Course Descriptions

ELIUP 072 - Reading V

• Increase reading speed and comprehension.
• Identify the main idea of a reading.
• Analyze the organization of a reading.
• Analyze the writer’s point of view in a reading.
• Think critically about readings and respond in discussion and writing.
• Take complete and accurate notes from readings and discussions.

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ELIUP 073 - Read & React V

• Read and analyze authentic college-level fiction and non-fiction readings.
• Respond appropriately to questions about readings.
• Express opinions about readings using reasons and evidence.
• Summarize, paraphrase and synthesize ideas in a reading.
• Recognize personal values and acknowledge perspectives of others.
• Find and evaluate materials in the library and on-line.
• Cite sources using MLA format.

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ELIUP 074 - Exploring Contemporary Issues

• Analyze, paraphrase, and summarize current events in conversation.
• Clearly express and support an opinion.
• Synthesize information from a variety of sources.
• Share ideas and organize, divide, and complete tasks as part of a team.
• Recognize audience expectations and level of knowledge.
• Prepare and deliver an effective lengthy presentation.
• Take notes on main ideas and details from a listening, and use them to answer questions.
• Evaluate the effectiveness of a presentation.

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ELIUP 080 - Academic Preparation

• Think critically about college-level content; connect issues in the course to local and global communities.
• Use active reading, listening, and discussion strategies.
• Summarize and paraphrase academic materials orally and in writing.
• Speak and write English clearly and effectively.
• Plan and deliver effective individual and group presentations.
• Gather and evaluate information on a topic using library databases and other research tools.
• Use proactive study skills.

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ELIUP 084 - English Through Music

• Use songs in English to reinforce understanding of English grammar.
• Learn and use new vocabulary and idioms from songs and videos.
• Name different genres of music.
• Explain elements of basic song structure.
• Organize and give effective presentations.
• Understand and interpret lyrics to determine themes and meanings in songs.
• Relate themes in songs to yourself and to the larger social context.
• Think critically about values and perspectives in songs.

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ELIUP 087 - English Through Technology

• Analyze and create Web-based multimedia, such as podcasts, blogs, or digital stories.
• Use software and Web sites to practice and improve English.
• Interact with the larger campus community through the use of technology.
• Discuss and summarize articles related to current trends and issues in technology.
• Give presentations on topics related to technology.

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ELIUP 094 - Special Topics in Intensive ESL

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ELIUP 295 - Special Topics in Intensive ESL

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ELIUP 296 - Special Topics in Intensive ESL

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ELIUP 297 - Special Topics in Intensive ESL

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IBP 067 - Oral Business Communications

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IBP 068 - Written Business Communications

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IBP 069 - Introduction to Business

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IBP 076 - International Business

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IBP 077 - Observation Preparation

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IBP 086 - Observation Placement

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IBP 087 - Pronunciation Workshop

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IBP 096 - Workplace Support

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ENVS& 100 - Survey of Environmental Science

• Outline and describe the major components of an ecosystem.
• Describe the ways that human activities have unbalanced biogeochemical cycles, leading to current environmental dilemmas.
• List the major types of air and water pollution, and describe their effects on global health.
• Compare and contrast the population dynamics controlling the growth of other species with that of the growing global human population.
• Define biodiversity and outline the major threats to biodiversity existing today.
• Compare and contrast current conventional energy uses with those of sustainable energy.
• Explain how the dumping of solid, toxic, and hazardous wastes relate to environmental health.
• Describe, and give examples of, how each human has an impact on environmental sustainability.

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ENVS 105 - The Science of Sustainable Living

• Provide a good working definition of sustainability that includes environmental, economic, and social justice factors.
• Discuss ways to consume less energy and reduce carbon footprint in the home, business, and transportation.
• Describe ways each person can identify and reduce exposure to toxins in everyday life.
• Discuss ways to produce, transport, and distribute food more sustainably.
• Differentiate between renewable and non-renewable resources, and describe traditional, as well as new, more innovative techniques for producing, using, and conserving those resources.
• Explain economic and political factors that may either help or hinder the movement toward a more sustainable global society.
• Discuss how local actions can have a worldwide impact, and include positive and negative examples.
• Describe the concept of environmental justice as it relates to sustainability.

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ENVS 110 - Environmental Oceanography

• List and explain the basic physical and biological factors affecting ocean ecology.
• List the major biological, mineral, and fossil fuel resources in the ocean and describe the known and potential environmental impacts related to their extraction.
• Provide a comprehensive definition of “ocean pollution”, listing the major classes of pollution, and summarizing the ecological impacts associated with each.
• Describe the documented and hypothesized impacts on the ocean due to global climate change.
• Explain the reasons for observed habitat losses in the coastal zone, estuaries, and coral reefs over the past century.
• Enumerate and evaluate scientific priorities dealing with studies of marine environmental change in the coming decades.
• Summarize key past and present international agreements and treaties that govern human use of the ocean, and assess their success in protecting the marine environment.

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ENVS 207 - Field & Laboratory Environmental Science

• Explain and use the scientific method to design and conduct research in terrestrial and aquatic environments.
• Explain the basic principles of environmental science, particularly the science of ecology, environmental chemistry, and biogeochemical cycling.
• Make careful observations and conduct environmental field work using multiple sampling methods to collect data on biota, air, soil and water.
• Set up and conduct controlled experiments in the lab, to test hypotheses.
• Analyze field, laboratory and published data using scientific method, basic statistical analysis, library research and graphing.
• Interpret biological, chemical and geologic data, to determine human impacts on the environment.
• Critically review and discuss important scientific articles and newly released studies.
• Present and effectively communicate collected data and data analysis in a concise written and oral format.

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ENVS 250 - Puget Sound Ecology

• Explain basic ecological principles, e.g. energy flow, sustainable yield, carrying capacity.
• List the geological and physical processes that formed and continue to shape Puget Sound.
• Describe the characteristics of the different aquatic and terrestrial ecosystems of the Puget Sound region.
• Identify representatives of the major phyla of organisms in Puget Sound ecosystems and their role in their communities.
• Describe the factors that have contributed to the loss of estuaries and wetlands in the Puget Sound region.
• Explain the social, economic and cultural importance of salmon species in Puget Sound and the reasons for their declining populations.
• Analyze the impact of human activities, historically and currently, on Puget Sound ecosystems.

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ENVS 281 - Current Issues in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 282 - Current Issues in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 283 - Current Issues in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 294 - Special Topics in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 295 - Special Topics in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 296 - Special Topics in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 297 - Special Topics in Environmental Science

• Special topics course. Outcomes dependent upon selected topic each quarter.

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ENVS 299 - Individual Studies in Environmental Science

• Individual study course. Outcomes dependent upon selected topic between student and teacher.

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EXPRL 187 - Prior Learning Portfolio Development

• Successfully complete portfolio for evaluation of experiential learning for college-credit, including
• Articulate rationale for college-level experiential learning
• Use experiential learning models and concepts
• Synthesize material from assigned readings and relevant experience 
• Generate theoretical and conceptual understanding from relevant experience
• Demonstrate agreed upon course/discipline outcomes
• Assess quality of own learning

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EXPRL 190 - Learning Portfolio Fundamentals

• Define in written form their purpose in cre

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EXPRL 191 - Academic Internship Experience

• Define and put into writing three learning objectives related to their area of study; students must attain at least 80% of the possible points.
  
• Identify and put into writing at least two internship activities for each learning objective, that will facilitate their accomplishment; students must attain at least 80% of the possible points.
  
• Identify and put into writing a method of assessment for each learning objective; students must attain at least 80% of the possible points.
  
• Write three learning statements that include an objective, activities and assessment method ; students must attain at least 80% of the possible points.
  
• Articulate the importance of each learning goal to their internship experience in written form; students must attain at least 80% of the possible points.
  
• Identify supportive factors in the accomplishment of their objectives in a final written report; students must receive 80% of the possible points.
  
• Identify challenging factors in the accomplishment of their objectives in a final written report; students must attain at least 80% of the possible points.
• Identify new skills and knowledge acquired from the internship experience in a final written report;  students must attain at least 80% of the possible points.
• Discuss how the internship experience reinforced or changed their academic plans in a final written report; students must attain at least 80% of the possible points.
  
• Effectively organize information about their internship experience, in portfolio form; students must attain at least 80% of the possible points.

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EXPRL 192 - Academic Internship Experience

• Define and put into writing three learning objectives related to their area of study; students must attain at least 80% of the possible points.
  
• Identify and put into writing at least two internship activities for each learning objective, that will facilitate their accomplishment; students must attain at least 80% of the possible points.
  
• Identify and put into writing a method of assessment for each learning objective; students must attain at least 80% of the possible points.
  
• Write three learning statements that include an objective, activities and assessment method ; students must attain at least 80% of the possible points.
  
• Articulate the importance of each learning goal to their internship experience in written form; students must attain at least 80% of the possible points.
  
• Identify supportive factors in the accomplishment of their objectives in a final written report; students must receive 80% of the possible points.
  
• Identify challenging factors in the accomplishment of their objectives in a final written report; students must attain at least 80% of the possible points.
  
• Identify new skills and knowledge acquired from the internship experience in a final written report;  students must attain at least 80% of the possible points.
  
• Discuss how the internship experience reinforced or changed their academic plans in a final written report; students must attain at least 80% of the possible points.
  
• Effectively organize information about their internship experience, in portfolio form; students must attain at least 80% of the possible points.

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EXPRL 193 - Academic Internship Experience

• Define and put into writing three learning objectives related to their area of study; students must attain at least 80% of the possible points.
  
• Identify and put into writing at least two internship activities for each learning objective, that will facilitate their accomplishment; students must attain at least 80% of the possible points.
  
• Identify and put into writing a method of assessment for each learning objective; students must attain at least 80% of the possible points.
  
• Write three learning statements that include an objective, activities and assessment method ; students must attain at least 80% of the possible points.
  
• Articulate the importance of each learning goal to their internship experience in written form; students must attain at least 80% of the possible points.
  
• Identify supportive factors in the accomplishment of their objectives in a final written report; students must receive 80% of the possible points.
  
• Identify challenging factors in the accomplishment of their objectives in a final written report; students must attain at least 80% of the possible points.
  
• Identify new skills and knowledge acquired from the internship experience in a final written report;  students must attain at least 80% of the possible points.
  
• Discuss how the internship experience reinforced or changed their academic plans in a final written report; students must attain at least 80% of the possible points.
  
• Effectively organize information about their internship experience, in portfolio form; students must attain at least 80% of the possible points.

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EXPRL 194 - Special Topics in Experiential Learning

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EXPRL 195 - Special Topics in Experiential Learning

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EXPRL 196 - Special Topics in Experiential Learning

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EXPRL 197 - Special Topics in Experiential Learning

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EXPRL 220 - Resume & Interviewing Strategies

• Complete a job target worksheet and select one job target
• Complete a one-page reflection sheet summarizing perspectives of the employer panel on resumes
• Demonstrate a match for the job target by completing a skills summary proof worksheet
• Write a resume draft which includes five basic categories detailed in the class
• Revise and format the resume to the satisfaction of the instructor
• Write a reflection paper summarizing the perspectives of the employer panel on interviewing strategies
• Write a one to two minute response to each of five common interview questions
• Role-play each of the five interview questions with fellow students
• Participate in one to two mock interviews with company representatives
  

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EXPRL 230 - Job Shadowing & Professional Networking

• Communicate in a professional environment by role-playing situations involving communication in the workplace
• Demonstrate knowledge of an organization by submitting a written or oral summary of research on the organization in which the student does his/her job shadowing.
• Demonstrate knowledge of an industry by submitting a written or oral summary of research on the niche industry of the organization.
• Demonstrate the organizational culture by giving an oral or written report on the culture of the organization.
• Communicate in a professional environment by role-playing situations involving communication in the workplace, show knowledge of appropriate and effective communication in a variety of situations, analyze facets of appropriate and effective professional communication.
• Demonstrate knowledge of an organization and an industry by submitting a written or oral summary of research on the organization in which the student does his/her job shadowing. 
• Understand organizational culture differences by comparing and contrasting the organizational culture of the organization and how it is similar or different to other organizations the student has worked in or been a part of. 
• Demonstrate knowledge of a job in the organization by submitting a written or oral report of responsibilities, skills, attributes and qualifications needed for the job. 
• Understand methods of professional development in the organization by submitting a written or oral summary of professional development opportunities and pathways for advancement in the organization. 
• Demonstrate networking skills by successfully role playing a networking opportunity. 
• Articulate a self-analysis of their skills and attributes that are important in the workplace. 
• Recognize and articulate their skills and attributes that are a good match for a job in this organization by matching and analyzing their self-identified skills and attributes with those required for the job. 
• Develop a plan for next steps for education or experience based on their research into what is needed for the career.

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EXPRL 294 - Special Topics in Experiential Learning

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EXPRL 295 - Special Topics in Experiential Learning

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EXPRL 296 - Special Topics in Experiential Learning

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EXPRL 297 - Special Topics in Experiential Learning

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FRCH& 121 - French I

• Write in the target language what is heard, answering questions related to the information given by native speakers of the target language.
• Ask questions with proper intonation and provide general information in the present tense.
• Deduce meaning about what was read in the target language by making educated guesses using cognates and context to assist in the comprehension process.
• Create simple yet grammatically correct affirmative, interrogative, and negative sentences using the present tense with few spelling errors.
• Correctly identify verbs tenses, distinguishing between regular and irregular verbs, and recognize some pronouns categories; produce noun-verb and noun-adjective agreement, and distinguish formal and informal situations; recognize and accurately use nouns, adjectives, pronouns, adverbs, conjunctions, and prepositions.
• Identify basic cultural information introduced in theme-specific vocabulary, photographs, and authentic video material centered on the world of the target language.
• Explain in the first language both differences and similarities between the cultures of the first and target languages.

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FRCH& 122 - French II

• Accurately write in the target language what is heard, answering questions related to the information given by native speakers.
• In speaking, use increasingly more complicated sentences, accurate vocabulary and grammatical constructions.
• Ask questions with proper intonation and provide general information about familiar topics in the present tense.
• Ask questions with proper intonation and provide general information about familiar topics in the present tense.
• Answer questions orally or in writing after reading a passage in the target language; deduce meaning about what was read by making educated guesses using cognates and context to assist in the comprehension process.
• Write structurally correct affirmative, interrogative, and negative sentences in the present and past tenses using familiar vocabulary with minimum spelling errors and increased precision in proper punctuation and application of accent marks.
• Correctly identify the subject of a sentence, distinguishing between regular and irregular verbs in the present and past tenses (“passé composé” and “imparfait”), and recognizing different pronouns categories.
• Show noun-verb and noun-adjective agreement, and accurately use nouns, adjectives, pronouns, adverbs, conjunctions, and prepositions.
• Identify cultural information introduced through theme-specific vocabulary, photographs, and authentic video material centered on the world of the target language.
• Talk about differences and similarities between the cultures.

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FRCH& 123 - French III

• Accurately transcribe exactly what was heard, answering questions related to the information provided by native speakers.
• Ask and provide general information, and reproducing proper intonation and adapting verbal communication to purpose and audience.
• Explain the main idea of what is read, accounting for the general tone of the writer and category of reading material, giving special attention to the target language punctuation, and deducing meaning about what is read by making educated guesses using cognates, context and previous learning to facilitate comprehension.
• Make inferences based on the text and discuss what is read.
• Write structurally correct affirmative, interrogative and negative sentences of increasing difficulty, mostly in the present tense, or simple past tenses (“passé composé and “imparfait”) with minimal orthographic errors.
• Identify basic cultural information introduced through theme-specific vocabulary, photographs, and authentic video material centered on the world of the target language.
• Explain in the first language both differences and similarities between the cultures of the first and target languages.

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FRCH 131 - Language & Culture Immersion-Beg 1st Year French

• Communicate in simple language in everyday life situations like: formulas of politeness, introducing oneself, asking questions, simple description, asking one’s way, ordering in a restaurant, etc.; 
• Use the present, past, and near future in simple sentences both positive and negative with appropriate pronouns, prepositions, and high-frequency regular and irregular verbs;
• Employ colors, numbers, descriptive adjectives;
• State one’s preferences or tastes and activities; 
• Use comparisons and superlatives; 
• Write a want ad, sell something, understand publicity; etc.
• As demonstrated by submitting a portfolio to BCC for final evaluation for credit which will include:
  • A journal, written in French, of all activities on a daily, bi-weekly, or other regular basis;
  • A notebook of daily class activities including periodic evaluation results and written work;
  • Verification of attendance and final evaluation of host institution, submitted separately to BCC by approved host institution;
  • Results of exit interview conducted in French by BCC instructor.
    
    
    
    

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FRCH 132 - Language & Culture Immersion-Intermediate 1st Year French

• Communicate in simple language in a variety of everyday life situations using readily understandable spoken French;
• Use the present, past, and simple future indicative tenses, personal & relative pronouns, adverbs, the conditional tense, the pronouns y & en;
• Demonstrate through speech acceptably correct French phonetics & the ability to self-correct;
• Give basic ID – type descriptions, describe living situations, discuss clothing, deal with merchants to receive services, i.e. at the hair dresser or the doctor’s, in a hotel or hospital, banks & travel agencies;
• Explain a situation over the telephone; describe what has happened to someone;
• Invent a story, describe main character and give his past;
• Write a brochure; etc.
• As demonstrated by submitting a portfolio to BCC for final evaluation which will include:
  • A journal, written in French, of all activities on a daily, bi-weekly, or other regular basis;
  • A notebook of daily class activities including periodic evaluation results and written work;
  • Verification of attendance and final evaluation of host institution, submitted separately to BCC by approved host institution;
  • Results of exit interview conducted in French by BCC instructor.
    
    
    
    

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FRCH 133 - Language & Culture Immersion-Advanced 1st Year French

• Show progress in review and reinforcement of overall speaking and writing skills;
• Show in speech and by short writings improved use of vocabulary to describe, relate, argue, compare and convince;
• Ue the conditional and subjunctive; give opinions; express cause and effect relationships; express regret, desire, imagination; give advice; 
• Rport news events, return something to a store, try to resolve a crime;
• Cmment on a film or popular songs; write, read or comment on short poems; etc.
• A demonstrated by submitting a portfolio to BCC for final evaluation which will include:
  • Ajournal, written in French, of all activities on a daily, bi-weekly, or other regular basis;
  • Anotebook of daily class activities including periodic evaluation results and written work;
  • Vification of attendance and final evaluation of host institution, submitted separately to BCC by approved host institution;
  • Results of exit interview conducted in French by BCC instructor.
    
    
    
    

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FRCH 194 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH 195 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH 196 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH 197 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH& 221 - French IV

• Increase skill–more complexity and sophistication is expected by the end of each class level.
• Comprehend the target language spoken at average or rapid speeds by native and non-native speakers, which may include some idiomatic expressions and colloquialisms.
• Communicate effectively in informal, open-ended situations, with appropriate grammar, using more complex sentence structures, idioms and vocabulary with clear pronunciation and intonation.
• Express thoughts and ideas in writing in an organized manner through short compositions, using proper syntax, a variety of sentence structures, correct modes and tenses, with increased, complexity of expression, originality of ideas, use of idioms and precision in spelling and punctuation.
• Effectively use reading strategies (cognates, prior knowledge, visuals, etc) to comprehend authentic written material of various kinds: describing, and summarizing content, discerning main idea, identifying author’s tone, audience, and message.
• Discuss the similarities and differences among French-speaking cultures, demonstrating increased sensitivity and appreciation of these cultures’ histories, customs, ideas, and values as compared to the student’s own. This awareness is demonstrated by students bringing outside experiences and research back to the class room for verbal and written discussion.

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FRCH& 222 - French V

• Increase skill–more complexity and sophistication is expected by the end of each class level.
• Comprehend the target language spoken at average or rapid speeds by native and non-native speakers, which may include some idiomatic expressions and colloquialisms.
• Communicate effectively in informal, open-ended situations, with appropriate grammar, using more complex sentence structures, idioms and vocabulary with clear pronunciation and intonation.
• Express thoughts and ideas in writing in an organized manner through short compositions, using proper syntax, a variety of sentence structures, correct modes and tenses, with increased, complexity of expression, originality of ideas, use of idioms and precision in spelling and punctuation.
• Effectively use reading strategies (cognates, prior knowledge, visuals, etc) to comprehend authentic written material of various kinds: describing, and summarizing content, discerning main idea, identifying author’s tone, audience, and message.
• Discuss the similarities and differences among French-speaking cultures, demonstrating increased sensitivity and appreciation of these cultures’ histories, customs, ideas, and values as compared to the student’s own. This awareness is demonstrated by students bringing outside experiences and research back to the class room for verbal and written discussion.

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FRCH& 223 - French VI

• Increase skill–more complexity and sophistication is expected by the end of each class level.
• Comprehend the target language spoken at average or rapid speeds by native and non-native speakers, which may include some idiomatic expressions and colloquialisms.
• Communicate effectively in informal, open-ended situations, with appropriate grammar, using more complex sentence structures, idioms and vocabulary with clear pronunciation and intonation.
• Express thoughts and ideas in writing in an organized manner through short compositions, using proper syntax, a variety of sentence structures, correct modes and tenses, with increased, complexity of expression, originality of ideas, use of idioms and precision in spelling and punctuation.
• Effectively use reading strategies (cognates, prior knowledge, visuals, etc) to comprehend authentic written material of various kinds: describing, and summarizing content, discerning main idea, identifying author’s tone, audience, and message.
• Discuss the similarities and differences among French-speaking cultures, demonstrating increased sensitivity and appreciation of these cultures’ histories, customs, ideas, and values as compared to the student’s own. This awareness is demonstrated by students bringing outside experiences and research back to the class room for verbal and written discussion.

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FRCH 231 - Language & Culture Immersion-Basic 2nd Yr French

• show in writing & speech improved ability to relate, argue, compare, convince; 
• use specific vocabulary to describe in more detail;
• make hypotheses, express desires, give orders and quantities;
• express opinions, cause and effect;
• use synonyms/antonyms, all personal pronouns, the passive; 
• make socio-cultural observations on French life & history, or note differences with American culture; 
• listen to songs, oral texts; read extracts of longer texts;
• take dictation, write resumes of short texts, use internet for research, discuss film & video, etc.
• as demonstrated by submitting a portfolio to BCC for final evaluation which will include:

• a journal, written in French, of all activities on a daily, bi-weekly, or other regular basis;
• a notebook of daily class activities including periodic evaluation results and written work;
• verification of attendance and final evaluation of host institution, submitted separately to BCC by approved host institution;
• results of exit interview conducted in French by BCC instructor.
  
  
  
  

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FRCH 232 - Language & Culture Immersion-Basic 2nd Yr French

• Show in speech & in writing increased mastery of basic grammatical and syntactic structures;
• Demonstrate ease in spontaneous oral expression comparable to a native speaker in pronunciation & intonation;
• Engage in conversations, simulations, oral research projects, interviews; understand/follow more complex conversations or interviews with native speakers;
• Continue diagnostic phonetic drill and increase ability to self-correct all pronunciation;
• Use compound tenses, the subjunctive & conditional, the passe simple, colloquial & idiomatic expressions, interjections; 
• Discuss/debate French politics & the political system, discuss the world of work;
• Take dictation; write reports, reviews, narratives, letters;
• Write resumes of short texts, use internet for research, discuss film & video, etc.
• As demonstrated by submitting a portfolio to BCC for final evaluation which will include:
  • A journal, written in French, of all activities on a daily, bi-weekly, or other regular basis;
  • A notebook of daily class activities including periodic evaluation results and written work;
  • Verification of attendance and final evaluation of host institution, submitted separately to BCC by approved host institution;
  • Results of exit interview conducted in French by BCC instructor.
    
    
    
    

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FRCH 233 - Language & Culture Immersion-Basic 2nd Yr French

• Show mastery of grammatical and syntactic structures in speech and writing;
• Demonstrate increased ease in spontaneous oral expression comparable to a native speaker in pronunciation & intonation; engage in conversations, simulations, & interviews with ease;
• Use compound tenses, levels & registers of language, direct & indirect discourse, the subjunctive & conditional, colloquial & idiomatic expressions, interjections, etc;
• Use precise vocabulary with nuance appropriate to given situations; continue to perfect phonetics;
• Understand/follow/participate in conversations with native speakers and complex interviews; 
• Discuss/debate current issues with classmates; simulate a trial; discuss film or video;
• Take dictation; write reports, reviews, narratives, letters, resumes;
• Write summaries of articles or comic strips; use internet for research; write a news article, etc.
• As demonstrated by submitting a portfolio to BCC for final evaluation which will include:
  • A journal, written in French, of all activities on a daily, bi-weekly, or other regular basis;
  • A notebook of daily class activities including periodic evaluation results and written work;
  • Verification of attendance and final evaluation of host institution, submitted separately to BCC by approved host institution;
  • Results of exit interview conducted in French by BCC instructor.
    
    
    
    

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FRCH 294 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH 295 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH 296 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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FRCH 297 - Special Topics in French

• As a special topics class, the course outlines and outcomes are determined by the instructor each time the course is offered.

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GEOG& 100 - Introduction to Geography

• Recognize and explain in written form the essential components inherent within geographic enquiry. Students should be able to identify modes of geographic enquiry and understand and identify the importance of the dynamic nature and uniqueness of place.
  
• Identify through the use of maps the locations of both physical and cultural features of the landscape. Students should be able to locate selected countries, states, provinces, cities, mountain ranges, rivers, lakes, seas, islands, etc.
  
• Demonstrate a knowledge through written work undertaken of the significant place that cartography plays in geographical studies, for instance the work of pioneers in mapmaking to contemporary methods in the use of geographical information systems and related remote sensed imagery.
  
• Recognize and identify through written work the structure of the Earth and the relevance of rock materials and tectonic forces within the Earth’s crust and the myriad of landforms and landform processes that shape the surface of the planet.
  
• Explain in short in-class tests and through the interpretation of weather maps the dynamic nature of the atmosphere. Students should be able to identify why weather and climate varies from place to place. An understanding of the role and impact exerted by the actions of humankind on climate will be discussed and students will be able to identify the close relationships that exist between the physical world and that of the cultural milieu.
  
• Explain in written essays and through discussion a knowledge and understanding of cultural environments in their many settings. Mapwork and short essays will focus on a series of case studies designed to identify the varied nature of cultural interactions both between peoples as well as between a society and its immediate physical environment.
  
• Recognize through written work and map study the spatial distribution of humankind. Students should be able to identify the major causal factors that underpin a given population distribution and density. The student should be able to explain in short essays the importance of both quantitative and qualitative thought and analysis in geographic studies focusing on demography and population.
  
• Accurately and informatively explain in written essays the dynamics of urban environments, for example the internal structure of the city and the immense growth in urban dwellers will allow the student to analyze the impact and implications of such growth on the very fabric of life in urban settings.
  
• Explain in written form a critical appreciation of the importance of the economic component within regions and its role in determining potential values, perceptions and decision-making processes in a society. Students will also be able to recognize the phenomena of globalization on the world community and the rapid pace and increasing scale of global economic integration.
  
• Analyze geographic concepts in writing and be able to use these in appropriate illustrative case study examples, for instance the peripheral position of a country and the implications of such on the geography of the area.

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GEOG 102 - World Regional Geography

• Recognize in in-class discussion and written work the significance of the regional concept in geographic enquiry. The student should be able to identify the relevance of both the physical and human environment in regional classification systems at all scales of enquiry.
• Explain in written format and through discussion the intricate interplay of peoples within their immediate physical and cultural surroundings. Students will be able to recognize how physical features affect economic development, for instance the location of coal reserves on the economic resource base of a region.
• Demonstrate in short essays and discussion the dynamic nature of regional geography and will be able to identify and assess how the characteristics of a region change over time, for example the evolving political map of the Balkan region, in Europe.
• Demonstrate a comprehensive knowledge of place locations through mapwork exercises that will familiarize the student with the location of major physical and cultural features of regions studied during the course.
• Explain in short essays and annotated mapwork key concepts as they relate to regions studied; models of urban structure and core-periphery relationships, for example, as well as locational advantage and models of migration will be identified within the regional frameworks under review.
• Identify in written format the relevance of geographic variables in the decision-making processes that effect both physical and cultural environments at all scales of enquiry, for example, the use of non-governmental initiatives in the work of the Grameen Bank in Bangladesh to the multinational programs implicit in the operations of the World Trade Organisation.
• Recognize through short essays and class discussion that whilst it is possible to divide the world into regions, there exists a commonality amongst the peoples of the Earth. The student will be able to identify through written work and mapwork the ever-increasing degrees of contact that societies enjoy between one another. Students will be able to recognize that it is in the removal of cultural and/or physical barriers that humankind stands its best chance of development and will identify the role that modes of geographic enquiry play in the evaluation of spatial phenomena.

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GEOG 105 - Geography of World Affairs

• Define, describe and critique contemporary issues of global significance.
• Critically evaluate and interpret societal reactions that are based upon factual information as opposed to reactions founded on opinion.
• Evaluate statistical and cartographic information as used to illustrate global issues.
• Analyze and articulate the importance of geographical knowledge and understanding in decision making processes that affect both human and physical environments.
• Evaluate the importance of the physical environment in the development of cultural characteristics.
• Analyze the importance of the economic resource base and the dynamic nature of economic prosperity, stagnation and decline.
• Critically evaluate the impact of the dispersion and diffusion of people, finance, commodities, ideologies, information and knowledge at global, regional and local scales of inquiry.

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GEOG 108 - Violent Face of Nature

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GEOG 123 - Introduction to Globalization

• Define the process of globalization and explain the factors behind the creation of a series of new socioeconomic networks and activities that cross over traditional economic, cultural and geographic boundaries.
• Analyze the regional inequalities in the rate and degrees of globalization.
• Evaluate the significance of the physical landscape as it influences both opportunities and limitations in economic development.
• Assess the role played by globalization in the diffusion of cultural attributes.
• Analyze the impact that societal mores have on globalization as well as changes in attitudes over time.
• Evaluate the ways by which globalization is a ‘multi-layered process’ and the ways by which it affects all parties involved in the exchange process.
• Analyze the role played by inter-governmental organizations in fostering or encumbering trade and economic growth and development.
• Critically evaluate the various component parts of globalization and the impact on the environment and the subsequent challenges to humankind.

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GEOG 194 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 195 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 196 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 197 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 198 - Seminar in Geography

• Seminar and workshop course. Course outcomes dependent on topic selected each quarter.

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GEOG 199 - Individual Studies in Geography

• Individual study course. Course outcomes dependent on topic selected by student and teacher.

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GEOG& 200 - Human Geography

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GEOG 205 - Geography of Weather and Climate Change

• Evaluate the inter-relatedness of weather phenomena, the importance of energy movements, and the seasonal differentiation in weather patterns.
• Analyze the relationships inherent within global atmospheric and oceanic circulation and the earth’s radiation energy budget.
• Assess the importance of climate on the distribution of global systems of vegetation and the dynamic nature of ecosystems at a variety of scales of inquiry.
• Assess the impact of climate change on the global economic resource base and the impact on humankind.
• Evaluate the various attempts made to classify global climate and the causes and consequences of global warming.
• Critically evaluate the role played by weather and climate in the framing of cultural attributes.
  

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GEOG 206 - Landforms & Landform Processes

• Demonstrate in written form and in mapwork the morphology of the lithosphere and the physical properties of different Earth materials. The student should be able to differentiate between the various rock types found at or near to the surface of the Earth.
  
• Explain in short essays and in maps and diagrams, the theories of plate tectonics and continental drift. Students should be able to identify the global pattern of plates; the movements of plates; and the processes at work at the margins of plates.
  
• Explain in essays and annotated diagrams the impact of tectonic processes and the landforms of volcanism. The student should be able to explain the relationships that exist between structural features and plate tectonics, for example, the origins and landforms of folding and faulting.
  
• Identify and explain through short tests and in-class discussion the results of movements within the lithosphere leading to earthquakes and associated phenomena, such as ground displacement; landslides; tsunamis and the impact of these events on the human landscape.
  
• Recognize the various stores, flows and processes of the hydrological cycle. Students should be able to explain the interaction of terrestrial, climatic, biotic and human factors on the patterns and processes of surface and sub-surface water storage and movement. The student should be able to explain in essays and diagrams the mechanisms of fluvial processes including channel characteristics and landscape modifications caused by running water.
  
• Recognize in short essays and illustrative diagrams the actions of other agents of erosion working on the landscape, including marine processes at the coast; gradational and depositional activities associated with glacial and periglacial environments; weathering and mass wasting; and the role played by the wind in arid regions.
  
• Identify and explain in both class discussion and in short essays the part played by oceans in landform development, including the characteristics of ocean basins and the long and short term changes in sea level in local and global scales of enquiry.
  
• Interpret topographic maps and demonstrate the relevant skills employed to successfully read maps depicting physical features of the landscape.
  
• Explain in short essays the interrelationships that exist between human actions and the physical landscape. Students should be able to explain in class discussion and in essays the need for careful management of landforms, particularly in fragile environments.

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GEOG 250 - Geography of the Pacific Northwest

• Recognize and informatively explain the essential ingredients inherent within geographical enquiry, for example, discussion will focus on the regional concept in geography and the ways by which a delineation of the Pacific Northwest can be secured.
  
• Write short essays to explain the processes responsible for the character of the physical environment of the region and the resultant landforms and physiographic subregions used to describe the region. Students will be able to identify the uniqueness of place and at the same time be aware of the relationships that allow more generalized categorizations that seek to clarify similarities that exist when comparing one region with another.
  
• Demonstrate in written form the dynamic nature of the physical environment of the Pacific Northwest, for example, the relative instability of the underlying geological structure and the incidence of volcanic and earthquake activity together with the ongoing work of agents of erosion in modeling and re-shaping the landforms of the region.
  
• Assess and identify the inter-relationships that occur in geographic enquiry, for instance the weather patterns that shape the climate of the region will identify not only a most distinct system, but, a system that is particularly variable from one part of the region to another. This may be assessed by short answer tests as well as discussions in class that will appropriately link the patterns of northwest weather and climate with an appreciation of the vegetation and soil characteristics of the area.
  
• Demonstrate in written essays the inter-play that exists between the characteristics of the physical environment and the human and cultural response to these factors, for example, early settlement patterns of indigenous peoples, as well as the exploration, trading links and colonization of the region by other groups from Europe and Asia.
  
• Explain in short tests and class discussion how the region has evolved from an area of low density population, largely associated with the extraction of primary resources, to a region experiencing increasing population growth and the development of processing, manufacturing and service related fields of economic activity.
  
• Explain in written format the role played in the development of the region of the utilization of natural resources, such as hydro-electric power; water available for large scale irrigation projects; areas of fertile soils; natural beauty to enhance tourist potential; and the skills and entrepreneurial abilities that have helped to secure components of locational advantage for the region.
  
• Demonstrate a knowledge through mapwork and written essays of the position of the Pacific Northwest relative to the rest of North America as well as to those other regions that together form the ‘Pacific Rim’. The student should be able to recognize the strategic location of the region and the implications that such a factor imposes on future prospects for the area.

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GEOG 258 - Intro to Mapping & Geographic Information System

• Demonstrate through written work an understanding of spatial and non-spatial problems; the student should be able to describe the importance of scale and the need to impose a location component in map design. Students will be able to differentiate between nominal data, ordinal data, interval data and ratio data: as well as an ability to define concepts such as relative location; absolute location; spatial interaction; clustering and dispersion; orientation; proximity; and spatial diffusion.
  
• Demonstrate through mapwork, in-class tests and class discussion an understanding of the methods employed to collect data from a variety of land use types, including the physical landscape and rural and urban environments. The student should be able to identify the significance of primary and secondary sources of data collection and be able to assess the most appropriate method(s) to be utilized to effectively research and develop a particular topic.
  
• Assess and appropriately select those cartographic techniques that are employed to effectively communicate and represent spatial information, such as maps, graphs, tables and charts. Mapwork and discussion will focus on the presentation of cartographic designs to most accurately and effectively represent reality. Students should be able to identify the characteristics of symbols used to convey point, line and area information; be able to identify essential map elements; be aware of the differences between qualitative and quantitative maps; appreciate the relevance of distortion imposed by map projections; and be able to produce an appropriate map from statistical information.
  
• Recognize and portray through cartographic techniques and class discussion the traditional methods of map design involving the use of map overlays to manage and manipulate spatial data used to interpret spatial information; work undertaken will utilize examples from a variety of topic areas at different scales of enquiry.
  
• Assess the role played by computers and information technology in the realm of cartography. The student should be able to see the differences that exist between the many types of computer file structures used to store geographic information and the ways by which computer stored data can be accessed, retrieved and displayed visually. Mapwork and class discussion will allow the student the opportunity to identify the differences between raster and vector models of spatial imaging.
  
• Demonstrate through mapwork and written work the different methods of data manipulation functions that can be used to allow data from disparate sources to be used simultaneously. The student will be able to use analysis functions that enable the extraction of relevant information from the data base. The student should be able to create maps, tables and charts from the GIS data base and display on both the monitor and as hard copy. The student will be able to articulate the relevance of information layering as an essential component of a GIS and its role in the production of successful map design.
  
• Explain through short essays the importance of GIS in the work of many agencies involved in work that incorporates a spatial component, such as transportation departments; public utilities; rural and urban planning agencies; market research organizations; governmental agencies; environmental groups; and hazard and emergency response agencies, among others.

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GEOG 277 - Geography of Cities

• Demonstrate a knowledge of the impact of the physical environment and the local economic resource base within urban spheres of influence on city growth and development over time.
• Demonstrate an appreciation of the role played by cultural attributes upon urban development. The student should be able to evaluate the impact of cultural factors on urban growth. Discussion will explore the changes in attitudes over time that can be observed as the diffusion and adoption of new ideas and attitudes can alter the course of city growth and development.
• Demonstrate a recognition of the role of socio-economic and political factors in fostering or encumbering urban growth. Emphasis will be placed upon studying a variety of case studies at different scales of enquiry. Regional differentiation will be explored both within and between countries
• Demonstrate an awareness of the causes and consequences of the processes of industrialization and de-industrialization on city growth. Students should be able to evaluate the role played by primary, secondary, tertiary and quaternary sectors of an economy as it evolves over time. Study will compare and contrast industrial and post-industrial urban landscapes as well as newly industrializing societies and those that have displayed very limited growth in recent years.
• Demonstratean awareness of the impact of globalization and the diffusion of ideas and technology in the way it has influenced the morphology of cities over time.
• Demonstrate a recognition of the importance of intra and international movements of goods and commodities. Discussion will consider the characteristics of globalization and its role in urban activity.
• Demonstrate an awareness of theories of urban growth and regional inequalities, including concepts and ideas of core and peripheral economic development and of rural to urban migration, counter-urbanization and growth in post-industrial cities.
• Demonstrate an appreciation of the diversity of urban areas will be secured by the use of a wide variety of urban case studies from both industrial and developing world regions.

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GEOG 294 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 295 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 296 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 297 - Special Topics in Geography

• Special topics. Course outcomes dependent on topic selected each quarter.

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GEOG 298 - Seminar in Geography

• Seminar and workshop course. Course outcomes dependent on topic selected each quarter.

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GEOG 299 - Individual Studies in Geography

• Individual study course. Course outcomes dependent on topic selected by student and teacher.

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GEOL& 101 - Introduction to Physical Geology

• Describe the Scientific Method, and the basic principles and history of the science of geology.
• Explain the theory of plate tectonics and describe how it is the foundation of modern geology.
• Identify the major types of rocks (igneous, sedimentary and metamorphic) and minerals, and use their physical characteristics to interpret Earth history (i.e., “read the rocks”).
• Describe the major processes that shape the earth’s surface (rivers, glaciers, waves, etc.) and identify landforms created by these processes.
• Describe how to determine the age of rocks and fossils, and illustrate an understanding of deep time.
• Identify the structure of the Earth’s interior and describe the processes that operate beneath the surface.
• Describe the interactions between geology and human society, with a focus on geologic hazards (earthquakes, volcanoes, floods, landslides, etc.) and geologic resources (minerals, fossil fuels, groundwater, etc.).
• Collect, analyze, and interpret laboratory data pertaining to geology.
  

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GEOL 103 - Evolution of the Earth

• Discuss basic terminology, principles and concepts of geology and paleontology.
• Identify igneous, sedimentary, and metamorphic rocks and use their physical characteristics to interpret the geologic history of the Earth (i.e., learn to “read the rocks”).
• Classify living and extinct organisms into major types, identify common fossils, and explain how they can be used to help determine depositional environments.
• Interpret chronology of geologic events using relative and absolute dating principles, geologic cross sections and maps.
• Discuss the geologic history of the Earth from the formation of the Solar System to the present.
• Describe and evaluate the evidence for the origin and evolution of life on Earth.
• Apply knowledge of geologic history to understand the future geologic and biologic change (e.g. greenhouse warming, rising sea level, mass extinctions)

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GEOL 107 - Geologic Catastrophes

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GEOL 194 - Special Topics in Geology

• Special topics course. Outcomes dependent upon selected topic each quarter.

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GEOL 195 - Special Topics in Geology

• Special topics course. Outcomes dependent upon selected topic each quarter.

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GEOL 196 - Special Topics in Geology

• Special topics course. Outcomes dependent upon selected topic each quarter.

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GEOL 197 - Special Topics in Geology

• Special topics course. Outcomes dependent upon selected topic each quarter.

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GEOL 199 - Individual Studies in Geology

• Individual study course. Outcomes dependent upon selected topic between student and teacher.

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GEOL& 208 - Geology of the Pacific NW

• Discuss basic terminology, principles and concepts of geology that apply to the Pacific Northwest.
• Apply the scientific method and critical thinking skills to interpreting local geologic evidence in lab and in the field.
• Apply modern plate tectonic concepts to understanding past, present and future plate tectonic activity, landforms and hazards in the Pacific Northwest.
• Identify igneous, sedimentary, and metamorphic rocks and fossils commonly found in the Pacific Northwest and use their physical characteristics to interpret the geologic history of the northwest (i.e., learn to “read the rocks”).
• Interpret chronology of geologic events in the northwest using relative and absolute dating principles, geologic cross sections and maps.
• Discuss the geologic history of the Pacific Northwest from the Precambrian to the present.
• Identify the major geologic hazards found in the northwest and discuss why these hazards occur.

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GEOL 299 - Individual Studies in Geology

• Individual study course. Outcomes dependent upon selected topic between student and teacher.

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GERM& 121 - German I

• Demonstrate listening ability by answering comprehension questions in writing both in English and in the target language after listening to an oral presentation, or hearing oral questions
• Demonstrate speaking ability in the target language by responding correctly during a prompted dialogue and creating original oral dialogues through role plays and monologues
• Demonstrate reading comprehension by answering comprehension questions orally and in writing after reading a passage in the target language, make educated guesses, by using cognates and context, about the meaning of a passage.
• Demonstrate writing ability in the target language by creating grammatically correct sentences, short descriptive paragraphs, short stories or short plays, and writing summary sentences from readings.
• Produce appropriate vocabulary in target language.
• Demonstrate knowledge of parts of speech (to show vocabulary recognition, to classify verbs, decline nouns, describe nouns, and identify cognates, show noun-adjective and noun-verb agreement, recognize and apply the nominative, and accusative.
• Recognize meaning (use vocabulary in context, accurately translate on exams and quizzes and in class)
  
  

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