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Course Criteria
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3.00 Credits
The societal and individualistic characteristics of culture are explored by examining and comparing several cultures. The evolution of community living from hunting and gathering societies to contemporary urban and suburban and there effects of individual behavior are explored.Upon completion of this course, students should be able to: Apply the cultural anthropological perspective to his/her own life. Demonstrate usage of the fundamental principles involved in the study of culture to daily living. Explain various types of "world views" as found in different cultures. Describe the impact of the cultural environment upon the student's personality. Assess the effects of cultural change upon the student's own and his/her culture's fundamental values. Describe the systematic ways that social institutions may inhibit cultural change and reinforce inequality. Describe global interdependence from a "world view" and how it impacts various cultures and societies.
Prerequisite:
Prerequisite: SOC110.
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3.00 Credits
This course critically examines systems of stratification within the United States. Topics include: race and racism, ethnicity, sex and gender and sexual orientation. Study is concentrated on understanding the legal and policy based frameworks which created and perpetuate group-based inequality for various people in the U.S.Upon completion of this course, students should be able to: Depict the etiology of racist, homophobic, ethnocentric, and sexist ideologies. Demonstrate critical thinking on issues of race and racism, ethnicity, sex and gender, and sexual orientation. Describe the impact of minority and majority status as it pertains to economic, psychological and social experience. List contradictions between the idea that we all have certain inalienable rights and the reality that certain groups in our society continue to be denied many of those rights. List contributions of those outside of the "mainstream" and understand how those marginalized "others" started social movements which challenged the US to become more democratic, and inclusive. Describe the systematic ways that inequality due to race, socio-economic status, ethnicity, age, religion, gender, and sexual orientation are perpetuated and possibly eradicated by society's social institutions.
Prerequisite:
Prerequisite: SOC 110 or PSY 140.
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3.00 Credits
In this class we will scrutinize the Eurocentric construction of race, delving into how it was used as a central organizing principle in North American society. We will also explore racism as an ideology, and how it was and is used to create, promote and perpetuate racial inequality. In focusing on racism, we will discuss social policies which promote (d) and protect(ed) white wealth, while at the same time denying people of color access to opportunity and resources. In this context we will discuss white privilege, color-blindness, and affirmative action policies. In addition, we will research the immigration debate. In order to do this, we will work on defining the catch-all term Adiversity, and then examine (1) immigration to the USA, paying close attention to the manner in which various group experiences were (and are) similar to, and different from, one another; (2) theories of integration; and (3) the multiculturalism debate. Furthermore, we will examine the AotherA from the viewpoint of those marginalized in society. Therefore, we will explore the relationship between the dominant - hegemonic - culture, and sub-cultural beliefs, attitudes, challenges, and attempts to redefine group status. This means we will focus upon power relationships and the dynamics of group attempts to access power, and how social movements have shaped and transformed U.S. social fabric. This class will be both historical in nature and present-day oriented. We will take the time to study the past because without such knowledge we can neither understand nor examine the current system of racial domination. Such inquiry will help shed light on how historical circumstances continue to impact and shape current racialized identities and disparities. A field trip may be required.Upon completion of this course, students should be able to: Describe the social construction of racial and ethnic categories. Demonstrate critical thinking on issues of race, ethnicity, racism and racial stratification. List the racial contradictions inherent in US society, and different strategies toward resolving them. Describe various immigrant experiences in the US using macro theories of integration. Analyze public policies and laws which shape group identity and social movements. Present ideas clearly in a formal and professional manner.
Prerequisite:
Prerequisite: SOC 110 or SOC 215 or PSY 225.
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3.00 Credits
This course examines theories and research in the study of the social influences on individual behavior. It explores the various ways people think about and relate to one another. Topics include self-concept, persuasion, conformity, and aggression. Emphasis is placed on diversity, social justice issues, and different perspectives on the interaction of person and context.Upon completion of this course, students should be able to: Apply psychological theory and research to social issues and problems. Describe aspects of the self as they relate to social and cultural influences. Assess the significance of attitudes on perception, moral judgment, prejudice and prosocial behavior. Depict the impact of violence and aggression on the individual, the group and society. Cite the ways in which social factors can dictate individual behavior. Analyze the ways humans relate to one another, including prejudice and discrimination.
Prerequisite:
Prerequisite: SOC 110 or PSY 140.
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3.00 Credits
This class will look at how places and regions are interconnected, how they are unique, and how people, ideas, and things moving from one locale to another can change a place or region. After taking this class, students will view their surroundings in new ways by asking questions like: Why are peoples, cultures, and places what they are? Why are they where they are? How can geography help me understand today's changing world?Upon completion of this course, students should be able to: Define and describe the role of geography as an academic discipline its relation to other subjects, and career possibilities. Explain the major course themes of globalization and cultural diversity, and how they relate to the various course topics. Describe the major concepts and principles concerning our human relationship to, and use of, the earth's environment from an historical perspective. Describe the major aspects of population growth and migration (both internal and international) and list the consequences of continued growth. Describe the major geographical themes as applied to aspects of human culture such as language, music, religion, and social customs. Describe the major world agricultural systems. Describe the primary geographical aspects of economic development, the ways in which it varies, and the ways that countries can promote development.
Prerequisite:
Prerequisite: NONE New students should complete Placement Testing prior to registration. Visiting students may submit college transcript.
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3.00 Credits
This course investigates and analyzes both quantitative and qualitative research methodology. It is designed to give students the skills to examine social science issues through creating and utilizing empirical research. Study is concentrated on experimentation, types of research sources, survey construction and field participation. Research papers are required.Upon completion of this course, students should be able to: Describe the scientific method and its assumptions as a way of knowing and why it is used in research. Explain the relationship between theory and research. Apply the steps in the research design and distinguish between correlational designs. Describe and distinguish the difference between independent and dependent variables and techniques of experimental control. Create a literature review on a relevant social science topic. Detail the process of creating a hypothesis and question for examination through research. Describe index and scales construction. Explain the differences between quantitative and qualitative research including correlation, association and causation. Describe the meaning of validity and reliability in research while demonstrating an understanding of construct, internal and external validity and the threats to validity. Explain the importance of the IRB and ethics in research. Explain the difference between random and systematic error. Apply methods to measure causal and/or associative changes in a dependent variable. Describe the difference between primary and secondary data. Describe the experimental and quasi-experimental design. Explain single IV, factorial and single case designs. Conduct mock interview and debriefing. Describe the purpose of a research proposal and write a sample proposal in APA research format.
Prerequisite:
Prerequisites: ENG 100, and 1 Math (MAT) course (Except MAT 025), and 1 Psychology (PSY) or Sociology (SOC) course.
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3.00 Credits
This is a first semester introduction to the Spanish language and Hispanic cultures. It is designed for beginning students with little or no previous exposure to the language. The emphasis is on the development of the three modes of communication: interpersonal, presentational, and interpretive, through the mastery of basic grammatical structures. Through the use of language and additional methods students will gain knowledge of cultural practices and perspectives in Spain and Latin America. Additionally, students will learn about political, economic, and socio-cultural differences and similarities within the Hispanic community in a global context. This course requires active participation in online activities as a mandatory component. Online courses may require use of a webcam. Native, heritage and or speakers of Spanish are encouraged to take the CLEP exam before enrolling in this course. NOTE: Two or less years of high school Spanish, or less than one semester of college study.Upon completion of this course, students should be able to: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions in Spanish. Students understand and interpret written and spoken Spanish on basic level on a variety of topics. In Spanish, students present or communicate information, concepts and ideas on a basic level to an audience of listeners or readers on a variety of global topics including, socio-economic issues, political issues, historical and environmental effects. Through a global perspective, students will demonstrate an in-depth knowledge of similarities and differences between Spanish speaking practices, artistic expression, and popular culture. Students demonstrate understanding of language through comparisons between Spanish and English.
Prerequisite:
Prerequisites: Less than two years of high school Spanish, or less than one semester of college study; and successful Placement Test Scores or (ENG 050 and REA 050) or ENG 099* or REA 075 (*may be taken concurrently).
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3.00 Credits
This course is a continuation of Elementary Spanish language and Hispanic cultures. It is designed for students who have completed SPA 101 or at least two years of recent successful high school Spanish. The emphasis is on the development of the three modes of communication: interpersonal, presentational, and interpretive, through the mastery of basic grammatical structures. Through the use of language and additional methods students will gain knowledge of cultural practices and perspectives in Spain and Latin America. Additionally, students will learn about political, economic, and socio-cultural differences and similarities within the Hispanic community in a global context. This course requires active participation in online activities as a mandatory component. Online courses may require use of a webcam. Native, heritage and or speakers of Spanish are encouraged to take the CLEP exam before enrolling in this course. NOTE: Two years of recent successful high school Spanish or SPA 101 Elementary Spanish I.Upon completion of this course, students should be able to: Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions in Spanish. Students understand and interpret written and spoken Spanish on basic level on a variety of topics. In Spanish, students present or communicate information, concepts and ideas on a basic level to an audience of listeners or readers on a variety of global topics including, socio-economic issues, political issues, historical and environmental effects. Through a global perspective, students will demonstrate an in-depth knowledge of similarities and differences between Spanish speaking practices, artistic expression, and popular culture. Students demonstrate understanding of language through comparisons between Spanish and English.
Prerequisite:
Prerequisites: Two years of recent successful H.S. Spanish or SPA 101
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3.00 Credits
Spanish for Business and Law is a course designed to provide students with common Spanish business and legal terminology used when doing business and practicing law in the United States and globally. In addition, students will be taught how to effectively communicate business and law concepts in Spanish.Upon completion of this course, students should be able to: Students will use verbal and written communication to have basic, meaningful, and accurate conversations in the course of doing business and practicing law in the United States and globally. Utilize vocabulary with a basic ability to understand and communicate business and legal concepts in the course of doing business and practicing law in the United States and globally. Students will be able to self-assess oneAs own biases and cultural competence to communicate effectively with Spanish speaking populations in the course of doing business and practicing law. Students will identify cultural characteristics in Latinx cultures living in the United States. Students will self-assess and adjust their communication style to build relationships with persons of Latinx cultures using language that promotes trust.
Prerequisite:
Prerequisites: SPA 101 and successful Placement Test Scores or (ENG 050 and REA 050) or ENG 099* or REA 075 (*may be taken concurrently).
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3.00 Credits
Spanish Practicum for Early Childhood Education is a course designed to provide students with common Spanish terminology used in the early childhood education classroom and when interacting with families. In addition, students will be taught how to effectively communicate with Latinx children and families in Spanish.Upon completion of this course, students should be able to: Use verbal and written communication to have meaningful and accurate conversations with parents and children. Effectively communicate childrenAs health, safety, and nutrition needs in Spanish with Spanish speaking families. Effectively communicate childrenAs developmental needs in Spanish with Spanish speaking families. Self-assess oneAs own biases and cultural competence to communicate effectively with families. Identify cultural characteristics in Latinx cultures living in the United States. Self-assess and adjust their communication style to build relationships with families of Latinx children using language that promotes trust. Develop strategies for advocating for Latinx families within the educational community.
Prerequisite:
Prerequisites: SPA 101 and successful Placement Test Scores or (ENG 050 and REA 050) or ENG 099* or REA 075 (*may be taken concurrently).
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