Courses

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

• Describe the difference between hazards, disasters, and catastrophes
• Discuss the role of Government and Public Education in educating and preparing the public for natural disasters
• Summarize the principles of plate tectonics and associated physical hazards such as earthquakes, volcanoes, tsunami, and slope failure
• Explain flood processes and human interactions
• Discuss the basics of weather and climate Identify and describe the different types of severe weather and how to prepare for them
• Discuss the principles of global climate change and discuss possible solutions to lessen its impact

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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 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 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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GERM& 122 - German II

• 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 (create and understand short descriptive sentences with adjectives using the simple past, present perfect, and future.
• 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, dative and accusative case).
• Recognize meaning (use vocabulary in context, accurately translate on exams and quizzes and in class)
  
  

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GERM& 123 - German III

• 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 (create and understand short descriptive sentences with adjectives using hypothectical language (subjunctive).
• 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, dative, genitive and accusative case).
• Recognize meaning (use vocabulary in context, accurately translate on exams and quizzes and in class)
  
  

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GERM 194 - Special Topics in German

• Special topic course.  Outcomes dependent upon course subject.

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GERM 195 - Special Topics in German

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GERM 196 - Special Topics in German

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GERM 197 - Special Topics in German

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GERM& 221 - German IV

• Demonstrate understanding of target language spoken by native and non-native speakers who are fluent in the language, as well as by students. At the 222 and 223 levels, students will be able to demonstrate comprehension of authentic speech produced at a more rapid rate, and containing more idiomatic expressions.
• Demonstrate understanding of TV news broadcasts, given a context, some vocabulary clues, and some background information in advance. This would apply to their ability to demonstrate understanding of other video, such as feature films in the target language.
• Demonstrate the ability to communicate orally expressing themselves more fully than they have been able to do in the past, producing appropriate vocabulary in the target language and sentences in the present, past, and future and conditional tenses, as well as in the subjunctive for the 222 and 223 levels.
• Demonstrate ability to repeat in their own words the opinion of a speaker target after reading authentic material or viewing authentic footage by using the indirect speech in German.
• Demonstrate the ability to understand material written in the target language including grammar texts, excerpts of literature in the target language, authentic magazines, written work produced by students. Demonstrate their knowledge of reading strategies such as cognates and using the dictionary correctly.
• Demonstrate their ability to produce written material using correct grammar, producing short compositions that are comprehensible to native speakers and are well organized using increasingly more sophisticated vocabulary, conjunctions and subordinate clauses. Demonstrate their ability to use a dictionary appropriately to find the correct term to describe what they want to communicate.
• Demonstrate their ability to evaluate and edit German texts of questionable correctness, such as material from a website, translation websites in particular, as well as work produced by their peers.

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GERM& 222 - German V

• Demonstrate understanding of target language spoken by native and non-native speakers who are fluent in the language, as well as by students. At the 222 and 223 levels, students will be able to demonstrate comprehension of authentic speech produced at a more rapid rate, and containing more idiomatic expressions.
• Demonstrate understanding of TV news broadcasts, given a context, some vocabulary clues, and some background information in advance. This would apply to their ability to demonstrate understanding of other video, such as feature films in the target language.
• Demonstrate the ability to communicate orally expressing themselves more fully than they have been able to do in the past, producing appropriate vocabulary in the target language and sentences in the present, past, and future and conditional tenses, as well as in the subjunctive for the 222 and 223 levels.
• Demonstrate ability to repeat in their own words the opinion of a speaker target after reading authentic material or viewing authentic footage by using the indirect speech in German.
• Demonstrate the ability to understand material written in the target language including grammar texts, excerpts of literature in the target language, authentic magazines, written work produced by students. Demonstrate their knowledge of reading strategies such as cognates and using the dictionary correctly.
• Demonstrate their ability to produce written material using correct grammar, producing short compositions that are comprehensible to native speakers and are well organized using increasingly more sophisticated vocabulary, conjunctions and subordinate clauses. Demonstrate their ability to use a dictionary appropriately to find the correct term to describe what they want to communicate.
• Demonstrate their ability to evaluate and edit German texts of questionable correctness, such as material from a website, translation websites in particular, as well as work produced by their peers.

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GERM& 223 - German VI

• Demonstrate understanding of target language spoken by native and non-native speakers who are fluent in the language, as well as by students. At the 222 and 223 levels, students will be able to demonstrate comprehension of authentic speech produced at a more rapid rate, and containing more idiomatic expressions.
• Demonstrate understanding of TV news broadcasts, given a context, some vocabulary clues, and some background information in advance. This would apply to their ability to demonstrate understanding of other video, such as feature films in the target language.
• Demonstrate the ability to communicate orally expressing themselves more fully than they have been able to do in the past, producing appropriate vocabulary in the target language and sentences in the present, past, and future and conditional tenses, as well as in the subjunctive for the 222 and 223 levels.
• Demonstrate ability to repeat in their own words the opinion of a speaker target after reading authentic material or viewing authentic footage by using the indirect speech in German.
• Demonstrate the ability to understand material written in the target language including grammar texts, excerpts of literature in the target language, authentic magazines, written work produced by students. Demonstrate their knowledge of reading strategies such as cognates and using the dictionary correctly.
• Demonstrate their ability to produce written material using correct grammar, producing short compositions that are comprehensible to native speakers and are well organized using increasingly more sophisticated vocabulary, conjunctions and subordinate clauses. Demonstrate their ability to use a dictionary appropriately to find the correct term to describe what they want to communicate.
• Demonstrate their ability to evaluate and edit German texts of questionable correctness, such as material from a website, translation websites in particular, as well as work produced by their peers.

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GERM 294 - Special Topics in German

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GERM 295 - Special Topics in German

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GERM 296 - Special Topics in German

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GERM 297 - Special Topics in German

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HLTH 030 - Phlebotomy Basics 1.

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HLTH 041 - Phlebotomy 2 ASCP 2.

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HLTH 145 - Wellness for Healthcare

• Identify the seven components of wellness.
• Differentiate between controllable health factors and others beyond the sphere of influence.
• Develop a life-long personal wellness plan.
• Identify and access reliable health resources in the community.
• Develop health resources that promote healthy lifestyles.
• Model healthy lifestyle habits in and out of the professional setting.
• Identify benefits of exercise and proper nutrition.

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HLTH 220 - Wellness for Educators

• Identify the seven components of wellness
• Differentiate between controllable health factors and others beyond the sphere of influence
• Develop a life-long personal wellness plan
• Identify and access reliable health resources in the community
• Develop elementary and pre-school classroom health activities that promote healthy lifestyles
• Model healthy lifestyle habits in and out of the classroom
• Identify benefits of exercise and proper nutrition

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HLTH 222 - Drugs & Society

• Demonstrate understanding of various classifications of alcohol, tobacco and other drugs.
• Illustrate knowledge of the pharmacology of alcohol, tobacco and other drugs.
• Demonstrate understanding of the physiological and psychological effects of alcohol, tobacco and other drugs.
• Demonstrate understanding of the sociological/societal effects of alcohol, tobacco and other drugs.
• Illustrate knowledge of historical attempts to prevent, intervene and treat problems related to alcohol, tobacco and other drug use.
• Illustrate knowledge of alcohol, tobacco and other drugs as performance enhancers and inhibitors.
  

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HLTH 224 - Wellness Coaching

•   Identify ethical and professional standards of the International Coaching Federation. 
•   Describe differences between coaching, consulting, psychotherapy and other support professions. 
•   Define and apply practices of a wellness coach, coaching process and client/coach relationship. 
•   Demonstrate the need for ethics, personal integrity, honesty and sincerity in the coaching realm. 
•   Evaluate, summarize and paraphrase client-based information in a wellness plan 
• Articulate nutritional scope of practice for wellness coach professionals 
• Prepare risk management plan for wellness coaching. 

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HLTH 230 - Occupational Wellness

• Identify the seven components of wellness 
• Differentiate between controllable health factors and others beyond the sphere of influence 
• Develop a life-long personal wellness plan 
• Identify and access reliable health resources in the community 
• Identify common chronic disease causes in the US and healthy lifestyle practices 
• Develop a physical fitness exercise plan   
• Identify nutritional deficiencies and excesses in the US diet

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HLTH 250 - Wellness

• Identify and explain the importance of health dimensions, how they are interconnected, and the influence of each on individual well-being
• Use standardized assessment tools to accurately identify risky behaviors, warning signs and symptoms of personal health choices as they apply to holistic health.
• Synthesize and apply knowledge appropriately to personal health care practices in individual lifestyle habits.
  
  

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HLTH 260 - Wilderness First Aid Basics

• Respond to emergency situation in the Northwest backcountry
• Identify causes of injuries and how they can be prevented in wilderness areas
• Develop Emergency Action Steps for First Aid Response when EMS is not readily available
• Use basic first aid techniques when injuries occur
• Use short distance transfer and evacuation techniques
• Respond to emotional response victims
• Display skills and knowledge needed for the Red Cross First Aid/CPR exams

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HLTH 262 - First Aid and Safety for Fitness Trainers

• Respond and activate emergency medical services and begin care to level of training in a medical emergency.
• Demonstrate patient assessment and skills for adult rescue breathing, choking, CPR and AED.
• Identify signs and symptoms of common sudden illnesses and musculoskeletal injuries. 
• Care for wounds and severe bleeding along with common sudden illnesses and musculoskeletal injuries.
• Know how and when to move a patient in an emergency situation.
• Counsel athletes on the prevention of sports related injuries. 
• Analyze and evaluate the cause of some common athletic injuries.
• Demonstrate athletic training techniques for common sports injuries and identify some treatment limitations.
   

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HLTH 290 - Introduction to Sports Nutrition

• Compare and contrast the concepts of physical activity, leisure-time physical activity and exercise
• Define strength and endurance activities
• Discuss the three main energy systems involved in generating ATP (energy)
• Explain how carbohydrates, lipids and proteins are used during physical activity
• Explain which vitamins and minerals are used during physical activity
• Calculate energy needs at rest and during physical activity
• Describe concepts of meal timing and recovery
• Discuss function of electrolytes
• Discuss commonly used Ergogenic aids and sports supplements
  

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HLTH 292 - First Aid & CPR Taking Action

• Recognize when an emergency has occurred
• Follow the appropriate plan of action for an emergency
• Provide care for injuries or sudden illnesses until professional help arrives
• Know how and when to call for emergency medical help
• Know how to prevent life style related illness and injury
• Provide background information, cardiovascular anatomy and physiology, coronary artery disease, risk factors in heart disease, prudent heart living and signals and actions for survival
• Identify methods for preventing unnecessary mortality from heart attack
• Describe the technical aspects of CPR
• Identify possible causes of airway obstructions
• Manage airway obstruction
  

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HLTH 294 - Special Topics in Health

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

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HLTH 295 - Special Topics in Health

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

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HLTH 296 - Special Topics in Health

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

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HLTH 297 - Special Topics in Health

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

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HCI 293 - Onboarding to Healthcare Informatics

• Develop personal goals and strategies for success in an online degree.
• Develop proficiency in problem-solving, analysis, critical thinking, and business writing.
• Establish social connections with peers in an online cohort and demonstrate virtual team-building skills.
• Identify personal strengths and manage education, personal brand, resume, and networking plan.
• Apply concepts and writing approaches to complete a case study.
• Demonstrate an ability to think critically, read analytically, and communicate effectively.
• Define the types of analytic tools commonly used in informatics.

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HCI 301 - Evolution of Healthcare in the United States

• Discover how historical events, issues, and controversies led to the development of the United States (US) healthcare system.
• Compare the US healthcare system to that of other countries.
• Outline the role of federal, state, and local governments in the delivery of healthcare in the US.
• Describe the types of healthcare organizations, their structure governance, and licensure along with the various delivery models that are responsible for providing healthcare.
• Distinguish the various professionals who provide healthcare in the US, what education, certification, and licensure are required for each.
• Examine how medical advancements bring ethical dilemmas, and how medical ethics is evolving and changing.
• Describe the scope of Healthcare Information Technology and the role that healthcare informatics plays in it.
• Determine the strengths and limitations of healthcare financing including how healthcare reform and policy change affect it.

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HCI 302 - Healthcare Quality Management

• Examine the current healthcare quality processes in healthcare organizations
• Distinguish methods of quality surveillance and monitoring in infection control, regulation, compliance, and accreditation
• Define quality tools, metrics, and approaches to root cause analysis
• Analyze patient outcomes including satisfaction, safety, and experience
• Assess methods of training and compliance
• Apply quality management to operational performance and utilization management

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HCI 310 - Foundations of Healthcare Informatics

• Compare the types and functions of electronic health records, health information systems, and decision support applications
• Define the role of system operations, application management, security, and disaster recovery in healthcare information systems
• Apply data management, standards, interoperability, analytics, governance, and change management to healthcare data
• Define the role of informatics in healthcare, quality, satisfaction, usability
• Distinguish the Informaticist role in the business of healthcare, reimbursement, utilization, productivity, throughput
• Apply the skills and knowledge in informatics to patient care, identity management, revenue management, and population health.
• Demonstrate critical thinking and teamwork through focused reading in healthcare informatics

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HCI 315 - Fundamentals of Electronic Health Records

• Define the types of data using electronic health records and determine how master data management can be applied to benefit patient care and hospital operation.
• Relate the varieties of storage, hardware, and database approaches
• Define and compare the functional areas of the electronic health record including computerized physician order entry (CPOE), patient information management, revenue management systems, ancillary systems, and medication management
• Determine the role of clinical decision support systems
• Describe the use of EHRs in acute care organizations and compare differences in clinical, ambulatory, home health, and skilled nursing settings
• Describe data infrastructure and technology requirements needed for optimal electronic health record design

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HCI 320 - Data Standards in Healthcare Informatics

• Interpret the data types used in healthcare including master data and metadata
• Define the storage mapping and database types and describe the approaches in creating data warehouses, data marts, and data lakes.
• Distinguish different types of healthcare data, patient data, diagnostics, and reimbursement data
• Identify quality reporting and patient satisfaction programs
• Apply data standards to hospital operational data, staffing, supplies, revenue, and financial data to support interoperability

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HCI 330 - Teaching and Training in Healthcare

• Identify and contrast appropriate instructional design models for training healthcare professionals
• Examine andragogy and adult learning theories associated with teaching and training in healthcare settings
• Evaluate learner needs that are unique to healthcare informatics and healthcare settings
• Design appropriate training modules for disparate groups of healthcare professionals
• Select appropriate teaching materials for training healthcare professionals
• Create an evaluation plan to determine training effectiveness
• Develop appropriate mechanisms to assess learner progress

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HCI 350 - Usability and User Centered Design

• Apply principles of user-centered design to evaluation of healthcare information systems
• Evaluate current methods for usability assessment and building requirements to meet healthcare stakeholder needs
• Define and apply basic design principles, design thinking, process design and prototyping, testing, and evaluation
• Implement agile approaches, processes, and strategies for innovation

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HCI 360 - Seeking and Evaluating Digital Health Information

• Define theoretical models of health information seeking by healthcare professionals and laypersons 
• Identify information needs that are met and unmet
• Appraise methods to convert unmet information needs to searchable questions 
• Determine methodologies for conducting health information searches 
• Utilize search tools appropriate to the question and user 
• Evaluate the reliability and validity of information search results 
• Evaluate information found in response to an information need 
• Present evaluation in a meaningful, easy-to-understand way

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HCI 380 - Healthcare Code Sets & Clinical Terminologies

• Define the uses of healthcare terminologies and code sets in electronic health records (EHR) 
• Analyze the components of structured terminologies currently used in healthcare 
• Explain legislative requirements for use of structured terminologies in healthcare 
• Compare and contrast the structure of medical, nursing, and allied health terminologies 
• Summarize development, structure, and use of selected healthcare terminologies and code sets 
• Select the appropriate terminology system for a given healthcare requirements

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HCI 399 - HCI Independent Study 1

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HCI 410 - Healthcare Clinical Systems Analysis

• Describe the role of the Informaticist in clinical process and system analysis.
• Compare and contrast strategies, methods, and tools used for workflow analysis and redesign
• Define interview and communication strategies to capture current workflow processes from different stakeholder groups in healthcare
• Develop strategies for assessing changes to workflow and care processes to determine if the change was effective
• Apply appropriate strategy to analyze current workflow and care processes in a given a clinical scenario
• Recommend changes to current workflow and care processes, with a focus on all user and system impacts utilizing a user-centered approach

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HCI 435 - Healthcare Systems Operations

• Define the role of the systems administrator
• Discover functions of Data Center and technical hardware management including networks and storage devices. Compare onsite management to cloud services.
• Examine master data management and enterprise application portfolio management as a means to manage data and programs within healthcare organizations.
• Interpret data standards and interfaces on interoperability and integration.
• Appraise Data Center Operations including monitoring and performance management, help desk, cybersecurity, training, disaster recovery, e-Discovery, and contract management.

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HCI 450 - Healthcare Data Analytics

• Examine the different ways that healthcare data is used to support healthcare delivery and quality improvement
• Distinguish strategies for data management, mapping, architecture, maintenance, and governance that support effective analytics
• Compare approaches to storing healthcare data in different database types and data warehouses, data marts, and data lakes
• Analyze healthcare data using appropriate testing methods to generate useful findings
• Apply analytic approaches to healthcare quality and operations.
• Design reports and dashboards that allow end-users to visualize results

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HCI 456 - Healthcare Data Visualization

• Discover how to gather requirements to transform user stories into data visualizations.
• Apply appropriate tools and best practices in creating healthcare visualizations.
• Utilize appropriate analytic techniques based on user needs.
• Evaluate design theories as they relate to healthcare data visualization.
• Analyze how to navigate bias in the data visualization process.

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HCI 460 - Leading Change in Healthcare Informatics

• Identify leadership theory as applied to healthcare settings, including leadership and management roles, values, motivation, and communication
• Synthesize key components of leadership roles in healthcare informatics
• Apply change management concepts to analyze stakeholder resistance and plan for sustainable changes
• Assess personal leadership attributes and develop a plan to address future challenges facing healthcare informatics
• Describe the leadership skills needed to respond to teams and the needs of diverse and multicultural employees, clients, and patients

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HCI 465 - Experiential Learning Preparation

• Develop job search strategy in informatics
• Create a strengths-based web profile and resume in preparation for full-time employment after graduation. 
• Define strategies for networking and finding mentors.
• Design, develop and implement a project following systematic methods acquired from the program
• Collaborate with a business sponsor, business liaison, and coach to define the scope of the project 

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