable deliverable, service, or work product.

    2.0 Working with the WBL supervisor and HSEM instructor identify at least three learning objectives.
    2.1 Articulate how these objectives will be accomplished.

    3.0 Describe the WBL site including its history and culture.
    3.1 Describe how the organization interacts with other organizations and the community it serves.

    4.0 Create a Personal Improvement Plan and update the plan throughout the WBL project.
    4.1 Collaborate at regular intervals with the WBL site supervisor to seek opportunities to learn new skills, realign expectations and duties, or change responsibilities.

    5.0 Identify and evaluate the effectiveness of emergency management procedures used at your Workbased Learning site.

    6.0 Analyze various types of training and exercises used by the organization and their specific purposes and objectives.
    6.1 Apply solid foundation of knowledge and skills to assume leadership roles in emergency management, homeland security, and /or public policy

    7.0 Create a final Project Report that identifies how the learning objectives were met and the services provided, including a copy of all deliverables and work products.
  
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    HSEM 460 Research Methods in HSEM (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    This is a comprehensive course covering major analytical and statistical tools used in Homeland Security Emergency Management program administration.

    Student Outcomes
    1.0 Assess the value and impact of academic research to the practice of emergency management.

    2.0 Develop a plan for conducting a Homeland Security research project that will address a current issue or problem.
    2.1 Develop the elements of a research strategy for data evaluation and critical analysis.
    2.2 Communicate findings in a coherent, well-organized written work.

    3.0 Analyze three research papers and evaluate them for ethical considerations.
    3.1 Articulate the critical elements related to the integrity of the research and outcomes.

    4.0 Develop an evaluation tool or rubric to validate academic research that would be applicable to a Homeland Security topic or problem.
    4.1 Verify and validate the rubric by evaluating an applied research project.

    5.0 Compare and contrast various data collection methods, determining the strengths and limitations of each, and when to implement them.
    5.1 Describe the application of various research tools used to collect, analyze, and integrate information into a research project.
    5.2 Research and develop a written assessment of best practices in the emergency field.

    6.0 Apply the appropriate citation guidelines for a research project for the emergency management community.

    7.0 Develop a research project that will contribute to the practice of emergency management integrating research methodology, validated data and analysis, and standard business writing skills.
    7.1 Design and conduct a trend analysis.
    7.2 Using a case study, identify critical operations as a part of a comprehensive risk analysis.
  
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    HSEM 470 HSEM Capstone Project (5 credits)



    Prerequisite Current enrollment in the Bachelor of Applied Science in Homeland Security Emergency Management program.

    Course Description
    The Capstone Project is a culminating academic and intellectual review demonstrating learning acquisition and practical application from all courses, theories, techniques, and practical application of content taught in the Bachelor of Applied Science

    Student Outcomes
    1.0 Design and conduct a tabletop exercise for a simulated group of participants using Homeland Security Exercise and Evaluation Program methodology.
    1.1 Identify available resources (people, agencies, policies, materials, other governments)

    2.0 Assess the tabletop exercise and develop an After Action Report to include a performance evaluation, an effectiveness assessment, and recommendations for improvement.

    3.0 Design an incident action plan for an identified operational period using a currently active declared disaster. Explain the use of the “planning P” to develop an incident action plan.

    4.0 Evaluate three different Comprehensive Emergency Management Plans including one from a major private corporation and one from a government agency.
    4.1 Develop improvement recommendations for each.

    5.0 Compare and contrast the goals, scope, and services for three different currently active disaster declarations.
    5.1 Prepare a written report forecasting the progress of the event over the following 7 days.

    6.0 Using a currently active disaster declaration, prepare a 6 month recovery plan to restore the community and increase resilience.
    6.1 At a minimum the plan will address restoration, mitigation, and resilience.

Human Development

  
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    HUMDV 103 Pierceworks! - Career Transition (1 to 14 credits)



    Course Description
    A 7-week career transition course to assist individuals with components of career development and human relations. This course empowers students to explore careers and career clusters and make informed educational and career decisions. Students analyze interests, skills, personality, and attributes and use this information in the career selection process. Students use interest inventories and computer software to explore career opportunities available to them and link personal interests with related career fields. Activities enable students to increase self awareness and develop the skills necessary to successfully plan for postsecondary education and the workplace. Basic job search skills include contacting employers, writing, practicing interview skills. An emphasis is placed on developing appropriate skills necessary for success in the workforce. These employability skills include such areas as: teamwork, dependability, punctuality, attitude and relationship skills on the job.

    Student Outcomes
    1. Identify work values and attitudes. These include personal qualities such as dependability, punctuality, responsibility, integrity, team work, diversity, positive attitude.
    2. Develop and apply positive relationship skills.
    3. Analyze personality, career interests, values and aptitude assessments an apply tools to make realistic educational career choices.
    4. Research career information using the Internet, community and library resources.
    5. Set short and long-term personal and career goals.
    6. Create and use a dependable strengths report during job search.
    7. Create a hard copy, scan able and electronic resume and submit.
    8. Interview using appropriate oral skills and body language in telephone, one-on-one, panel and group interview settings.
    9. Complete a Master Job Application.
    10. Learn and apply the tools to manage change.
    11. Work effectively in culturally diverse teams to complete project assignments.
    12. Prepare a variety of business correspondences including cover letter, thank you letter, letters of application and introduction.
    13. Use software to format resumes, dependable strengths report, master application and business correspondence.
    14. Identify decision making steps.
    15. Follow written and oral instructions.
    16. Think creatively, make decisions and solve problems applicable to work place situations.
  
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    HUMDV 126 Life Skills: Stress Management (2 credits)



    Formerly Psych106i

    Course Description
    Course involves learning new techniques that help bridge personal transitions in life and in college, including learning to manage stress to remain balanced and healthy.

    Student Outcomes
    1. Define stress within the current culture
    2. Examine stress and evaluate its negative effects
    3. Identify and analyze personal cues of, and reactions to stress
    4. Construct reactions to decrease stress
    5. Develop and apply new techniques for managing stress

Human Services Substance Abuse

  
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    HSSA& 101 Introduction to Chemical Dependency (3 credits)



    Distribution Area Fulfilled General Transfer Elective
    Formerly ALCDA 111-CCN

    Course Description
    An orientation to chemical dependency and psychoactive drug abuse, including etiological theories of chemical dependency; history of alcohol and other psychoactive drugs; and basic principles of prevention, intervention, and treatment.

    Student Outcomes
    1. Examine obsessive compulsive addictions and describe how these cut across addictions in all the counseling fields.
    2. Explain and discuss the disease concept of alcoholism & drug addiction and opposing theories.
    3. Discuss the history of drugs and alcohol including social policies.
    4. Describe neuron action receptors and the neurotransmission process.
    5. List and describe the classifications of drugs and be able to recognize some signs and symptoms of these drugs.
    6. Describe the impact of drugs and alcohol use on the family and social systems.
    7. Describe and explain the concepts & effectiveness of 12-Step programs.
    8. Apply principles of intervention and treatment strategies in a simulated situation.
    9. Define and discuss dual diagnosis.
    10. Discuss the differences between shame and guilt and their respective impact upon chemically abusing individuals & those associated with them.
    11. Define and discuss terms and laws specific to the chemical dependency field.

Humanities

  
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    HUM 105 Black Thought and Culture (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 105

    Course Description
    Beginning with African traditions and closing with a look at contemporary issues, this course will examine the cultural heritage of African Americans in relation to their language, literature, fine arts, music, religion and philosophy.

    Student Outcomes
    1. Be open, receptive, critical and responsive to diverse cultural points of view.
    2. Recognize one’s bias
    3. Recognize the need to center and decenter one’s own perspective in order to understand multiple ways of knowing, being, and thinking.
    4. Recognize and evaluate how, identity, life experiences and values affect decisions and actions.
    5. Evaluate and be accountable for the impact actions have on self, community, and environments.
    6. Identify the connection between African traditions and that of Black music, art, religion, and language.
    7. Trace the development of Black music from Africa to present.
    8. Identify significant themes in African American poetry and relate them to past and current social issues.
    9. Compare and contrast the philosophies of major Black philosophers and their ideologies.
    10. Recognize significant contributions African Americans have made in the history of the U.S.
  
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    HUM 106 Ethnic Thought and Culture (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 106

    Course Description
    Provides a multicultural studies approach to the diversity, complexity and contradictions of the American ethnic experience as expressed in the arts and humanities.

    Student Outcomes
    1. Analyze and discuss works of art or cultural expression as products of a particular culture or ethnic group.
    2. Appraise aesthetic elements of works of art, such as performing arts, language, visual imagery, literature.
    3. Discuss particular works of art in relation to historical, social, and economic factors surrounding their production.
    4. Analyze images, themes, and ideas found in various works in the arts.
    5. Examine stereotypes and their impact on identity and ethnic/racial representations.
    6. Discuss ethnic cultural expression as a tool for political and social justice movements.
    7. Identify the importance of language used to represent various ethnic groups.
    8. Examine central concepts in relation to aesthetic representation, such as objectivity, subjectivity, community, and cultural and multiracial identity.
  
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    HUM 107 Latin American Thought and Culture (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 107

    Course Description
    Examines Latin America through the lens of the humanities. Students will explore the literature, film, music and art of Latin America and how it has been shaped by cultural and geographical diversity, domestic and international politics, religion, social structure, and economics. Team work and research skills will be developed.

    Student Outcomes
    1. Identify countries and geographic regions of Latin America in order to understand the regional similarities and differences in humanistic expression.
    2. Identify and analyze the impact of dictatorships, oligarchy and leftist revolutions on humanistic expression in Latin America.
    3. Identify and analyze the impact of indigenous, European, African and Asian cultures on humanistic expression in Latin America.
    4. Identify and analyze the religious influences and the role of religion in Latin America in terms of their impact on humanistic expression.
    5. Identify and analyze the balance of socio-economic classes in Latin America in terms of its impact on humanistic expression.
    6. Identify and analyze the impact of the role of the United States in Latin American politics, agriculture, and industry in terms of its impact on humanistic expression.
    7. Synthesize information from the above outcomes to analyze and appreciate Latin American cultural movements and genres, including the “Boom”, magical realism, Liberation Theology, Afro-Antillean poetry, the novel of the dictator, and the Nueva Trova.
  
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    HUM 109 American Thought and Culture: The Harlem Renaissance (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    A study of the Black American cultural movement of the late 1920’s and early 1930’s known as the Harlem Renaissance through examination of the history, politics, philosophy, literature, music, visual arts, dance and theatre of the movement within the American context.

    Student Outcomes
    1. Integrate and analyze events in American and world history, politics, thought and culture in relations to the Harlem Renaissance.
    2. Analyze the major cultural, philosophical, and political themes of the Harlem Renaissance, particularly in relation to race.
    3. Analyze and evaluate literature of the Harlem Renaissance in relation to the movement and larger culture of America.
    4. Analyze and evaluate music of the Harlem Renaissance, especially jazz, in relation to the movement and the larger culture of America.
    5. Analyze and evaluate art of the Harlem Renaissance in relation to the movement and the larger culture of America
    6. Analyze and evaluate dance and theatre of the Harlem Renaissance in relation to the movement and the larger culture of America.
  
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    HUM 110 PACIFIC RIM HUMANITIES (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    A study of historical and contemporary interactions among Pacific Rim peoples (with an emphasis on Southeast Asian, Pacific Islander, and East Asian) and their respective artistic and cultural productions.

    Student Outcomes
    1. Compare ethnic formations among Pacific Rim peoples in order to understand the evolution and effects of colonization and imperialism. 

    2. Analyze how biogeography and biopolitics inform Pacific Rim artistic and cultural production. 

    3. Analyze how works of art and cultural expressions are shaped by their historical, social, and economic contexts. 

    4. Distinguish images, themes, and ideas found in texts and cultural artifacts in order to examine how they are shaped by–and help shape–the cultures from which they originate. 

    5. Identify how Pacific Rim artistic and cultural productions interact with political and social justice movements. 

    6. Analyze racial and ethnic identity formations among Pacific Rim peoples in diasporic contexts. 

    7. Reflect on how individuals’ positional identities in learning spaces shape an understanding of the field of study. 
  
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    HUM 120 Introduction to World Folklore (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 120

    Course Description
    Offering an examination of folklore, the class provides an academic study of multi-generational cultural stories which are handed down through a variety of modalities. Students will explore the ways folklore reflects and creates communal traditions, values, and beliefs.

    Student Outcomes
    1. Define concepts of folklore study (e.g. genre, group, tradition, performance, and/or aesthetics).
    2. Apply different theories and analytical lenses to the interpretation of folkloric materials.
    3. Analyze and evaluate how folklore influences and is influenced by identity, creation/maintenance, and expression of values related to concepts such as cultural context, power, social control, gender, identity, and economic status.
    4. Create folk texts through thorough investigations of past and present world folklore traditions, such as folk narrative, folk life, folk craft.
    5. Explain the unique characteristics and history of oral traditions.
  
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    HUM 161 Western Thought and Culture I: The Classical World (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    A survey of Western cultural ideas and expressions from early Aegean civilization to the 5th century C.E. Topics include history, geography, culture, philosophy, religion, art, architecture, and literature of the Greco-Roman world.

    Student Outcomes
    1. Identify and interpret the major political and history events of the Greco-Roman world.
    2. Identify and interpret the political and physical geography of the ancient Greco-Roman world.
    3. Analyze the major philosophies and religions of the Greek and Roman cultures including the Greek and Roman pantheons, Judaism, and the development of Christianity. Contrast the ways in which these philosophies and religions influence and are reflected in the arts and cultures of their times and our own.
    4. Identify the characteristics of Greek and Roman art and explain how the art reflects the values of each culture and has influenced the modern era.
    5. Identify the elements of Greek and Roman architecture and explain how the architecture reflects the values of each culture and continues to influence culture today.
    6. Identify the influential works of Greek and Roman literature and explain how they reflect the culture of the era in which they were written and their significance to their culture and to modern culture.
    7. Differentiate the values of the Greek and Roman cultures and then explain how these values were influenced by history and religion and their impact on the arts, architecture literature, and music of their times.
    8. Analyze cultural influences from the Greco-Roman world to our contemporary world.
  
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    HUM 163 Western Thought and Culture III: Birth of Modern World (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    A survey of Western cultural ideas and expressions from the Italian Renaissance to the 18th century. Topics include history, geography, culture, philosophy, religion, science, art, architecture, literature, and music from the 15th – 18th centuries.

    Student Outcomes
    1. Identify and interpret the major political and historical events of the Renaissance, Baroque, Rococo, and Neoclassical Periods.
    2. Identify the physical and political geography of 15th-18th century Europe.
    3. Analyze the major religious, philosophical, and scientific issues of the 15th-18th centuries, including the causes and effects of the Protestant Reformation, the Scientific Revolution, and the Enlightenment. Contrast the ways in which religion, philosophy, and science influence and are reflected in the arts and cultures of their times and continue to impact our own.
    4. Identify the characteristics and major artists of Renaissance, Baroque, Rococo, and Neoclassical art and explain how the art reflects the values of each culture of the era in which it was created and continues to impact the modern era.
    5. Identify the elements of Renaissance, Baroque, Rococo, and Neoclassical architecture and explain how the architecture reflects the values of each culture in which it was created and continues to influence culture today
    6. Identify the major literature works of the Renaissance, Baroque, Rococo, and Neoclassical periods. Explain the significance of each work to its culture as well as to modern culture. Explain how the literature reflects the culture in which it was written. Identify major authors and their works.
    7. Define and identify various types of music of the Renaissance, Baroque, and Classical periods; explain how the different style of music reflects the values of their culture. Identify major composers and their works both by name and by listening to excerpts of the music.
    8. Differentiate the values of the Renaissance, Baroque, Rococo, and Neoclassical cultures. Explain how these values were influenced by history, religion, and science, and how they in turn impacted the art, architecture, literature, and music of their times.
    9. Analyze cultural influences from the 15th-18th centuries to the modern era.
  
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    HUM 204 American Popular Culture (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 204

    Course Description
    This course examines various theories of popular culture and applies these theories to various aspects of American culture, such as mass media, sports, fashion, and cultural stereotypes.

    Student Outcomes
    Define and use specific terminology relevant to the study of popular culture
    2. Analyze the impacts that mass media formats, such as television, radio, and the internet, have on American culture
    3. Apply tools of media literacy to distinguish among various types of mass communication (i.e., distinguish between
    advertising and editorial content)
    4. Evaluate the role that various art forms play in American culture
    5. Trace the formation of a variety of cultural stereotypes and identify examples of those stereotypes in various formats
    6. Identify current or significant popular culture trends in a variety of settings (for example, fashion, food, language,
    marketing, etc.)
    7. Examine the ways in which individuals use cultural trends to define or announce aspects of personal identity
    8. Defend or challenge one’s own relationship to popular culture and appraise the influence of cultural ideologies on
    one’s own values and sense of identity
    9. Read and discuss the works of a variety of culture critics
    10. Review prominent theories of Popular Culture (such as mass culture theory, Frankfurt School and culture industry,
    structuralism and semiotics, etc.)
    11. Evaluate aspects of Popular Culture according to specific criteria
    12. Locate and use a variety of cultural studies resources (including web sites, journals, and other references)
  
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    HUM 209 The American Civil Rights Movement (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    This course offers students a broad multicultural understanding of the American Civil Rights Movement through the Humanities: art, film, photography, oral histories, literature, theater, and music of the reform era. The course highlights the experiences and impact of local activists and organizations through the arts, presenting the movement from a “ground-up” perspective rather than a “top-down” to enhance students’ civic and multicultural literacy.

    Student Outcomes
    1. Identify a range of American Civil Rights Movement activists, including individuals as well as organizations.
    2. Explain local citizens’ (women, workers, preachers, teachers, students) direct action strategies in protesting legal, social, and civic injustices.
    3. Interpret the impact of local activists, specifically students and community organizations, on their respective communities, including those in the Northwest.
    4. Analyze primary documents of the American Civil Rights Movement.
    5. Evaluate the social, economic, and political contexts of the course content.
    6. Develop and demonstrate the ability to trace the nature of the oppression being protested and discuss the various tools of resistance.
    7. Examine major civil rights milestones, national figures, and events in direct relation to preceding protest from a variety of concurrent movements.
    8. Compare and contrast the traditional top-down approach, which focuses on legislation and national figures, to the American Civil Rights Movement’s ground-up approach, which focuses on local people’s activism and organization.
  
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    HUM 210 American Cinema and Society (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 210

    Course Description
    This course explores the relationship between the themes, major genres, and production of Hollywood cinema, and American social, political, and economic history from the early 1900s to the present.

    Student Outcomes
    1. Define the key elements and significance of a Cultural Studies approach to film analysis.
    2. Examine how classic Hollywood narrative choices (character-centered cinema, meden agan, time and space manipulation), and camerawork (mise-en-scene, cinematography, seamless editing, sound) impact American cinema and its capacities for storytelling.
    3. Analyze the relationship between themes and production of Hollywood cinema, and American social, political, and economic history.
    4. Trace the evolutions of narrative cinema and the early history of Hollywood.
    5. Analyze the rise of the Hollywood studio system and the social, political, and economic changes in the 1950s that led to its end.
    6. Demonstrate the ability to recognize the features of the major Hollywood genres (such as Film Noir, Western, musicals, comedy, war film, social drama, horror, science-fiction) and describe how social, political, and economic changes in America are reflected in the changing content and popularity of these genres.
    7. Describe the social, political, and economic changes of the 1960s and 1970s, focusing on issues of equal rights and social change, and the rise of countercultural cinema.
    8. Analyze the events that led to the rise of the director as auteur in the late 1960s and 1970s, and describe the influence of film schools and television on Hollywood film content and production.
    9. Describe the impact of social, political, and economic changes from the 1980s to the present, and of new technologies—cable, satellite dishes, video recorders, DVD, camcorders—on the content and production of Hollywood cinema.
    10. Compare the history, production, and content of American independent cinema and 21st Century cinemas to earlier styles and eras, particularly with regard to diversity on film.
  
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    HUM 215 World Cinema (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 215

    Course Description
    World Cinema examines the films and film-making practices around the world. This class explores the production standards and cinema choices of film movements such as German Expressionism, Italian Neorealism, British Social Realism, The French New Wave, Parallel Cinema, 5th Generation Chinese film, Cinema Novo, and Third Cinema.

    Student Outcomes
    1. Describe the various methods of film analysis/aesthetic of international cinemas, detailing how these methods differ from nation to nation, and culture to culture.
    2. Analyze and interpret a film from another culture.
    3. Examine how cultural differences impact film choices and film making.
    4. Analyze the relationship between a film’s themes and its social, political and economic history.
    5. Recognize and debate the features of national cinema and their (dis)use of conventional Western narrative film-making practices.
    6. Trace the evolution(s) of various national cinemas and film movements, their influences and their impact on other film makers.
    7. Compare the history, production and content of world cinema with Hollywood (Western) cinema. Describe the contributions and influence that various world cinema directors and film movements have had on world cinema.
    8. Understand and explain how different cultural beliefs lead to different modes of storytelling and expression.
  
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    HUM 240 World Religions (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Formerly HUMAN 240

    Course Description
    Survey of five influential world religions: Hinduism, Buddhism, Islam, Judaism, and Christianity. Exploration of the basic tenets, origins and evolution of each religion; reflection on the influence they have had on history, culture, and the arts.

    Student Outcomes
    1. Explain the unique history of each major religion.
    2. Explain major belief systems for each of the religions, as well as divergences among sects and other groupings within each religion.
    3. Describe some of the narratives and major deities of religious traditions.
    4. Identify the relationship between communal and individual religious practices.
    5. Discuss how religious traditions have influenced world views on community and the individual.
    6. Explain the relationship of religions traditions to cultural understanding of self and life’s meaning and purpose (i.e. time, nature, money, work, rest, education, power, birth, and death).
    7. Define what constitutes the divine or sacred in a given religion.
    8. Explain the relationship between soteriology and eschatology.
    9. Analyze how faith interacts with beliefs regarding chaos, order, intuition, and scientific thought.
  
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    HUM& 101 Introduction to Humanities (5 credits)



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

    Prerequisite Eligibility for ENGL& 101 .

    Course Description
    Exposes students to works in the literary, performing, and visual arts. Students identify common themes in the arts, analyze works representing diverse perspectives, and investigate the political, social, and historical contexts of works. A broader understanding is encouraged through the exploration and synthesis of outside sources using research methods.

    Student Outcomes
    1. Identify themes, intent, and perspectives of works in the humanities.
    2. Describe characteristics of the various styles in the humanities (Classical, Barouque, Romantic, etc.)
    3. Employ correct discipline-specific terminology (music, art, literary) in order to analyze a work.
    4. Evaluate the significance of the social, political, or historical contexts of specific works in order to increase understanding of works within their historical frameworks.
    5. Synthesize personal impressions of a work in the humanities with secondary sources and other perspectives in order to produce an informed evaluation.
    6. Research the work of an artist outside of one’s own culture and create an educational presentation detailing an artist’s significance and contribution to that branch of the humanities.
    7. Access, evaluate, and use scholarly information and research methods in order to assist in analysis, comprehension, and appreciation of works in the humanities.

Information Studies

  
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    INFO 101 Research Essentials (2 credits)



    Course Description
    Introduction to the essential skills, concepts and strategies for college-level research. Students will learn how to effectively access, use and evaluate information resources, including books, periodicals, databases and the Internet. Information strategies will be examined through the lens of information seeking behavior. Students will also explore information issues and theories such as information flow, censorship, intellectual freedom and bias and perspective.

    Student Outcomes
    1. Identify and focus an academically appropriate topic or research problem.
    Apply information seeking theory in order to retrieve and synthesize meaningful content
    2. Navigate a variety of information systems and structures, including classification systems, catalogs and databases, in order to access information in a variety of formats.
    3. Articulate the theory behind and demonstrate the application of a repertoire of creative and flexible information seeking strategies in order to solve a problem in a focused manner.
    4. Analyze information in order to evaluate quality, relevance, and perspective.
    5. Synthesize new ideas into current thoughts; cite sources in order to use information responsibly and ethically.
    6. Identify the ideas and perspectives behind current information issues, such as censorship, intellectual freedom, information society, bias and perspective, and digital divide in order to recognize the role of information in society.
  
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    INFO 102 Problem Based Research in Professional/Technical Programs (2 credits)



    Prerequisite Intended for students in Professional/Technical programs.

    Course Description
    Introduction to the essential skills, concepts and strategies for academic and professional research. Using problems and topics encountered by professionals, students will learn how to effectively access, use and evaluate information resources. This course is intended for majors in professional/technical programs.

    Student Outcomes
    1. Identify and articulate appropriate topics in the literature of a certain professional/technical field
    2. Explore recent research, current events, best practices, etc. in order to gain familiarity with concepts important within that field.
    3. Identify appropriate, credible information sources in order to access relevant information from diverse sources such as research institutions, government agencies, and professional publications.
    4. Apply a repertoire of creative and flexible information seeking strategies in order to problem-solve and successfully answer a research need.
    5. Utilize a variety of information finding tools (such as internet search engines, library catalogs, etc.) in order to locate resources using various methods.
    6. Demonstrate an ability to navigate various information structures (such as library databases and government websites) to access multiple formats such as print books, online journal articles, and government information.
    7. Analyze information in order to evaluate quality, relevance, and perspective.
    8. Identify and use citation tools in order to use information responsibly and avoid plagiarism.

Integrated Social Science

  
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    ISS 110 Service Learning on Tour (2 credits)



    Course Description
    This course is intended for students who are on a study tour or alternative break either in the United States or out of the country. Through a service project, experiences on tour will be enhanced and the forces that shape culture more fully understood. The multicultural insight and direct immersion into social issues of the host community is intended to bring a deeper personal growth experience while on tour.

    Student Outcomes
    1. Use a variety of information-gathering methods and sources to investigate cultural history of host community.
    2. Analyze current societal perceptions toward host community culture and toward volunteerism within the framework of social justice.
    3. Discuss the current solutions by the host community to local needs, in the context of the service activity.
    4. Cooperate as a team, while participating in a service activity in the host community to experience how needs are addressed by the community.
    5. Explain and demonstrate teamwork fundamentals.
    6. Reflect on personal impacts and roles of participation as a part of a team in the service activity.
    7. Explain how the service activity connects to other activities on the tour.
    8. Integrate personal learning and volunteer experience into decision-making regarding career pathway.
  
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    ISS 300 Social Studies for Teachers (5 credits)



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

    Course Description
    An overview of the main concepts in social studies for early childhood teachers including topic in history, civics, geography, economics, and global issues.

    Student Outcomes
    1. Develop a framework for thoughtful and reflective participatory citizenship and civic decision-making by applying an understanding of local (mayors, city councils, school boards), state, and national government, law, and politics.
    2. Outline economic concepts and systems and explain the interactions among economy and individuals, households, businesses, governments, and societies.
    3. Explain how geographic features and human cultures shape and impact environments.
    4. Analyze how neighborhoods, communities, and societies have changed over time with an emphasis on the Pacific Northwest.
    5. Develop questions and plan social studies investigations using disciplinary concepts and tools.
    6. Evaluate sources, integrate multiple perspectives, and use evidence to understand social phenomena.
    7. Create a lesson plan for children birth through grade three using the Since Time Immemorial Curriculum, the content knowledge learned in this course, and the state standards.

Intensive English Program

  
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    IE 011 Reading/Writing 1 (10 credits)



    Course Description
    Reading/Writing 1 is for students with low-intermediate second language abilities. Students will study low-intermediate second language reading and writing concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at a low-intermediate language level:
    1. Create an outline for an academic paragraph.
    2. Write simple paragraphs with topic sentences and support that demonstrate unity, coherence, focus and clarity.
    3. Identify eight parts of speech.
    4. Produce simple sentences using SVO (subject-verb-object) and S-LV-C (subject-linking verb-complement) sentence patterns.
    5. Compose compound sentences using and, but, so, or.
    6. Retell a low-intermediate story.
    7. Determine the meaning of unfamiliar low-intermediate vocabulary using a variety of strategies.
    8. Employ a range of pre-reading, during-reading and post-reading strategies using low-intermediate texts.
    9. Identify main ideas and supporting details in a low-intermediate text.
    10. Interpret charts, graphs, schedules, infographics or maps.
  
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    IE 012 Intensive English Grammar 1 (4 credits)



    Course Description
    Grammar 1 is for students with low-intermediate second language abilities. Students will study low-intermediate grammar concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at a low-intermediate language level:
    1. Form positive and negative statements in the present and past with to have, to be, to do and regular verbs.
    2. Ask and answer yes/no questions and wh- questions in the present and past tense.
    3. Recognize errors in subject-verb agreement with regular nouns and verbs.
    4. Substitute subject, object and possessive pronouns for nouns appropriately.
    5. Use “there is” and “there are” in statements and questions.
    6. Use attributive and predicate adjectives to modify nouns.
    7. Use adverbs of frequency to modify verbs.
    8. Identify the form of nouns as singular, plural or non-countable.
    9. Understand basic rules of article (a, an, the) usage with singular nouns.
  
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    IE 013 Intensive English Listening & Speaking 1 (6 credits)



    Course Description
    Listening/Speaking 1 is for students with low-intermediate second language abilities. Students will study low-intermediate listening/speaking concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at a low-intermediate language level:
    1. Produce and respond to greetings, introductions and closings in appropriate situations.
    2. Ask and answer simple Wh- and Yes/No questions.
    3. Express and respond to needs, wants, likes, dislikes and feelings using appropriate low-intermediate grammar.
    4. Retell a low-intermediate story.
    5. Present a short speech on a familiar topic.
    6. Separate words into syllables.
    7. Pronounce consonants, vowels, and blends intelligibly.
    8. Identify consonants, vowels and blends in low-intermediate listening materials.
    9. Identify the topic and some major details of low-intermediate listening materials.
    10. Take accurate notes on the topic and some major details of low-intermediate listening materials.
    11. Demonstrate a strategy for learning and remembering vocabulary.
  
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    IE 021 Reading/Writing 2 (10 credits)



    Course Description
    Reading/Writing 2 is for students with intermediate second language abilities. Students will study intermediate second language reading and writing concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at an intermediate language level:
    1. Create an outline for an academic paragraph.
    2. Write effective academic paragraphs with topic sentences and support that demonstrate unity, coherence, focus and clarity.
    3. Write an effective academic essay that demonstrates unity, coherence, focus and clarity.
    4. Produce simple sentences using SVO (subject-verb-object), S-LV-C (subject-linking verb-complement) and S-V (subject-intransitive verb) sentence patterns.
    5. Produce simple sentences that have compound subjects and compound verbs.
    6. Produce compound sentences using so/for.
    7. Produce adverb clauses of time, cause and purpose.
    8. Quote intermediate texts in order to support a main idea in a paragraph.
    9. Summarize and respond to an intermediate text.
    10. Paraphrase sentences from an intermediate text.
    11. Determine the meanings of unfamiliar intermediate vocabulary using a variety of strategies.
    12. Employ a range of pre-reading, during reading and post-reading strategies.
    13. Interpret charts, graphs, schedules or maps.
    14. Find articles for a specific topic covered in class using Pierce College library databases.
  
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    IE 022 Intensive English Grammar 2 (4 credits)



    Course Description
    Grammar 2 is for students with intermediate second language abilities. Students will study intermediate grammar concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at an intermediate language level:
    1. Form positive and negative statements using common present and past irregular verbs.
    2. Ask and answer yes/no questions and wh- questions using common present and past irregular verbs.
    3. Distinguish between situations requiring simple present and those requiring present progressive.
    4. Form present progressive statements and questions to refer to situations happening now or in the future.
    5. Form future statements and questions with “will” and “be going to”.
    6. Use comparative and superlative adjectives to modify nouns in common context.
    7. Use adverbs to modify verbs in common contexts.
    8. Use modal verbs to ask about and express ability and lack of ability.
    9. Use modal verbs to give, ask or deny permission.
    10. Use modal verbs to indicate possibility.
  
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    IE 023 Intensive English Listening & Speaking 2 (6 credits)



    Course Description
    Listening/Speaking 2 is for students with intermediate second language abilities. Students will study intermediate Listening/speaking concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at an intermediate language level:
    1. Demonstrate skills required in order to engage and maintain a group discussion using expressions of agreement, disagreement, opinion, and interruptions in appropriate situations.
    2. Ask follow-up and clarification questions using appropriate intermediate grammar.
    3. Express personal opinions about topics discussed in class using appropriate intermediate grammar.
    4. Summarize a lecture, story or video.
    5. Present speeches expressing an opinion about a topic.
    6. Use an effective visual aid during a presentation or speech.
    7. Identify stressed syllables in words.
    8. Identify how changes in sentence stress patterns change the meaning of a sentence.
    9. Indicate the topic and some major details of intermediate listening material.
    10. Use notes taken while listening in order to complete a task.
    11. Demonstrate a strategy for learning and remembering vocabulary.
  
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    IE 031 Reading/Writing 3 (10 credits)



    Course Description
    Reading/Writing 3 is for students with high-intermediate second language abilities. Students will study high-intermediate second language reading and writing concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at a high-intermediate language level:
    1. Create an outline for an academic essay.
    2. Write correctly-formatted, 4-5 paragraph academic essays that support, develop and prove a thesis.
    3. Define at least 50 headwords from the Academic Word List.
    4. Determine the meanings of unfamiliar high-intermediate vocabulary using a variety of strategies.
    5. Draw conclusions and make inferences based on explicit and implicit information in a high-intermediate reading.
    6. Employ a range of pre-reading, during reading and post-reading strategies.
    7. Identify and correct run-ons, comma splices and fragments.
    8. Identify vocabulary cues that indicate opinion statements in high-intermediate texts.
    9. Incorporate compound, complex and compound-complex sentences into academic essays.
    10. Integrate a high-intermediate reading through paraphrasing, quoting and citing in an essay.
    11. Produce simple sentences using SVO (subject verb object), S-LV-C (subject linking verb complement), S-V (subject intransitive verb) and S-V-IO-DO (subject verb indirect object direct object) sentence patterns.
    12. Summarize and respond to a high-intermediate text.
    13. Find articles for a specific topic covered in class using Pierce College library databases.
  
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    IE 032 Intensive English Grammar 3 (4 credits)



    Course Description
    Grammar 3 is for students with high-intermediate second language abilities. Students will study high-intermediate grammar concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at a high-intermediate language level:
    1. Form present perfect statements and questions about actions completed in the past that affect the present.
    2. Form present perfect progressive statements and questions about ongoing actions that began in the past and affect the present.
    3. Form past perfect statements to explain the order of past events.
    4. Use adverb clauses of manner, purpose, result and contrast.
    5. Use modal verbs to make offers and requests.
    6. Use modal verbs to express obligation.
    7. Use modal verbs to express degrees of certainty.
    8. Use modal verbs to give advice.
    9. Form passive statements and questions using a variety of tenses.
  
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    IE 033 Intensive English Listening & Speaking 3 (6 credits)



    Course Description
    Listening/Speaking 3 is for students with high-intermediate second language abilities. Students will study high-intermediate listening/speaking concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at a high-intermediate language level:
    1. Use appropriate social and academic vocabulary for different audiences (register) with teacher guidance
    2. Recognize simple figurative language and idiomatic expressions
    3. Give speeches or presentations on familiar and academic topics
    4. Recall details and identify main points by paraphrasing or summarizing
    5. Identify the topic and specific details of high-intermediate listening material from selected sources
    6. Take detailed notes on high-intermediate listening material
    7. Pronounce high-intermediate vocabulary, phrases, and sentences intelligibly.
    8. Identify high-intermediate vocabulary and organizational cues in listening material
    9. Infer a speaker’s meaning based on tone and facial expression and body language
    10. Communicate information and ideas, and respond personally and critically
    11. Distinguish fact from opinion
    12. Actively participate in class discussions, interviews, group activities and pair work
  
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    IE 041 Reading/Writing 4 (10 credits)



    Course Description
    Reading/Writing 4 is for students with advanced second language abilities. Students will study advanced second language reading and writing concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at an Advanced Language Acquisition Level:
    1.. Compose work in a variety of genres, including but not limited to thesis-driven, academic essays that incorporate researched sources (2,000 words minimum of formal writing, total, excluding revisions) by using the writing process.
    2. Apply key rhetorical concepts (writer, audience, subject, purpose, and context) in order to compose a variety of texts.
    3. Quote, paraphrase, cite and document sources appropriately to maintain academic honesty and intellectual integrity.
    4. Locate, read, and evaluate multiple primary and secondary research materials (both scholarly and popular) in order to demonstrate Information Competency.
    5. Summarize and respond to an Advanced Language Acquisition Level text.
    6. Incorporate sentences that include phrases such as gerunds, infinitives, participials, adverbials and appositives into academic essays.
    7. Define at least 50 headwords from the Academic Word List.
    8. Use context clues and word structures to identify word meanings and develop reading fluency
    9. Draw inferences and conclusions based on textual evidence in an Advanced Language Acquisition Level reading.
    10. Employ a range of pre-reading, during reading and post-reading strategies.
  
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    IE 042 Intensive English Grammar 4 (4 credits)



    Course Description
    Grammar 4 is for students with advanced second language abilities. Students will study advanced grammar concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at an advanced language level:
    1. Identify common verbs only followed by gerunds, common verbs only followed by infinitives and common verbs followed by a gerund or an infinitive.
    2. Use restrictive and nonrestrictive adjective clauses to describe nouns.
    3. Use reduced adjective clauses to modify a noun in a sentence.
    4. Use noun clauses as subjects, as objects of verbs and as objects of prepositions.
    5. Use noun phrases to combine information as subjects, as objects of verbs and as objects of prepositions.
    6. Use real conditionals to express cause and effect.
    7. Use unreal conditionals to express hypothetical situations.
    8. Use adverbials to indicate time, distance, location, condition, cause, degree, focus and stance.
  
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    IE 043 Intensive English Listening & Speaking 4 (6 credits)



    Course Description
    Listening/Speaking 4 is for students with advanced second language abilities. Students will study advanced Listening/Speaking concepts in a sheltered classroom setting. Students must reach 80% competency overall in order to pass to the next level.

    Student Outcomes
    Upon completion of the course, students will be able to perform the following outcomes at an advanced language level:
    1. Use and explain appropriate register for different audiences and purposes.
    2. Recognize figurative language and idiomatic expressions.
    3. Give speeches or presentations on academic topics which utilize reputable research sources.
    4. Retell details and identify main points by paraphrasing and summarizing.
    5. Identify the topic and specific details of advanced listening material from selected sources.
    6. Take detailed notes on advanced listening material.
    7. Pronounce advanced vocabulary, phrases and sentences intelligibly.
    8. Identify advanced vocabulary and organizational cues in listening material.
    9. Communicate information and ideas effectively and clearly, and respond personally and critically.
    10. Examine situation, audience and purpose and interact with sensitivity and respect.
    11. Recognize bias and perspective.
    12. Distinguish fact from opinion.
    13. Actively participate in class discussions, interviews, group activities and pair work.

International Studies

  
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    INTS 107 Introduction to International Studies ( 5 credits)



    Distribution Area Fulfilled Social Sciences; General Transfer Elective
    Course Description
    An introduction to global issues emphasizing the integrated and increasingly interdependent nature of the world, including: historical, political, economical, environmental and philosophical issues.

    Student Outcomes
    1. Identify and analyze the pivotal aspects and the evolution of the problem/issue in question.
    2. Explain the chief components of the plans or campaigns intended to solve or ameliorate the problem in question.
    3. Analyze the interconnections (social, ethnic, gender, artistic, intellectual, religious) within the affected populations.
    4. Identify the major problems in different regions.
    5. Draw conclusions from the past, discussing recent and present trends and their possible influence on the evolution and prospects for resolution of the aforementioned conflicts.
    6. Compare, contrast, and classify, the major issues facing humanity today.
    7. Determine the best possible approaches that could be used by the UN to deal with the said problems.
    8. Determine the most constructive policy towards major global problems.
    9. Discuss the impact of the said problems on regional and global security and stability.
  
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    INTS 140 Contemporary Issues in International Studies ( 5 credits)



    Distribution Area Fulfilled Social Sciences; General Transfer Elective
    Course Description
    Contemporary issues facing a visiting foreign professor’s homeland, including but not limited to: historical, geographical, demographic, political, economic, environmental, and social/cultural issues.

    Student Outcomes
    1. Discuss the geography of the homeland of the visiting professor.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    2. Compare and contrast the cardinal developments in the civilization of the country in question.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    3. Explain the chief components (religious, economic, political) of the culture of the visiting professor’s homeland.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    4. Analyze the interconnections (social, ethnic, racial, gender, artistic, intellectual) among different historical movements, changes, and trends.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    5. Discuss the impact of scientific and technological progress on humans and their environment.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    6. Determine the salient similarities and differences between the cultures of the U.S. and the native country of the visiting professor.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    7. Identify the major problems facing the homeland of the visiting professor.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
    8. Determine an overall plan for mutually beneficial ties between the U.S. and the homeland of the visiting professor, based on lessons that are drawn from history.
    (objective tests, essay tests, class discussions, class presentations, written assignments)
  
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    INTS 150 Contemporary Rebel, Secessionist, and Terrorist Organizations ( 5 credits)



    Distribution Area Fulfilled Social Sciences; General Transfer Elective
    Course Description
    The course will cover major rebel, separatist, guerrilla, and terrorist movements and organizations in the modern world. The emphasis will be not only on their origins and current status but also on efforts that are undertaken to bring about a peaceful resolution to the conflicts that have caused them.

    Student Outcomes
    1. Identify and analyze the pivotal developments in the evolution of the organizations in question.
    2. Explain the chief components of ideologies/programs of the said organizations
    3. Analyze the interconnections (social, ethnic, economic, political, religious) within the said organizations.
    4. Identify the major problems facing the nations where these organizations operate. .
    5. Draw conclusions from the past, discussing recent and present trends and their possible impact on the future status of the mentioned organizations. .
    6. Compare and contrast different rebel, separatist, irredentist and terrorist groups.
    7. Analyze the countermeasures by the governments of the affected nations.
    8. Determine the best possible approach that could be used by the U.S. in actions aimed at ending the violence.
    9. Determine the best possible position of the U.S. vis-à-vis any of the said organizations.
  
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    INTS 164 Border and Genocidal Conflicts in the Modern World ( 5 credits)



    Distribution Area Fulfilled Social Sciences; General Transfer Elective
    Course Description
    This course will examine the origins and evolution of many devastating conflicts in recent history. The teaching methodology will be based on combining the regional and chronological approaches and the intensive use of current articles in periodicals from all over the world.

    Student Outcomes
    1. Identify and analyze the pivotal developments in the evolution of the conflicts in question.
    2. Explain the chief components of the irredentist or ethnic cleansing programs and campaigns of the governments responsible for the said conflicts.
    3. Analyze the interconnections (social, ethnic, gender, artistic, intellectual, religious) within the affected populations.
    4. Identify the major problems facing the nations impacted by these conflicts.
    5. Draw conclusions from the past, discussing recent and present trends and their possible influence on the evolution of the aforementioned conflicts.
    6. Compare and contrast the border and genocidal conflicts in question.
    7. Determine the best possible approaches that could be used by the United Nations to end these conflicts.
    8. Determine the most constructive position to be taken by the U.S. towards ongoing border and genocidal conflicts.
    9. Discuss the impact of the said conflicts on regional and global security.
    10. Discuss major features of the geography, as well as fundamental aspects of the politics, economics, culture, and demography of the countries involved in border and genocidal conflicts.

Journalism

  
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    JOURN 102 Introduction to News Writing (5 credits)



    Distribution Area Fulfilled Communications; General Transfer Elective
    Prerequisite ENGL 098  with a grade of 2.0 or better.

    Course Description
    A study of the basic forms and styles of various news writing techniques and mechanics. Writing exercises in basic news writing, as well as work in news gathering, interview techniques, copy assimilation, copy editing, headline writing and other roles of the reporter.

    Student Outcomes
    1. Identify credibility and ethics as the overarching standards of journalism.
    2. Recognize and eliminate personal bias, stereotypes and prejudice in reporting news.
    3. Define the basic elements of libel and invasion of privacy in news writing.
    4. Explain what makes certain types of information news worthy and why.
    5. Identify the campus market and brainstorm story ideas for that market.
    6. Develop a story plan, including angle, contacts and interview questions.
    7. Conduct an interview in a professional and effective manner.
    8. Recognize the elements of a story lead.
    9. Create story leads appropriate to the assigned story subjects.
    10. Develop a news story that utilizes a variety of quotes and paraphrases.
    11. Apply “color” to a story through the use of quotes, metaphors, similes, and sensory detail.
    12. Recognize and apply appropriate style, structure, and language in news writing.
  
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    JOURN 103 Introduction to Feature Writing (1 to 5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Prerequisite Instructor permission and JOURN 102  with 2.0 or better.

    Course Description
    A study and practice of the form and style of writing feature stories for the college newspaper. Students will serve as staff writers for The Pioneer and generate and/or receive feature story assignments for publication. This course is a sequel to JOURN 102, Intro to News Writing.

    Student Outcomes
    1. Identify credibility and ethics as the overarching standards of journalism.
    2. Recognize and eliminate personal bias, stereotypes and prejudice in feature writing.
    3. Define the basic elements of privacy in feature writing, such as false light.
    4. Explain which topics are worthy of feature writing and why.
    5. Identify the student newspaper’s market and generate story ideas for that market.
    6. Develop a story plan, including angle, contacts and questions to ask.
    7. Conduct interviews in a professional and effective manner.
    8. Create leads other than the summary lead that are more appropriate for the subject and tone of the story.
    9. Develop a feature story that utilizes a variety of quotes and paraphrases.
    10. Apply “color” to each story through the use of quotes, metaphors, similes, and sensory detail.
    11. Recognize and apply appropriate style, structure, and language in feature writing.
  
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    JOURN 111 College Newspaper: Special Projects (1 to 5 credits)



    Prerequisite Instructor permission required.

    Course Description
    Practical experience in producing the college newspaper. Students may pursue specialty areas of interest such as writing, copyediting, desktop publishing, market research, advertising.

    Student Outcomes
    1. Develop a newspaper story idea that is newsworthy to the campus market. (a, b)
    2. Conduct interviews with appropriate sources to gather information for a story. (a, b)
    3. Conduct additional research as needed to gather information for the story idea. (a, b)
    4. Write an effective lead for the story. (a, b, c,)
    5. Write the body of the story in an organized, articulate, and effective manner. (a, b, c,)
    6. Identify and execute basic newswriting tasks (such as typing up news briefs, publishing campus calendar, writing student spotlights, publishing scholarship information). (a, b, c, d)
    7. Design sections or subsections of the paper through desktop publishing. (a, b, c, d)
    8. Identify and execute basic newspaper production tasks (such as copyediting, market research, advertising, distribution, and other office duties. (a, b, c, d)
    9. Design and complete an individual contract for special projects. (a, b, c, d)
  
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    JOURN 112 College Newspaper Photojournalism (1 to 5 credits)



    Course Description
    Practical experience in shooting, developing photos for the school newspaper. Students should already have a basic working knowledge of photography.

    Student Outcomes
    1. Recognize photojournalistic “moments” that are publishable for the market.
    2. Generate ideas to illustrate and complement, with photos, any given news story.
    3. Identify and execute appropriate camera skills needed for any given photo
    assignment (for example, posing, lighting, shutter speed, depth of field, flash).
    4. Write an effective cutline (photo caption) for any given news photograph.
    5. Create and maintain a professional clipbook (portfolio) of 10 published photos.
    6. Identify and apply key photojournalistic techniques used in professional photo samples.
    7. Scan negatives and adjust in Photoshop.
  
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    JOURN 120 Introduction to Broadcasting (5 credits)



    Prerequisite ENGL 098  with a grade of 2.0 or higher.

    Course Description
    A study of the styles and techniques of internet broadcasting with an emphasis on webcasts and podcasts, employing various delivery platforms to include but not limited to techniques in: video production (shooting, editing, microphone, lighting); motion graphics (titles and animated maps); and audio editing.

    Student Outcomes
    1. Articulate the general structure and motivation of the broadcast industry.
    2. Explain how broadcasting information (or lack of) defines society and its views of reality.
    3. Define select broadcasting terms.
    4. Write and produce a news story, commercial, public service announcement and/or promotional segment consistent with broadcast standards.
    5. Define select operational procedures used in broadcasting (for example: timing commercials, news stories, interviews, motion graphics).
    6. Conduct broadcasting interviews in styles appropriate to specific broadcasting media.
    7. Demonstrate ability to share and stream media using a variety of formats and delivery platforms.
  
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    JOURN 125 The Documentary: A Social Force (5 credits)



    Distribution Area Fulfilled Humanities; General Transfer Elective
    Course Description
    Throughout history, the documentary film has been a major social force that has moved us, amused us, manipulated us and inspired us. Using viewings and group discussions, this class examines the history and genres of the non-fiction film and the social impact of modern documentaries.

    Student Outcomes
    1. Recognize the impact of the documentary film on shaping a society.
    2. Explain how documentaries can shape our views of reality and motivate us to action.
    3. Compare the approach and motivation of influential documentary film producers.
    4. Identify and explain how market forces determine the production and exhibition of documentaries.
    5. Identify the primary genres or classifications of documentary films.
    6. Explain the history and development of the documentary film.
    7. Explain how social forces and technology caused documentary film production to evolve into a separate industry of entertainment films.
    8. Recognize the differences between a documentary, a docudrama, and a fact-based film.
    9. Identify ways in which individuals can influence the mass media industries to make them more useful and responsive to a society.
  
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    JOURN 211 College Newspaper: Special Projects (1 to 5 credits)



    Prerequisite Instructor permission required.

    Course Description
    Practical experience in producing the college newspaper. Students may pursue specialty areas of interest such as writing, copyediting, desktop publishing, market research, advertising.

    Student Outcomes
    1. Develop a newspaper story idea that is newsworthy to the campus market. (a, b)
    2. Conduct interviews with appropriate sources to gather information for a story. (a, b)
    3. Conduct additional research as needed to gather information for the story idea. (a, b)
    4. Write an effective lead for the story. (a, b, c,)
    5. Write the body of the story in an organized, articulate, and effective manner. (a, b, c,)
    6. Identify and execute basic newswriting tasks (such as typing up news briefs, publishing campus calendar, writing student spotlights, publishing scholarship information). (a, b, c, d)
    7. Design sections or subsections of the paper through desktop publishing. (a, b, c, d)
    8. Identify and execute basic newspaper production tasks (such as copyediting, market research, advertising, distribution, and other office duties. (a, b, c, d)
    9. Design and complete an individual contract for special projects. (a, b, c, d)
  
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    JOURN 212 College Newspaper Photojournalism (1 to 5 credits)



    Course Description
    Practical experience in shooting, developing photos for the school newspaper. Students should already have a basic working knowledge of photography.

    Student Outcomes
    Recognize photojournalistic “moments” that are publishable for the market.
    2. Generate ideas to illustrate and complement, with photos, any given news story.
    3. Identify and execute appropriate camera skills needed for any given photo
    assignment (for example, posing, lighting, shutter speed, depth of field, flash).
    4. Write an effective cutline (photo caption) for any given news photograph.
    5. Create and maintain a professional clipbook (portfolio) of 10 published photos.
    6. Identify and apply key photojournalistic techniques used in professional photo samples.
    7. Scan negatives and adjust in Photoshop.

Kinesiology

  
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    KINS 110 Introduction to Personal Wellness (2 credits)



    Course Description
    This course is an overview of human health and wellness and focusses on student development of self-empowerment in relation to health promotion, disease prevention and other wellness topics.  Students will engage in self-assessment activities to promote enhanced health and wellness for themselves and others.

    Student Outcomes
    A. Discuss the dimensions of wellness, factors that influence these dimensions and how they are interrelated. 
    B. Evaluate one’s level of health and wellness and describe how these levels impact their quality of life.
    C. Demonstrate communication competencies that will facilitate one’s ability to work collaboratively with others.
    D. Identify strategies to safely manage an unhealthy or potentially violent situation in order to prevent abuse and assault. 
    E. Discuss health-related diversity strategies to deliver equitable and culturally appropriate wellness messaging and services for under-served populations.
  
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    KINS 128 CPR/AED for Professional Rescuer BBP and First Aid (2 credits)



    Course Description
    A National American Red Cross sponsored course:  CPR/AED for Professional Rescuers (CPRO) trains individuals with a duty to act, to respond to breathing and cardiac emergencies in adults, children and infants until more advanced medical personnel take over. Students are also trained in responding to first aid emergencies.  The CPRO and First Aid components of this course is two-year certifications.  The Blood Borne Pathogen component of this course is a one-year certification. The technical content of this CPR/AED for Professional Rescuer course is consistent with the most current science and treatment recommendations.

    Student Outcomes
    1. Identify the responsibilities and characteristics of professional rescuers and the legal considerations.
    2. Demonstrate standard precautions that should be taken to prevent disease transmission and the use of all equipment: personal protective equipment (PPE), manikins, rescue breathing masks, disposable face shields, gloves, and bag valve mask resuscitators (BVM).
    3. Demonstrate how to perform a primary assessment. 
    4. Analyze the causes and symptoms of cardiac arrest and then demonstrate the proper protocol of Cardiopulmonary Resuscitation (CPR) and rescue breathing.
    5. Identify the symptoms of airway obstruction and demonstrate the proper protocol for breathing emergencies. 
    6. Identify precautions for early use of an automatic external defibrillator (AED) and demonstrate how to use an AED. 
    7. Demonstrate assessment and treatment of injuries—to include control of external bleeding, infection control, and musculoskeletal injuries—sudden illnesses, poisonings, drug and alcohol emergencies, and heat and cold related emergencies. 
    8. Discuss water emergencies, wilderness emergencies, and natural disasters, and steps for disaster preparation at home and work.
  
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    KINS 154 Kinesiology Foundations (2 credits)



    Course Description
    This course will provide students with an introduction to human movement that includes historical development of physical education, exercise science and sport. It is an introductory course provding students with the knowledge base, as well as information on expanding career opportunities in the discipline of kinesiology.  

    Student Outcomes
    Effectively communicate the traditional and emerging concepts regarding the importance of physical activity and exercise across the lifespan to diverse audiences. 
    Investigate current career trends and the various associations, credentialing, licensure, and educational pathways/requirements within the sub-disciplines of kinesiology.  
    Articulate the evidence-based learning and problem-solving.
    Identify preparation and planning steps for professional training and career-planning. 
    Explain the common ethical practices that encompass all of kinesiology and its subdisciplines from a leadership perspective.
    Reflect and explore the impact of an academic community engagement experience to effectively understand the relevance of civic responsibility and the impact on the community. 
    Demonstrate and reflect on the historical, social, and cultural factors that influence physical health and well-being and incorporate this knowledge into culturally relevant health & fitness plans for individuals and diverse populations.
  
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    KINS 155 Anatomy & Physiology Health/Fitness Professionals (5 credits)



    Course Description
    An introductory course designed to foster student knowledge, skills and capabilities necessary for advanced coursework in the Kinesiology Program. This course provides students with an introduction to basic anatomy, physiology and chemistry with an emphasis on its relationship to exercise, performance and health.

    Student Outcomes
    Demonstrate the use of correct anatomical terminology to describe body part locations, body planes, movements, and structural organization of the human body.
    Articulate the function and structural differences of cells and tissues, the development of human organs and organ systems, and the homeostatic relationship between body systems and exercise.
    Describe basic neuromuscular concepts in relation to muscles function in joint movement and work together effecting motion.
    Articulate the basis for all chemical reactions as they underlie body processes through recognition, differentiation, and description of the basics of chemistry and biochemistry.
    Demonstrate knowledge of ethical and professional behavior related to the integrity of others during individual and cooperative activities.
    Analyze sources relevant to topics being investigated and critically evaluate scientific information to help make decisions with respect to health.
    Demonstrate proficiency in technique and safety for use of a microscope.
  
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    KINS 180 An Introduction to ‘Stay Active and Independent for Life’ (SAIL) (2 credits)



    Course Description
    This course is designed to equip the health and fitness professional with the knowledge and skills necessary to establish and lead a fitness program for older adults, with an emphasis on preventing falls in older adults.

    Student Outcomes
    1. Identify risk factors for falling in older adults, and list the four key CDC strategies for fall prevention.
    2. Identify best practices for fall prevention in older adults.
    3. State the rationale for each component of the SAIL strength, balance, and fitness class and discuss how each component contributes to fall prevention in an older adult.
    4. State the five components of a SAIL strength, balance, and fitness class, demonstrate how to perform each exercise in each component, and demonstrate how to adapt each exercise to a seated position.
    5. State the requirements for starting a SAIL Program in a community that will maximize the long-term success of the Program.
    6. Demonstrate the ability to perform Fitness Checks (Timed Up & Go, Chair Stand, Biceps Curl) with older adults, and discuss and interpret the results.
    7. Demonstrate the ability to complete the Class Evaluation Tool, and develop a plan to achieve compliance to maintain fidelity of the SAIL Program.
    8. Demonstrate how to integrate the SAIL Information Guide, and the SAIL Exercise Guide in a SAIL Program to achieve acceptance of the guides by older adults.
    9. Identify common age-related chronic health conditions, and discuss safety precautions for exercising with each medical condition.
    10. Identify reasons why older adults do not exercise, and discuss strategies to gain their compliance with healthy behaviors.
  
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    KINS 210 Wellness (5 credits)



    Course Description
    A course designed to investigate the dimensions of health and to assist students with making deliberate choices about lifestyle characterized by personal social responsibility and optimal enhancement of their dimensions of health.

    Student Outcomes
    1. Identify the dimensions of wellness and illustrate the interplay among them.
    2. Describe the concept of one’s own wellness in contrast to the simple absence of disease.
    3. Describe how poverty, race, and gender contribute to health disparities in the United States.
    3. Analyze facets of self-responsibility in a wellness lifestyle.
    4. Identify the characteristics of emotionally healthy persons.
    5. Identify risk factors in college students for mental health problems.
    6. Discuss how stress can affect the cardiovascular, immune, endocrine, neurological, reproductive and digestive systems.
    7. Identify stressors that are commonly reported by college students.
    8. Identify skills that improve communication including online social environments.
    9. Discuss the connection between one’s body and the foods we eat and how our daily diets affect how long and how well we live.
    10. Describe the health-related components of physical fitness and their potential health benefits.
    11. Discuss life behaviors of sexually healthy and responsible adults.
    12. Describe the effects and health risks of common drugs of abuse including legal and illegal drugs.
  
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    KINS 250 Kinesiology (5 credits)



    Prerequisite KINS 155  

    Course Description
    A course designed to introduce students to the study of skeletal and muscular structures as they are involved in the science of movement and the application of this knowledge for evaluating, improving, and maintaining muscular strength, endurance, flexibility and overall health of individuals.   

    Student Outcomes
    1. Describe and demonstrate the correct use of anatomical and directional terminology. 
    2. Articulate the basic neuromuscular concepts in relation to how muscles function in joint motions and the neural control mechanisms for human movement. 
    3. Describe the basic effects of mechanical loading on bone, muscles, cartilaginous and ligamentous structures in the human body.
    4. Apply the concepts of kinematics and kinetics to help improve physical performance using both quantitative and qualitative data.
    5. Identify all skeletal muscles involved in human movement at each joint of the body by listing, drawing, labelling or palpating.  
    6. Describe structural abnormalities, postural abnormalities, deformities and muscular imbalances and make recommendations based upon analysis of human movement.
    7. Analyze common exercises to determine joint movements, muscles involved, contraction types, and teaching techniques using proper cueing.
    8. Assess joint specific Range of Motion (ROM) using various protocols, tools, and use measurements to develop an exercise prescription. 
    9.Evaluate information and its sources critically using scientific research.
  
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    KINS 252 Nutrition for Sport and Exercise (3 credits)



    Course Description
    This course explores the relationship between nutrition and physical performance. Students will be introduced to trends in the field of sports nutrition and safe and effective nutritional practices for physical activity and exercise.

    Student Outcomes
    1. Articulate the steps involved in the metabolic processes and the impact of exercise duration and intensity. 
    2. Differentiate between the various methods for measurement of energy expenditure.
    3. Apply recommendations for nutrients based on dietary intake before, during, and after various exercise durations, intensities, and types using the US Dietary Guidelines as a tool.
    4. Discuss the potential benefits and risks of dietary supplements and nutritional ergogenic aids. 
    5. Evaluate the role of thermal balance and hydration for pre and post exercise.
    6. Identify and discuss various cultural nutritional practices and applications with reference to exercise and physical activity.
  
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    KINS 253 Essentials of Weight Management (2 credits)



    Course Description
    This course introduces students to weight management strategies for a healthier lifestyle.  Students will investigate nutritional fundamentals, the impact of physical activity and exercise on weight management and develop dietary plans to address weight management goals. 

    Student Outcomes
    1. Compare dietary approaches to weight management based upon macronutrient recommendations.
    2. Evaluate energy expenditure, body composition, appetite, using various assessment methods and guidelines.
    3. Identify physiological influences on body weight such as genetics, storage of fat and neurotransmitters.
    4. Analyze personal behavior, environment, and risk factors that influence body weight and may lead to chronic disease and/or disorders. 
    5. Apply a behavior change approach and a goal setting approach for weight management.
  
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    KINS 254 Essentials of Fitness Training (5 credits)



    Prerequisite KINS 250 , KINS 260 , KINS 256  

    Course Description
    This course is designed to introduce students to the components of an exercise prescription, the fundamentals of exercise training and comprehensive exercise program design.

    Student Outcomes
    1. Articulate the legal responsibility and risk associated with the profession.

    2. Discuss the functions of the major body systems and their role in exercise.

    3. Demonstrate the components of the initial consultation using a client-centered approach: to include a risk assessment, and identification of determinants for discontinuing exercise.

    4. Design and implement exercise prescriptions that include the health-related and skill-related components.

    5. Design and implement exercise prescriptions using the Frequency, Intensity, Time, Type, Volume and Progression (FITT-VP) principles and indications for monitoring to achieve results and avoid overtraining.

    6. Articulate the benefits, methods and modalities of resistance training, cardiovascular training, flexibility and neuromotor training, and sports performance training.
  
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    KINS 256 Exercise Physiology (5 credits)



    Course Description
    This course introduces students to the physiological effects of exercise in the human body and its implications for enhanced health and improved physical performance. 

    Student Outcomes
    1. Articulate anatomical and physiological concepts specific to systems and as they relate to the adaptation responses to exercise based upon sound physiological evidence.
    2. Describe the adaptations to acute and chronic exercise, to include aerobic and anaerobic training.
    3. Examine the neuromuscular concepts, to include force development, fiber recruitment, fiber typing, contraction type, speed of contraction, delayed onset of muscle soreness, and fatigability of the muscle.
    4. Discuss the three energy systems with respect to the rate at which energy can be produced and sustained.
    5. Describe hormonal regulation as it applies to metabolism and fluid balance during exercise.
    6. Examine the body composition and nutritional needs of an individual, considering the importance of optimal body composition for peak exercise and athletic performance. 
    7. Apply various methods using the results of measurements for energy expenditure, aerobic and anaerobic capacity, body composition, and the concepts behind the measurement tools used to improve performance and/or fitness.
  
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    KINS 257 Coaching Techniques and Business Basics (3 credits)



    Course Description
    A course is designed to familiarize the health and fitness professional with theories of behavior change, factors contributing to exercise adherence, and understanding the elements necessary for effective coaching.  Students will also examine potential career starting points, learn business basics including how to maintain professional and industry standards, legal liability issues and risk management.

    Student Outcomes
    1. Discuss the academic and professional preparation for a career in the field, to include professional career options and future trends.
    2. Describe barriers and strategies for implementing behavior change with specific customization for populations, while demonstrating cultural sensitivity.
    3. Apply leadership and lifestyle coaching skills through role-playing and modeling behaviors.
    4. Design a business plan for starting a business, or a plan for gaining employment with an established company.
    5. Discuss professional liability insurance, licensures, certifications and other professional competencies, to include scope of practice, sexual harassment, and client confidentiality.
    6. Discuss operating procedures including an emergency plan.
  
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    KINS 258 Care and Prevention of Injuries (3 credits)



    Course Description
    A course designed to familiarize the health and fitness professional with guidelines and recommendations for preventing injuries, recognizing injuries, and learning how to safely manage specific injuries and emergency situations.  

    Student Outcomes
    1. Explain the various roles and responsibilities as they relate to specific areas of specialization in sports medicine.
    2. Describe the efficacy of proper programming for injury prevention, to include conditioning, strengthening, flexibility and core conditioning.
    3. Protect oneself legally and physically, to include an exposure plan, documentation, liability insurance, scope of practice, operating procedures, and confidentiality.
    4. Describe the process of healing, inflammation and tissue repair, drawing upon the basic anatomy and kinesiology for common sports and fitness related injuries.
    5. Describe the emergency action plan, principles of on-site injury assessment, primary assessment and a secondary assessment.
    6. Define and describe the potential dangers of hyperthermia and hypothermia, high altitude, and specific safety issues related to weather conditions.
    7. Demonstrate basic skills of injury rehabilitation management of injuries and conditions to include development of goals and selection of exercise modalities for therapeutic exercise and taping.
    8. Demonstrate the standardized assessment of concussions and head injuries and discuss the key provisions of the Zachary Lystedt Law.
  
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    KINS 259 Exercise for Special Populations (3 credits)



    Course Description
    A course designed to introduce students to indications, contraindications, modifications and guidance for developing exercise prescriptions for groups of individuals who exhibit medical conditions that impair health and functional ability. 

    Student Outcomes
    1. Discuss and define one’s role as a part of the health care team, Scope of Practice and nationally recognized guidelines including the American College of Sports Medicine (ACSM). 
    2. Demonstrate an understanding of the anatomical and physiological changes associated with the conditions of special populations.
    3. Make decisions based upon the American College of Sports Medicine guidelines using pre-participation screening, precautions, and the health history.
    4. Design an exercise prescription and a detailed exercise program with appropriate documentation throughout the process for a variety of special populations with reference to standard indications and contraindications.
  
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    KINS 260 Health Appraisal and Fitness Assessment (3 credits)



    Course Description
    The course incorporates current industry standards for health appraisal and fitness assessment techniques to optimize client safety during exercise participation.

    Student Outcomes
    Conduct a preparticipation health screening including medical clearance, application of the preparticipation algorithm, and identification of risk based on the American College of Sports Medicine (ACSM) Guidelines for Exercise Testing and Prescription and when appropriate the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) Risk Stratification   
    Execute a comprehensive health fitness evaluation incorporating all elements of the evaluation based on American College of Sports Medicine (ACSM) Guidelines.  (Resting assessments, Body Composition, Muscular Fitness, Flexibility, Cardiorespiratory Fitness, Balance and Functional Fitness)  
    Analyze and interpret health-related fitness assessment results with a health-related outcome in mind.
    Articulate the general principles of exercise prescription using the FITT-VP to meet individual health and physical fitness goals within the context of individual health status, function, and the respective physical and social environment.
    Develop an exercise prescription based on health-related fitness assessment results, using FITT-VP principle (frequency, intensity, time, type, volume, progression).
  
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    KINS 262 Internship (5 credits)



    Prerequisite KINS 110, KINS 128, KINS 155 , KINS 250 , KINS 252 KINS 253 , KINS 254 , KINS 256 , KINS 257 , KINS 258 , KINS 259 , KINS 260, and KINS 263   

    Course Description
    This course is designed to provide students with a workplace experience/on the job training to connect their classroom academic and instructional learning in the Kinesiology Program and provide them with professional employable skills while being mentored by an employer. 

    Student Outcomes
    1. Develop a sense of the standards of professionalism within the various sectors of the field, to include timeliness, responsibility, professional dress, and effective communication.
    2. Articulate long-term career goals and intent to pursue national certification exam and/or credentials required for employability in the industry upon completion of work-based learning experience hours.
  
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    KINS 263 Sport and Exercise Psychology (3 credits)



    Course Description
    A course designed to introduce students to the study of people and their behaviors in sports and exercise settings. Students will also identify innovative strategies for use in coaching and facilitating both lifestyle change and performance enhancement. 

    Student Outcomes
    1. Articulate one’s own experiences of peak performance.

    2. Demonstrate the techniques used to engage, motivate, build confidence, and assist with adherence to exercise and enhanced sports performance such as: goal setting, imagery, self-rating tools, cognitive techniques, and mental skills training.

    3. Discuss the implementation and use of behavior management techniques for sports teams and group exercise settings.

    4. Discuss and articulate the unique psychological factors related to injury and rehabilitation.

    5. Compare and contrast various gender and cultural consideration for sport and exercise environments.

    6. Demonstrate leadership techniques to enhance effective group dynamics and cohesion with sports teams.
  
  •  

    KINS 266 Internship (2 credits)



    Prerequisite KINS 110, KINS 128, KINS 155 , KINS 250 , KINS 252 , KINS 253 , KINS 254 , KINS 256 , KINS 257 , KINS 258 , KINS 259  and KINS 260  

    Course Description
    This course is designed to provide students with a workplace experience/on the job training to connect their classroom academic and instructional learning in the Kinesiology Program and provide them with professional employable skills while being menored by an employer.

    Student Outcomes
    1. Develop a sense of the standards of professionalism within the various sectors of the field, to include timeliness, responsibility, professional dress, and effective communication.
    2. Articulate long-term career goals and intent to pursue national certification exam and/or credentials required for employability in the industry upon completion of work-based learning experience hours.
 

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