Honors

Upon completion of this course, the student will be able to:

• EXPRESS IDEAS CLEARLY IN WELL-ORGANIZED WRITTEN MESSAGES (SLO #1).
• Express ideas clearly and completely in a variety of written formats.
• Utilize correct and appropriate conventions of mechanics, usage, and style in written communication.
• Comprehend main ideas and reasonably interpret written information.
• Compose and apply properly documented sources of information.
• UTILIZE MODES OF ANALYSIS AND CRITICAL THINKING IN A DISCIPLINE OF STUDY AS APPLIED TO SIGNIFICANT ISSUES AND/OR PROBLEMS (SLO #2).
• Contrast historical campaign communication with contemporary examples.
• Distinguish between quantitative and qualitative theoretical approaches in research of political communication.
• Analyze the critical process by differentiating between "maxims" that guide critical invention.
• Compare and contrast different rhetorical approaches. Analyze contemporary pieces of rhetorical criticism and consider applications for current political messages.
• Analyze reasoning processes to evaluate issues, value judgments or conclusions that determine the quality, validity, and/or reliability of information.
• Construct an accurate and/or logical interpretation of reasoning while applying a framework of analytic concepts.
• Explain the importance of the study of political campaign communication in the broader picture of society.
• ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY BEYOND THAT REQUIRED IN ORDER TO PASS A COURSE OF STUDY (SLO #3).
• Apply information and resources necessary to develop academically and personally.
• Utilize skills from one’s “academic tool kit” including time management, study skills, etc.
• RECOGNIZE THE ETHICAL DIMENSIONS OF DECISIONS AND ACTIONS (SLO #4).
• Demonstrate the ability to engage in ethical reasoning necessary to exercise responsibility as an ethical individual, professional, local and global citizen.
• ARTICULATE AN AWARENESS OF A VARIETY OF PERSPECTIVES WITHIN A DISCIPLINE AND THE RELEVANCE OF THESE PERSPECTIVES TO ONE’S OWN LIFE (SLO #5). This includes the ability to:
• Collect and critically evaluate media messages. Focusing on news mediums (e.g. television, radio, newspapers, the Internet), assess the role of the media and its impact on campaign communication.
• Contrast and assess the effectiveness of candidate messages. Construct rhetorical visions expressed in the campaign communication of presidential (and possibly other) candidates.
• Debate the presidential debates. Analyze the presidential candidates' positions on political issues and performance effectiveness.
• Assess voter reaction to the political debates and other forms of campaign communication. Select common themes communicated in focus groups research as a way to interpret public opinion.
• Design and construct a critical paper evaluating some aspect of political campaign communication.
• Consider the implications of writing for an academic audience.

Upon completion of this course, the student will be able to:

• COMPOSE IDEAS CLEARLY IN EFFECTIVE, APPROPRIATE AND WELL-ORGANIZED WRITTEN MESSAGES (SLO #1).
• Use advanced lower-division composition techniques that address essay structure, continuity, emphasis and subtlety, elements of style, grammar as stylistic technique, audience, and persuasive essay writing.
• Apply the advanced use of clarity (agent-action-goal) and coherence (concentration, focus, maintenance, clear orientation and subject control), concision and emphasis to develop writing skills appropriate for a sophisticated style of English.
• Compose arguments cogently in a number of modes, including but not limited to making proposals, providing evaluation, and explanation of positions and the existence of causal and/or correlation relationships.
• Design and organize persuasive messages within a speech format for an individual or group presentations for a live audience.
• ANALYZE AND FORMULATE CRITICAL THINKING WITHIN THE EVIDENCE AND REASONING OF SPOKEN AND WRITTEN MESSAGES (SLO #2).
• Identify, review, and utilize methods of persuasion for messages designed within a specific content issue or arena, such as a series of public service announcements for a social issue (such as anti-drug messages, or environmental green issues, or human civil rights, etc.), and/or political campaign or public office speeches, and other website or multimedia presentations.
• Understand the nature of critical thinking and quality composition.
• Apply the theoretical foundations for argument analysis, persuasion and essay construction of induction, deduction, analysis, synthesis, sound reasoning, and fallacy identification within the readings and writing of persuasive communication messages.
• Analyze and respond to competing points of views to determine the stances of the authors on the subjects as well to express individual stances logically and effectively.
• ASSESS INDIVIDUAL RESPONSIBILITY WITHIN ONE'S ABILITY TO INFLUENCE ETHICAL, EFFECTIVE AND APPROPRIATE COMMUNICATION AMONG DIVERSE SETTINGS AND PEOPLE (SLO #3).
• Employ critical thinking and writing skills in reflection about multi-cultural diversity issues, ethics, and politics in terms of the effectiveness and appropriateness of persuasive communication.
• DEFINE AND IDENTIFY VARIOUS THEORETICAL PERSPECTIVES ACROSS THE DISCIPLINE OF COMMUNICATION STUDIES (SLO #4).
• Analyze persuasive messages, including identifying and explaining the persuasive components or strategies used to effect change.
• Identify persuasive strategies and their theoretical foundations as they exist in a variety of communication contexts (e.g., interpersonal compliance-gaining, commercial advertising, political rhetoric and campaigning, public speaking, mass media, etc.).
• Differentiate between humanistic and social science approaches to persuasion.
• Determine and evaluate criteria for the development of successful persuasive campaigns, focusing on a specific set of message designs in a specified content, such as a series of public service announcements in multimedia presentation, website information, published and/or transcribed speeches, and/or publication of printed materials.
• Define and identify various theoretical perspectives across the discipline of Communication Studies within written and verbal messages prepared to present analysis of persuasive techniques and strategies to the other students participating in an Honors seminar-style format.

Upon completion of this course, the student will be able to:

• EXPRESS IDEAS CLEARLY IN WELL-ORGANIZED WRITTEN MESSAGES (SLO #1). Outcome may be evaluated by all or some of the following criteria:
• Express ideas clearly and completely in a variety of written formats.
• Utilize correct and appropriate conventions of mechanics, usage, style, and citation format in written communication.
• Research and incorporate sources effectively and meaningfully in writing.
• Summarize, paraphrase, and directly quote outside sources as support for ideas and/or represent a belief held by the opposition.
• UTILIZE MODES OF ANALYSIS AND CRITICAL THINKING IN A DISCIPLINE OF STUDY AS APPLIED TO SIGNIFICANT ISSUES AND/OR PROBLEMS (SLO #2). This includes the ability to:
• Construct an accurate and/or logical interpretation of reasoning while applying a framework of analytic concepts.
• ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY TO HONE ACADEMIC LITERACY SKILLS (SLO #3). Outcome may be evaluated by all or some of the following criteria:
• Identify premises, both explicitly and implicitly stated.
• Distinguish among facts, inferences, assumptions, and implications.
• Compare opposing interpretations by scholars.
• Recognize fallacious reasoning, including but not limited to the standard critical thinking fallacies, in various critical interpretations of works (including the students' own interpretations) and respond to (and correct, if necessary) these fallacies.
• RECOGNIZE THE ETHICAL DIMENSIONS OF DECISIONS AND ACTIONS (SLO #4). This includes the ability to:
• Demonstrate the ability to engage in ethical reasoning necessary to exercise responsibility as an ethical individual, professional, local and global citizen.
• ARTICULATE AN AWARENESS OF A VARIETY OF PERSPECTIVES WITHIN A DISCIPLINE AND THE RELEVANCE OF THESE PERSPECTIVES TO ONE’S OWN LIFE (SLO #5). Outcome may be evaluated by all or some of the following criteria:
• Understand, evaluate, and apply critical theory, theory's relationship to art and culture, its role in interpreting literary and visual arts, and examining ideology and representations of gender and ethnicity.
• Apply critical theory to the analysis and criticism of film, literature, and media.
• Understand, evaluate, and apply the basic concepts of the critical theories taught in this course and their relationship to/influence on art and politics.

Upon completion of this course, the student will be able to:

• EXPRESS IDEAS CLEARLY IN WELL-ORGANIZED WRITTEN MESSAGES (SLO #1, College Wide SLO – Area 1, and General Education SLO C5a – English Composition). This includes the ability to:
• Express ideas clearly and completely in a variety of written formats.
• Utilize correct and appropriate conventions of mechanics, usage, and style in written communication.
• Comprehend main ideas and reasonably interpret written information.
• Compose and apply properly documented sources of information.
• UTILIZE MODES OF ANALYSIS AND CRITICAL THINKING IN A DISCIPLINE OF STUDY AS APPLIED TO SIGNIFICANT ISSUES AND/OR PROBLEMS (SLO #2; College Wide SLO Area 3). This includes the ability to:
• Construct an accurate and/or logical interpretation of reasoning while applying a framework of analytic concepts.
• ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY BEYOND THAT REQUIRED IN ORDER TO PASS A COURSE OF STUDY (SLO #3, College Wide SLO – Area 4). This includes the ability to:
• Apply information and resources necessary to develop academically and personally.
• Utilize skills from one’s “academic tool kit” including time management, study skills, etc.
• ARTICULATE AN AWARENESS OF A VARIETY OF PERSPECTIVES WITHIN A DISCIPLINE AND THE RELEVANCE OF THESE PERSPECTIVES TO ONE’S OWN LIFE (SLO #4, College Wide SLO – Area 2). This includes the ability to:
• Identify the stylistic, narrative, and thematic concerns in the director's work.
• Understand Hitchcock's contribution to the cinematic language (pure cinema, point of view, montage, mise-en-scene) and genre (the melodrama and the thriller).
• Read, understand, evaluate, and compare the key critical appraisals of the director by Modelski, Wood, Spoto, Truffaut and others.
• Apply critical theory (auteur, feminist, psychoanalytic, semiotic) in the analysis of the films and their cultural implications.
• Participate in the seminar mode of learning, including seminar discussion and presentation of a creative and original paper of critical value to the study of Hitchcock.

Upon completion of this course, the student will be able to:

• SLO 1: Demonstrate understanding of philosophical issues concerning the existence, nature, and attainment of happiness from a diversity of cultural perspectives.
• SLO 2: Compose argumentative essays concerning the philosophy of happiness, which demonstrate an understanding of the relationship of language to logic; to analyze, criticize, and advocate ideas, to reason inductively and deductively, and to identify the assumptions upon which particular conclusions depend.
• Distinguish fact from judgment, knowledge from belief, truth from falsehood.
• Use elementary inductive and deductive processes.
• Recognize common logical errors or fallacies of language and thought.
• SLO 3: Write effective abstracts and responses, stance/position papers, proposals, evaluations and analyses of cause concerning the philosophy of happiness in which they demonstrate an understanding of the diction and structural differences between the Upper, Middle and Lower styles in English, and demonstrate an ability to determine which of these styles is appropriate to the tone, purpose and audience of their essay.
• Demonstrate an ability to use the advanced principles of clarity (agent-action-goal) and coherence (concatenation, focus maintenance, clear orientation and subject control), concision and emphasis to develop more sophisticated writing skills appropriate to upper-division college essays.
• Demonstrate a highly-developed ability to use the thoughts, facts, and experiences of other to support their own assertions effectively and to cite those thoughts, facts and experiences when appropriate to the Upper Middle Style.
• Demonstrate the ability to limit the topic appropriately to a scope that can be developed appropriately in the length of the composition • demonstrate an ability to select examples, details, data and other evidence to support a thesis.
• Demonstrate (in taking stances or criticizing the arguments of others) an ability to rephrase written argument accurately, producing a faithful distillation of the central meaning of the text or the writer’s ostensible intention.
• Demonstrate a clear awareness of the specific audience of the essay and of any special limitations or opportunities imposed or provided by the rhetorical situation, and demonstrate an ability to respond to those limitations and opportunities appropriately by adjusting the arguments and the language of the essay appropriately.
• SLO 4: Read analytically and evaluate ideas concerning the philosophy of happiness in focused class discussion and in written techniques, read competing points of view of concerning the philosophy of happiness and determine their own stance on the subject and be able to express that stance logically and effectively, demonstrating an ability to identify and state the main idea, thesis or unifying theme in expository or argumentative discourse; to point out instances of inferential reasoning and deductive and inductive logic.
• Distinguish between opinion, judgment and what may be taken as a fact, and describe an appropriate process of verification in establishing whether an utterance is factual or not.
• Recognize and articulate assumptions (including unstated assumptions) in an argument.
• Draw and justify inferences made about the intention of the writer and point out logical fallacies or slanted or propagandist use of language.
• SLO 5: Demonstrate in writing about the philosophy of happiness more sophisticated structure, coherence and emphasis; demonstrate their understanding of the elements of style, with particular emphasis placed on the role of grammar as an element of style.
• Demonstrate an understanding of some of the principles of classical rhetoric and of the Upper Middle Style found in most American journals-of-record.
• Demonstrate an understanding of opposing viewpoints on issues and develop their own stances on those issues.
• Demonstrate an ability to argue cogently in a number of modes, including but not limited to making proposals, making evaluations and positing the existence of causal relationships.
• SLO 6: Demonstrate the ability to engage in upper-division work in the discipline of Philosophy.
• SLO 7: Demonstrate the ability to navigate a seminar environment.

Upon completion of this course, the student will be able to:

• Employ the general and transferable critical thinking and communication abilities developed by the rigorous study of academic philosophy (SLO 1).
• Demonstrate the ability to engage in upper-division work in the discipline of Philosophy.
• Apply the basic methodology of contemporary analytic philosophy (e.g. assess, critique, deduce, evaluate, research, support, justify, analyze, debate, defend, detect, distinguish, examine, etc.) to understand traditional Asian, as well as contemporary American, martial arts.
• Recognize and explain the fundamental ethical, metaphysical, and epistemological tenets of Confucianism, Buddhism, and Taoism (SLO 2).
• Describe and explain the influence of the fundamental ethical, metaphysical, and epistemological tenets of Confucianism, Buddhism, and Taoism on the traditional study of (Asian) martial arts.
• Demonstrate the ability to navigate a seminar environment (SLO 3).

Upon completion of this course, the student will be able to:

• ANALYZE REASONING PROCESSES TO EVALUATE ISSUES, VALUE JUDGMENTS, OR CONCLUSIONS THAT DETERMINE THE QUALITY, VALIDITY, AND /OR RELIABILITY OF INFORMATION (SLO #1).
• Construct an accurate and/or logical interpretation of reasoning while applying a framework of analytic concepts through written assignments.
• Communicate a complex understanding of content matter of a major discipline of study through oral presentations and class discussions.
• Explain the importance of historical consciousness of the major discipline of study in understanding the broader picture of society through a final project.
• APPLY COMPLEX CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AS SELF-RELIANT, EVALUATIVE READERS AND WRITERS (SLO #2).
• Express ideas clearly and completely in a variety of written formats.
• Utilize correct and appropriate conventions of mechanics, usage, and style in written communication.
• Comprehend main ideas and reasonably interpret written information in the form of primary documents.
• Compose and apply properly documented sources of information.
• DEFINE AND IDENTIFY VARIOUS THEORETICAL PERSPECTIVES ACROSS THE DISCIPLINE OF HISTORY THROUGH READING PRIMARY AND SECONDARY SOURCES (SLO #3).
• Generate significant open-ended questions about United States history, and critically analyze primary and secondary sources to construct historical arguments and perspectives that inform one’s own life.
• Demonstrate an understanding of the interconnectedness between United States history and global history to foster active citizenship as well as applying historical knowledge and historical thinking to contemporary issues.
• Identify, explain, and evaluate the major historical forces in United States history since 1945.
• Evaluate and analyze diverse experiences and perspectives in United States history through an examination of conflicting narratives and power imbalances.

Upon completion of this course, the student will be able to:

• SLO 1: UTILIZE MODES OF ANALYSIS AND CRITICAL THINKING IN THE STUDY OF AMERICAN GOVERNMENT AS APPLIED TO SIGNIFICANT ISSUES AND/OR PROBLEMS.
• Describe the nature of government and its theoretical foundations and functions.
• Relate American political thought, the Constitution, and governing institutions to one another.
• Identify and explain the structures and functions of the United States and California governments prescribed by their respective constitutions.
• Compare and contrast the federal, state and local governments with respect to their political foundations, functions, and contemporary problems.
• Explain the civil liberties and civil rights of individuals as articulated in the United States Constitution and federal court decisions.
• Identify and evaluate political processes within the United States and California, including the development of political ideologies, voting behavior and other forms of political participation.
• SLO 2: ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY AND CRITICAL THINKING BEYOND THAT REQUIRED IN ORDER TO PASS A COURSE OF STUDY IN AMERICAN DEMOCRACY.
• Analyze complex readings and processes as they apply to contemporary issues in American Politics.
• Illustrate and appraise the relationship between national, state, and local governments and evaluate the effectiveness of the federal system.
• Discuss and analyze contemporary political issues and operations in the United States and California.
• SLO 3: RECOGNIZE THE ETHICAL DIMENSIONS OF DECISIONS AND ACTIONS.
• Hypothesize the conditions under which various political outcomes are likely to occur and provide theoretical explanations for said outcomes.
• SLO 4: ARTICULATE AN AWARENESS OF THE VARIETY OF PERSPECTIVES WITHIN POLITICAL SCIENCE AND THE RELEVANCE OF THESE PERSPECTIVES TO ONE'S OWN LIFE.
• Evaluate and explain how the American system affects the student's life in terms of freedoms, restraints, and public policy.
• Analyze the role of culture, diversity, and ideology in shaping public opinion and public policy in the United States and California.
• SLO 5: EXPRESS IDEAS CLEARLY IN WELL-ORGANIZED WRITTEN MESSAGES
• Express ideas competently, using appropriate grammar, in a variety of written formats.

Upon completion of this course, the student will be able to:

• SLO 1: UTILIZE MODES OF ANALYSIS AND CRITICAL THINKING IN THE STUDY OF INTERNATIONAL POLITICAL ECONOMY AS APPLIED TO SIGNIFICANT ISSUES AND/OR PROBLEMS.
• Compare and contrast the major theoretical approaches to international political economy, including but not limited to mercantilism/neo-mercantilism, liberalism/neo-liberalism, rational choice theory and structuralist critiques.
• Define the basic concepts of international trade and finance, including but not limited to tariff barriers, advantages, factor endowments, the balance of payments, currency policy, and macro-economic policy.
• Relate how various states approach the international political economy from various positions of strength and weakness.
• Compare the preferences of political and economic actors for different trade and finance policies.
• Explain the impact of globalization on the relative economies of the world system.
• Assess the impact of the international political economy on issues such as peace, stability, sovereignty, integration, solvency, resource development, poverty, and ecological sustainability.
• SLO 2: ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY AND CRITICAL THINKING BEYOND THAT REQUIRED IN ORDER TO PASS A COURSE OF STUDY IN INTERNATIONAL POLITICAL ECONOMY.
• Analyze complex readings and processes as they apply to contemporary issues in International Political Economy.
• Illustrate and appraise the relationship between sovereign states and international and transnational organizations.
• Discuss and analyze contemporary political and economic issues in the United States and in the global system.
• SLO 3: RECOGNIZE THE ETHICAL DIMENSIONS OF DECISIONS AND ACTIONS.
• Hypothesize the conditions under which various political and economic outcomes are likely to occur and provide theoretical explanations for said outcomes.
• Examine the impact of policy choices on citizens and communities.
• SLO 4: ARTICULATE AN AWARENESS OF THE VARIETY OF PERSPECTIVES WITHIN POLITICAL SCIENCE AND THE RELEVANCE OF THESE PERSPECTIVES TO ONE'S OWN LIFE.
• Evaluate and explain how the international political economy affects the student's life in terms of freedom, choices, resources, the environment, and international standing.
• Analyze the role of culture, diversity, and ideology in shaping global approaches to trade, finance and international cooperation.
• SLO 5: EXPRESS IDEAS CLEARLY IN WELL-ORGANIZED WRITTEN MESSAGES.
• Express ideas competently, using appropriate grammar, in a variety of written formats.

Upon completion of this course, the student will be able to:

• COMPOSE CAREFULLY REASONED AND STYLISTICALLY SOPHISTICATED COLLEGE-LEVEL ESSAYS USING A VARIETY OF RHETORICAL STRATEGIES AND APPLYING APPROPRIATE CITATIONS AND FORMATTING STANDARDS (SLO #1).
• Use pre-writing, drafting, revision, and editing/proofreading to create essays.
• Write focused, thoughtful thesis statements.
• Support opinions in writing through careful, critical thinking.
• Compose stylistically sophisticated essays using a variety of approaches, such as comparison/contrast, classification, definition, narration, description, causal analysis.
• Construct a carefully reasoned argument in writing that considers audience and opposition.
• Build coherence and unity in writing at three levels: sentence, paragraph, and essay.
• Organize written texts logically and creatively without dependence on formulaic prescriptions.
• APPLY COMPLEX CRITICAL THINKING SKILLS BY DEFINING ISSUES AS WELL AS RESEARCHING, EVALUATING, AND SYNTHESIZING SOURCES TO SUPPORT A THESIS (SLO #2).
• Appraise and use a variety of research techniques.
• Evaluate sources.
• Research and incorporate sources effectively and meaningfully in writing.
• Summarize, paraphrase, and directly quote outside sources as support for ideas and/or represent a belief held by the opposition.
• Use MLA documentation format correctly.
• CRITICALLY ANALYZE, COMPARE, AND EVALUATE VARIOUS COMPLEX WORKS (SLO #3).
• Annotate and analyze complex written texts and respond thoughtfully to them.
• Analyze and evaluate the 3-fold rhetorical concerns of audience, writer, and message in written texts.
• Question an author's claim and support.
• Critique own and other student writing.
• APPLY THE CONVENTIONS OF STANDARD WRITTEN ENGLISH EMPLOYING A VARIETY OF SENTENCE STRUCTURES AND COLLEGE-LEVEL DICTION (SLO #4).
• Use clear and varied sentences to demonstrate overall mastery of the conventions of standard written English.
• Analyze own and other student style and diction.

Upon completion of this course, the student will be able to:

• CRITICALLY ANALYZE, COMPARE, AND EVALUATE VARIOUS WORKS OF LITERATURE AND FILM (SLO #1). Outcome may be evaluated by all or some of the following criteria:
• Annotate and analyze written texts and respond thoughtfully to them.
• Analyze and summarize films and respond thoughtfully to them.
• Determine themes, plot structure, characters, and symbols used in written works and films.
• Question a director’s intention and effectiveness of the director’s choices.
• Compare and contrast elements of adaptations (such as theme for example) to the corresponding elements in the original texts.
• Construct criteria for judging strengths and weaknesses of adaptations.
• Appraise the successes and failures of adaptations.
• Assess the effects of historical and/or social context for each work studied.
• Critique one's own and other student writing.
• APPLY COMPLEX CRITICAL THINKING SKILLS TO READ AND WRITE EFFECTIVELY AS SELF-RELIANT, EVALUATIVE READERS AND WRITERS (SLO #2). Outcome may be evaluated by all or some of the following criteria:
• Demonstrate awareness of the effects of literature on the reader through textual analysis, classroom discussion, and response papers.
• Apply terminology from literary studies.
• Analyze and interpret elements of literature.
• Appraise the strengths and weaknesses inherent in the genres of fiction, non-fiction, and drama.
• Evaluate literary texts in cultural context, as cultural and artistic expressions in their historical and social background.
• Compose interpretive essays based on the literature.
• Propose a plan of adapting a literary work into film and justify the choices made in this proposal.
• ANALYZE, CRITIQUE, AND EXPRESS IDEAS EFFECTIVELY AS SELF-RELIANT, EVALUATIVE VIEWERS OF FILMS BY APPLYING COMPLEX CRITICAL THINKING SKILLS (SLO #3). Outcome may be evaluated by all or some of the following criteria:
• Apply terminology from film studies and critical theories.
• Analyze and interpret elements of film.
• Appraise the strengths and weaknesses inherent in the genres of film.
• Evaluate films based on concepts such as narrative modes, genre conventions, and production exigencies.
• Evaluate films in cultural context, as cultural and artistic expressions in their historical and social background.
• Compose interpretive essays based on the films.
• ASSESS ISSUES AS WELL AS RESEARCH, EVALUATE, AND SYNTHESIZE SOURCES TO SUPPORT A THESIS BY APPLYING COMPLEX CRITICAL THINKING SKILLS (SLO #4). Outcome may be evaluated by all or some of the following criteria:
• Evaluate and justify the choices made in a proposed adaptation of a literary work.
• Integrate details from research to support own choices made in the proposed adaptation.
• Appraise and use a variety of research techniques.
• Evaluate sources.
• Research and incorporate sources effectively and meaningfully in writing.
• Summarize, paraphrase, and directly quote outside sources as support for ideas and/or represent a belief held by the opposition.
• Use MLA documentation format correctly.

Upon completion of this course, the student will be able to:

• SLO 1: SOLVE GENETICS PROBLEMS BY APPLYING PRINCIPLES OF INHERITANCE.
• Solve genetics problems by applying Mendelian principles to single and two gene problems with and without dominance.
• Solve genetics problems involving sex linkage.
• SLO 2: INTEGRATE MOLECULAR GENETICS AND CELL BIOLOGY TO EXPLAIN THE BASIS OF HUMAN GENETIC TRAITS.
• Relate the functions of cellular organelles to specific human genetic disorders.
• Describe the structure and functions of DNA, RNA and proteins.
• Relate DNA, RNA and proteins to the development of human characteristics.
• Examine the interaction between genes and the environment.
• Use relevant genetic concepts to assess the contribution of genetic variation and environmental variation to variation in human phenotypes.
• SLO 3: RECOGNIZE THE IMPORTANCE OF GENE THERAPY, GENETIC ENGINEERING, AND BIOTECHNOLOGY ON HUMAN HEALTH.
• Describe the role of genes in human diseases (like cancer).
• Communicate how advances in recombinant DNA technology and biotechnology (e.g. gene therapy and genetic engineering) can be used to treat genetic diseases in humans, and modify other organisms for human use.
• Understand how modern DNA sequencing and genome databases are being used to change medical practices and better human health.
• SLO 4: GATHER RELEVANT INFORMATION AND USE IT TO EVALUATE THE SCIENTIFIC VALIDITY OF INFORMATION PRESENTED BY THE MEDIA AND OTHER SOURCES.
• Distinguish between scientific hypotheses, inferences, and speculation.
• Identify and analyze the scientific basis of modern genetic technologies.
• Review current scientific literature, and evaluate the effectiveness of the research.
• Present written and/or oral reports which address background information, procedures, results, and interpretation of data from scientific literature.
• Examine current ethical and social issues in human genetics.

Upon completion of this course, the student will be able to:

• APPLY GENERAL PRINCIPLES OF BIOLOGY, ANTHROPOLOGY AND GENERAL SCIENCE AS IT RELATES TO BIOLOGICAL ANTHROPOLOGY.(SLO 1)
• Describe the steps of scientific inquiry, including the formulation of scientific hypotheses and research design.
• Describe the history of evolutionary thought and the mechanisms of evolution.
• Define basic cellular and DNA components and functions.
• Articulate concepts of transmission genetics (Mendelian inheritance) and solve problems using Punnett squares and pedigrees.
• Explain how human physical variation is a result of both biology and adaptation to environmental conditions.
• DESCRIBE THE CLASSIFICATION OF NON-HUMAN AND HUMAN PRIMATES IN A TAXONOMIC RELATIONSHIP FOCUSING ON THEIR EVOLUTIONARY ORIGINS AND SHARED BEHAVIOR.(SLO 2)
• Recognize and identify key features of primate classification, including defining physical characteristics of different taxonomic groups.
• Discuss the classification of primates to illustrate evolutionary history.
• Compare and contrast non-human primate and human behavior in areas such as conflict, cooperation, mating strategies and mate selection, feeding ecology, and use of the environment, utilizing socio-biological principles.
• Compare and contrast anatomical features and structures of non-human primates and their relationship to behavior and environmental adaptation.
• HYPOTHESIZE ABOUT A TRAJECTORY OF HUMAN EVOLUTION BASED ON KEY FOSSIL FINDS.(SLO 3)
• Summarize types of scientific dating methods and their applications to fossils.
• Construct a probable phylogeny for extinct hominids including evolutionary descent.
• Evaluate current evidence of hominid fossils, genetic data and artifacts for their validity to understanding human evolution.
• Recognize problems when evaluating fossil evidence.
• DEMONSTRATE THE ABILITY TO ENGAGE IN UPPER-DIVISION WORK IN THE DISCIPLINE OF ANTHROPOLOGY.(SLO 4)
• ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY AND CRITICAL THINKING BEYOND THAT REQUIRED IN ORDER TO PASS AN INTRODUCTORY COURSE IN BIOLOGICAL ANTHROPOLOGY.(SLO 5)
• Analyze and discuss complex historical and contemporary readings in the fields of genetics, ethnology, bioethics and the study of human evolution.
• Evaluate current scientific data to argue and defend placement of fossil hominins in a taxonomy.
• Critically appraise the role of anthropologists in the area of eugenics, study of race and bioethics and trace the evolution of the discipline.

Upon completion of this course, the student will be able to:

• ARTICULATE GENERAL PRINCIPLES OF BIOLOGY, ANTHROPOLOGY AND GENERAL SCIENCE AS THEY RELATE TO PHYSICAL ANTHROPOLOGY.(SLO 1)
• Identify the steps of scientific inquiry and formulate basic scientific hypotheses.
• Demonstrate knowledge of the basic principles of Mendelian and population genetics by solving Punnett squares and pedigrees.
• Define basic cellular and DNA components and functions.
• Explore the mechanisms of evolution.
• DEMONSTRATE KNOWLEDGE OF OSTEOLOGY, ANALYZE MEASUREMENTS OF BONES AND APPLY FORENSIC TECHNIQUES. (SLO 2)
• Identify bones and significant features of bones of the human skeleton.
• Perform measurements to describe age and sex related variability in skeletal remains.
• Analyze skeletal remains to determine probable cause of death and life history events.
• DEVELOP UNDERSTANDING OF THE CLASSIFICATION OF PRIMATES AND HUMANS IN A TAXONOMIC RELATIONSHIP, THEIR EVOLUTIONARY ORIGINS AND SHARED BEHAVIOR.(SLO 3)
• Recognize characteristics of living primates that are useful for identification and interpretation of non-human primate and human fossils.
• Compare and contrast skeletons of prosimians, monkeys, apes, and humans to elucidate patterns of locomotion and dietary adaptation
• Compare and contrast behaviors of living primates as they relate to environmental adaptation
• UNDERSTAND A TRAJECTORY OF HUMAN EVOLUTION BASED ON KEY FOSSIL FINDS.(SLO 4)
• Identify significant anthropoid, hominoid, and hominid fossils.
• Evaluate alternative interpretations of fossil evidence.
• Recognize specific characteristics used to differentiate hominid fossil species and how they relate to patterns of adaptation and evolution of the species.
• Analyze the material cultural adaptations (artifacts) and the roles they have played in human evolution.
• Describe the biological and behavioral adaptations of the genus Homo.
• DEMONSTRATE THE ABILITY TO ENGAGE IN UPPER-DIVISION WORK IN THE DISCIPLINE OF ANTHROPOLOGY.(SLO 5)
• ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY AND CRITICAL THINKING BEYOND THAT REQUIRED IN ORDER TO PASS AN INTRODUCTORY COURSE IN BIOLOGICAL ANTHROPOLOGY LABORATORY.(SLO 6)
• Evaluate current scientific data to argue and defend placement of fossil hominins in a taxonomy.

Upon completion of this course, the student will be able to:

• SLO 1: EXAMINE METHODS OF PROOF
• Prove statements using axioms
• Prove statements using deductive reasoning
• Prove conditional statements
• Prove biconditional statements
• Prove statements using the contrapositive
• Prove statements using contradiction
• Prove statements using mathematical induction

Upon completion of this course, the student will be able to:

• SLO 1: EXAMINE THE PROPERTIES OF THE INTEGERS
• Examine divisibility
• Examine prime numbers
• Calculate the greatest common divisor
• Examine the fundamental theorem of arithmetic
• Prove theorems involving the integers
• SLO 2: EXAMINE DIOPHANTINE EQUATIONS
• Examine the Euclidean algorithm
• Solve linear Diophantine equations
• Prove theorems involving Diophantine equations
• SLO 3: EXAMINE LINEAR CONGRUENCES
• Examine modular arithmetic
• Examine the properties of congruences
• Solve congruence equations
• Prove theorems involving linear congruences
• SLO 4: EXAMINE CRYPTOLOGY
• Examine the theory of cryptology
• Examine encoding messages
• Examine decoding messages
• Prove theorems involving cryptology

Upon completion of this course, the student will be able to:

• SLO 1: ORGANIZE, DISPLAY, DESCRIBE AND COMPARE REAL DATA SETS.
• Recognize data types and data sources: develop basic statistical terminology including population parameters & sample statistics; identify common sampling methods used for obtaining data and identify advantages & disadvantages of each; recognize bias in sampling; compare principles of good experimental design
• Organize and display data appropriately by preparing tables and graphs.
• Analyze data by computing measures of central tendency, measures of dispersion, and measures of position.
• Analyze bivariate data for linear trends using the least-squares regression model and the correlation coefficient.
• SLO 2: DISTINGUISH BETWEEN PROBABILITY MODELS APPROPRIATE TO DIFFERENT CHANCE EVENTS AND CALCULATE PROBABILITY ACCORDING TO THESE METHODS.
• Compute probabilities using sample spaces, the addition & multiplication rules, conditional probability, and complements.
• Develop and apply probability distributions for discrete random variables; compute probabilities and expected value.
• Analyze both discrete and continuous probability distributions by considering areas under the graph of a function or a histogram.
• Use the normal and binomial probability distributions to compute probabilities.
• Develop and apply sampling distributions for the sample mean and sample proportion.
• SLO 3: APPLY INFERENTIAL STATISTICAL METHODS TO MAKE PREDICTIONS, DRAW CONCLUSIONS ABOUT HYPOTHESES AND COMPARE POPULATIONS.
• Create and interpret confidence interval estimates for population mean and population proportion based on appropriate probability models.
• Select the appropriate hypothesis test, perform the necessary computations and comparisons to test hypotheses about on one population mean or one population proportion and explain the conclusion of the test.
• Create and interpret confidence interval estimates for the difference in two population means (independent and dependent sampling) or two population proportions.
• Select the appropriate hypothesis test, perform the necessary computations and comparisons to test hypotheses about two-population means (independent & dependent sampling), more than two population means (ANOVA), and two or more population proportions (Chi-Sq. tests) and explain the conclusion of the test.
• Test significance of correlation and make predictions based on linear trends using the least-squares regression model.
• SLO 4: USE TECHNOLOGY TO PERFORM STATISTICAL COMPUTATIONS, PREDICTIONS AND HYPOTHESIS TESTS.
• Use statistical software or graphing calculator to organize and graphically display data.
• Use statistical software or graphing calculator to calculate single-variable and two-variable statistics.
• Use statistical software or graphing calculator to compute probabilities for discrete and continuous random variables, including binomial random variables and normally distributed random variables.
• Use statistical software or graphing calculator to graph bivariate data, compute the correlation coefficient and linear regressions equation.
• Use statistical software or graphing calculator to construct confidence intervals for population parameters and the difference between parameters.
• Use statistical software or graphing calculator to conduct hypothesis tests by generating the P-value.
• SLO 5: USE APPROPRIATE STATISTICAL TECHNIQUES TO ANALYZE AND INTERPRET APPLICATIONS OF DATA.
• Analyze the use of qualitative and quantitative data as it relates to business, economics, social sciences, psychology, life science, health science and education.
• Use appropriate statistical techniques to address applications in a variety of disciplines including business, economics, social sciences, psychology, life science, health science, and education.
• SLO 6 (HONORS PROGRAM SLO 1): EXPRESSION OF IDEAS: EXPRESS IDEAS CLEARLY IN WELL-ORGANIZED WRITTEN MESSAGES (SLO #1, College Wide SLO – Area 1, and General Education SLO C5a – English Composition).
• Express ideas clearly and completely in a variety of written formats.
• Utilize correct and appropriate conventions of mechanics, usage, and style in written communication.
• Comprehend main ideas and reasonably interpret written information.
• Compose and apply properly documented sources of information.
• SLO 7 (HONORS PROGRAM SLO 2): ANALYSIS AND CRITICAL THINKING: UTILIZE MODES OF ANALYSIS AND CRITICAL THINKING IN A DISCIPLINE OF STUDY AS APPLIED TO SIGNIFICANT ISSUES AND/OR PROBLEMS (SLO #2; College Wide SLO Area 3).
• Analyze reasoning processes to evaluate issues, value judgments or conclusions that determine the quality, validity, and/or reliability of information.
• Construct an accurate and/or logical interpretation of reasoning while applying a framework of analytic concepts.
• Communicate a complex understanding of content matter of a major discipline of study.
• Explain the importance of the major discipline of study in the broader picture of society.
• SLO 8 (HONORS PROGRAM SLO 3): INTELLECTUAL INQUIRY: ACTIVELY ENGAGE IN INTELLECTUAL INQUIRY BEYOND THAT REQUIRED IN ORDER TO PASS A COURSE OF STUDY (SLO #3, College Wide SLO – Area 4).
• Apply information and resources necessary to develop academically and personally.
• Utilize skills from one’s “academic tool kit” including time management, study skills, etc.
• SLO 9 (HONORS PROGRAM SLO 4): ETHICAL REASONING: RECOGNIZE THE ETHICAL DIMENSIONS OF DECISIONS AND ACTIONS (SLO #4, College Wide SLO – Area 5).
• Demonstrate the ability to engage in ethical reasoning necessary to exercise responsibility as an ethical individual, professional, local and global citizen.
• SLO 10 (HONORS PROGRAM SLO 5): ARTICULATE AN AWARENESS OF A VARIETY OF PERSPECTIVES WITHIN A DISCIPLINE AND THE RELEVANCE OF THESE PERSPECTIVES TO ONE’S OWN LIFE (SLO #5, College Wide SLO – Area 2).