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Student Learning Outcomes

Discipline: Degree: AA - Liberal Arts Emphasis Humanities - A8984
Course Name Course Number Objectives
A History of Greek and Roman Art and Architecture AHIS 10
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
American Folk Music MUS 14B
  • Students will be able to recognize the genre and subgenres of the various American folk musical styles discussed in class.
  • Describe and identify, using appropriate terminology, some of the many folk music styles of the United States.
  • Examine these folk music styles in the broader context of American political, social, and cultural history.
  • Aurally identify the musical characteristics of these various folk music styles.
  • Review and analyze the social context of American folk music.
  • Describe the role of religion in the development of American song forms
American Sign Language 1 SIGN 101
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
  • Students will be able to identify immediate and extended family signs.
  • Students who take this course and complete it will at the end of the course feel more positively towards Deaf People. (This positive attitude adjustment will be one that moves students away from a pathological view of Deaf People, seeing Deaf people as defective, and towards a Cultural view, seeing Deaf people as individuals with a unique linguistic and cultural background.) APRIL 2008 UPDATE We developed a survey instrument and surveyed all SIGN 101 students the first week of the Spring '08 semester. We will conduct a post survey during the 14th week of the Spring semester. With the results of the second survey we will be able to ascertain whether or not students attitudes towards Deaf people moved in a positive direction.
American Sign Language 2 SIGN 102
  • By the end of SIGN 102, American Sign Language 2, 70% of students will be able to successfully comprehend a signed presentation that locates objects in a room.
  • Students will properly mark the topic in ASL sentences using non-manual markers.
  • Successfully incorporate topicalization and correct spatial referencing when comparing and contrasting between two different people.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
Continuing Elementary Arabic ARAB 2
  • Students will be acquainted with basic facts about the Arabic culture as taught in a continuing beginning level class.
  • Students will read a text related to one of the topics from relevant chapters in the text
  • Students will show understanding of basic facts about Arab culture as taught in a continuing elementary level language class.
  • Students will demonstrate acquired knowledge of Arabic vocabulary and grammatical structures by reading, comprehending, and translating Arabic sentences into English.
  • Students will demonstrate comprehension of simple sentences related to everyday topics, based on the vocabulary and sentence structures they have learned.
  • Students will demonstrate the ability to tell time using the correct expressions in Modern Standard Arabic.
  • Students will be able to recombine learned material and vocabulary to write simple sentences on familiar topics with a focus on elements from daily life without being able to sustain sentence-level writing all the time.
Continuing Elementary Chinese CHIN 2
  • Students will be able to recall different type of Verbs.
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be acquainted with basic facts about the Chinese culture as taught in a continuing beginning level class.
  • Students will be able to recognize Chinese characters, words and comprehend the reading materials through the application of grammatical patterns they acquired.
  • The students will be able to comprehend the target language.
Continuing Elementary French FRCH 2
  • Students will be acquainted with the basic characteristics of the cultures of several francophone countries as taught in a second semester class.
  • Beginning to use language creatively, student will be able to write about personal past events and relate other people's past stories.
  • Using mostly learned phrases, students will be able to talk about their past, present or future immediate environment.
  • Students will be able to understand novice-high level written texts.
  • Students will be able to understand and use most elementary structural concepts and rules.
  • Students will be able to answer questions about the French culture.
  • Students will answer 50 multiple choice questions using the vocabulary as presented in a context.
Continuing Elementary German GERM 2
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to recall the forms of the Preterite & Imperfect Tense of Regular and Irregular Verbs.
  • Knowledge of the German culture. Students will be able to identify key elements of the German culture.
  • Students will read a text related to one of the topics from chapters 5-8 in Treffpunkt Deutsch.
  • Students will read a text related to chapters 7 and 8 in Treffpunkt Deutsch and answer questions based on the text.
  • Beginning to use language creatively, students will be able to write about personal past events.
  • Students will demonstrate intermediate written communication of simple to complex sentences and utilize German vocabulary related to everyday topics, based on the vocabulary and sentence structure they have learned.
Continuing Elementary Italian ITAL 2
  • Students will be able to answer questions about Italian culture.
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to identify the meaning of terms in the target language
Continuing Elementary Japanese JAPN 2
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to recall the forms of the Preterite & Imperfect Tense of Regular and Irregular Verbs.
  • Japanese 2 students will demonstrate their comprehension of a paragraph containing Japanese 2 vocabulary and grammar at a continuing elementary level (See ACTFL Proficiency Guidelines)
  • Students will be acquainted with the basic characteristics of the culture as it relates to festivals and events as taught in a second semester class.
  • Students will demonstrate writing ability by composing simple sentences related to everyday topics, based on the vocabularies and sentence structures they have learned.
Continuing Elementary Spanish SPAN 2
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to recall the forms of the Preterite & Imperfect Tense of Regular and Irregular Verbs.
  • As a result of taking this course, the students will be able to comprehend and identify certain cultural aspects of the countries in this course: Guatemala, Chile, Costa Rica, Peru, Argentina and Panama.
  • Students will demonstrate reading comprehension of an continuing elementary Spanish text.
  • Students will demonstrate reading comprehension of a Continuing Elementary Spanish text.
  • Students will demonstrate correct usage of the preterit versus the imperfect tense.
Continuing Spanish for the Spanish Speaking SPAN 2S
  • Students will be able to form and / or identify the present perfect of verbs.
  • Students will be able to identify the direct and indirect object nouns in series of sentences and replace the nouns with objective pronouns. Including the "se" in the combinations: lo, la, las, & los.
  • Students will demonstrate knowledge of the application of the rules of accent mark in Spanish.
  • In an embedded test, students will have to identify the word that is correctly accented.
  • Students will correctly identify if and where a written accent mark is required.
  • Students will comprehend the plot of a short story.
Ethics PHIL 12
  • Students will identify philosophers (such as Aristotle, Kant, Nietzsche, Sartre) and their ethical systems.
  • Students will be able to compare and contrast various ethical systems (including Deontological, Teleological, Virtue Ethics).
  • Students completing an assignment in Ethics will be able to identify the influence of culture on human expression.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their ethics coursework.
Ethics - Honors PHIL 12H
  • Students will identify philosophers (such as Aristotle, Kant, Nietzsche, Sartre) and their ethical systems.
  • Students will be able to compare and contrast various ethical systems (including Deontological, Teleological, Virtue Ethics).
  • Students will be able to identify both culture and its influence on human expression.
  • Students will be able to identify the different Ethical Systems (Deontological, Teleological, Virtue Ethics)
  • Students will identify knowledge of Philosophers and their Ethical systems
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
French Culture Through Cinema FRCH 60
  • Students learn vocabulary associated with making movies and with discussing movies as works of art.
  • The history of French (and to a lesser degree of American) Cinema, from its start in Paris, to the present time.
  • Students will be able to analyze the historical, social, and philosophical background of French-speaking movies from different francophone countries as well as the psychological motivations of the characters in the movies.
  • The history of French (and to a lesser degree of American) Cinema, from its start in Paris, to the present time.
  • Students will be able to analyze the historical, social, and philosophical background of French-speaking movies from different francophone countries as well as the psychological motivations of the characters in the movies.
  • Students will be able to analyze the historical, social, and philosophical background of French-speaking movies from different francophone countries as well as the psychological motivations of the characters in the movies.
  • Students will be able to analyze different themes of the French culture through movies by comparing them with a non-French movies (American, Chinese, Arabic, Hispanic...)
History of Africa HIST 35
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of African culture.
  • Students will be able to identify and evaluate major agents of change/reform in African History
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior.
History of Asia HIST 11
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
  • Students will be able to identify and evaluate major agents of change/reform in Asian History
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of Asian culture.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
History of Asia HIST 10
  • Students will be able to identify and evaluate major agents of change/reform in Asian History
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of Asian culture.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior.
  • Students will be able to identify and evaluate major agents of change/reform in Asian history.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
History of Asian Art AHIS 9
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
History of Jazz MUS 12
  • Students who complete MUS 12 will be able to identify the jazz style of a piece of music when one minute from each piece is played in class during the final exam.
  • Students who complete MUS 12 will be able to identify the solo or featured musical instrument when one minute of each of two recordings including featured instruments are played in class during the final exam.
  • Differentiate between musical styles and performers
  • Compare and contrast soloists associated within the same historical style period.
  • Explain general musical concepts including pitch, rhythm, melody, harmony, form and syncopation.
  • Discuss the origins of jazz and the cultural and sociological significance of the music.
  • Explain musical characteristics and identify musical instruments common to various styles of jazz.
  • Evaluate and assess the artistic and musical skills of various live performers.
History of Mexico HIST 19
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of Mexican culture.
  • Students will be able to identify and evaluate major agents of change/reform in Mexican History
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
History of Modern Art AHIS 6
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Identify works of art, their artistic style and their socio-political and cultural context.
  • Know the various aesthetic criteria by which Modern and Post-Modern art has been evaluated and discuss them in their cultural context.
  • Apply the proper artistic vocabulary in order to describe and analyze works of art.
  • Analyze the influence of photography on the emergence of Modern art.
  • Analyze the two basic movements in Modern art (abstraction and expressionism) and demonstrate an ability to apply this knowledge to various artists/artwork and cultural trends from the Early Modern period through WWII.
  • Analyze works of art in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of art.
  • Summarize and evaluate the strength of various hypotheses presented in scholarly writings on Western art.
  • Synthesize ideas and knowledge into a written format, striving for clarity of expression,
  • Evaluate the benefits and drawbacks of some of the various approaches used in the study and interpretation of Modern and Post-Modern art.
History of Modern Art - Honors AHIS 6H
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
History of Native Americans HIST 44
  • Students will be able to identify and evaluate major agents of change/reform in Native American History
  • Students will be able to identify through analysis the role of institutions--religious, political, economic, social, educational, etc.) in the development of Native American culture.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
History of Precolumbian Art AHIS 12
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Precolumbian Art - Honors AHIS 12H
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Theatre Arts THTR 10
  • Students who complete THTR 10 will know the social and political conditions that led to the Golden Era of theater.
  • Students who complete THTR 10 will be able to explain how the theater reflects its surrounding culture.
  • Students who complete THTR 10 will know the social and political conditions that led to the Golden Era of theater.
  • Students who complete THTR 10 will be able to explain how the theater reflects its surrounding culture.
  • Students will be able to analyze modes of artistic expression.  
  • Analyze the process whereby Western theatrical arts developed through theory, architecture, and dramaturgy.
  • Synthesize relationships between the theatrical arts and the contemporary concerns of each period.
  • Analyze processes by which modern dramaturgy has developed.
  • Read and analyze representative examples of major Western dramaturgy.
  • Synthesize the specific form of dramatic literature to the theatrical concerns of its epoch.
History of Western Art: Prehistoric Through Gothic AHIS 4
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression.
  • Describe the role of magic and ritual in prehistoric art.
  • Identify works of art, their artistic style and their cultural contexts.
  • Recognize iconographic themes and discuss them in their cultural contexts.
  • Recognize benefits and drawbacks of various approaches used in the study and interpretation of Western art.
  • Use proper artistic vocabulary to describe and analyze works of art.
  • Analyze religious iconography in the arts of the Middle Ages and relate it to written sources from the period.
  • Analyze the art and architecture of the Ancient, Classical or Medieval periods in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of art.
  • Synthesize ideas and knowledge about Ancient, Classical, or Medieval art and architecture into a written format, striving for clarity of expression, organization and relevance of arguments.
History of Western Art: Prehistoric Through Gothic - Honors AHIS 4H
  • Students will be able to identify formal elements ande differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression.
History of Western Art: Renaissance Through Modern AHIS 5
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
  • Identify the connection between the cultural movements of the Renaissance and the emergence of a naturalistic, idealized and humanized artistic style.
  • Identify works of art, their artistic style and their cultural context in the periods addressed.
  • Recognize benefits and drawbacks of various approaches used in the study and interpretation of Western art.
  • Recognize iconographic themes and discuss them in their cultural contexts.
  • Utilize proper artistic vocabulary to describe and analyze works of art.
  • Analyze and synthesize the basic goals of Modern art and explain how it differs in content and style from artistic styles that preceded it.
  • Analyze art in terms of knowledge acquired through class lecture and discussion, readings and comparison with other works of art.
  • Summarize and evaluate the strength of various hypotheses presented in scholarly writings on Western art.
  • Synthesize ideas and knowledge into a written format, striving for clarity of expression, organization and relevance of arguments.
History of Western Art: Renaissance Through Modern - Honors AHIS 5H
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression
History of Western Philosophy PHIL 20B
  • Students will be able to identify the major philosophers and the philosophical schools from Renaissance to contemporary times.
  • Students will be to compare and contrast philosophical schools of thought from Renaissance to contemporary times.
  • Students completing an assignment in History of Western Philosophy course will be able to identify the influence of culture on human expression.
History of Western Philosophy PHIL 20A
  • Students completing an assignment in History of Western Philosophy will be able to identify the influence of culture on human expression.
  • Students will identify the major philosophers and the philosophical schools from ancient times to the beginning of the Renaissance period.
  • Students will be able to compare and contrast philosophical systems of thought from ancient times to the beginning of the Renaissance period.
History of Western Philosophy - Honors PHIL 20AH
  • Students will identify the major philosopher and the philosophical schools from ancient times to the beginning of the Renaissance period.
  • Students will be able to compare and contrast philosophical systems of thought from ancient times to the beginning of the Renaissance period.
  • Students completing an assignment in History of Western Philosophy Honors will be able to identify the influence of culture on human expression.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
History of Western Philosophy - Honors PHIL 20BH
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
  • Students completing an assignment in History of Western Philosophy Honors course will be able to identify the influence of culture on human expression.
  • Students will be able to identify the major philosophers and the philosophical schools from Renaissance to contemporary times.
  • Students will be able to compare and contrast philosophical systems of thought from Renaissance to contemporary times.
History of Women and Gender in Art AHIS 3
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History of Women and Gender in Art - Honors AHIS 3H
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
History of World Civilization HIST 4
  • Students will be able to identify and evaluate major agents of change/reform in World History.
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior.
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression.
History of World Civilization HIST 3
  • Students will be able to identify and evaluate major agents of change/reform in World History
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
History of World Civilization - Honors HIST 4H
  • Students will be able to identify and evaluate major agents of change/reform in World History
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior
  • Students completing an assignment in Ara C (Arts) courses will be able to analyze modes of artistic expression
History of World Civilization - Honors HIST 3H
  • Students will be able to identify through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • Students will be able to identify and evaluate major agents of change/reform in World History
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression
  • Students completing relevant assignments in Area D2 courses will analyze the relationship between social, political, and/or economic institutions and human behavior.
History on African, Oceanic, and Native American Art AHIS 11
  • Students will be able to identify through analysis the role of visual art and culture (religious, political, economic, social, educational, etc.) in art and and cultures.
  • Students will be able to identify formal elements and differentiate styles among cultures over time.
Intermediate Chinese CHIN 3
  • Students will be able to recall of different aspects of verbs
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be acquainted with basic facts about the Chinese culture as taught in a intermediate level class.
  • Students will be able to recognize Chinese characters, words and comprehend the reading materials through the application of grammatical patterns they acquired.
  • The students will comprehend the target language.
Intermediate French FRCH 3
  • Students will be able to evaluate the cultures of several francophone countries as taught in an intermediate level course.
  • Students will be able to write (using somewhat creative language) about present, future, past and hypothetical events.
  • Students will be able to talk about past, present or future events in their own and other people's lives.
  • Students will be able to understand intermediate level written texts.
  • Students will be able to understand and apply most intermediate level structural concepts and rules.
  • Students will be able to answer questions about the French culture.
  • Students will present sketches in class using the vocabulary and grammar as presented in context.
  • Students will find the vocabulary words from a reading as it is presented in context.
Intermediate German GERM 3
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to recall the forms of the Future Tense of Regular and Irregular Verbs.
  • Students will be able to identify key elements of the German culture.
  • Students will read a text related to one of the topics from chapters 9-12 in Treffpunkt Deutsch.
  • Students will read a text related to the topics from chapter 11 in Treffpunkt Deutsch
  • Students will present sketches in which they demonstrate their oral proficiency in grammar and understanding of German culture.
Intermediate Italian ITAL 3
  • Students will be able to recall the forms of the Future Tense of Regular and Irregular Verbs.
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to answer questions about Italian culture.
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to read a text on a familiar topic fluently.
  • Students will be able to compose a three paragraph essay in which they independently use the present subjunctive correctly
Intermediate Japanese JAPN 3
  • Students will be able to recall the short forms of Regular and Irregular Verbs.
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will present sketches in class using the vocabulary and grammar as presented in context.
  • Students will be able to answer questions about the Japanese culture.
  • Japanese 3 students will demonstrate their comprehension of a paragraph containing Japanese 2 vocabulary and grammar at a intermediate level (See ACTFL Proficiency Guidelines)
  • Students will demonstrate writing ability by composing simple sentences related to everyday topics, based on the vocabularies and sentence structures they have learned.
Intermediate Spanish SPAN 3
  • Students will read and comprehend the vocabulary as presented in context.
  • Students will be able to recall the forms of the Present Subjunctive Mode/Tense of Regular and Irregular Verbs.
  • As a result of taking this course, the students will be able to comprehend and identify certain cultural aspects of Mexico, Columbia, Venezuela, Nicaragua, la Republica Dominicana and El Salvador.
  • Students will demonstrate knowledge of various cultural aspects in several Hispanic countries. These countries will include Colombia, Venezuela, Bolivia, Nicaragua, República Dominicana, El Salvador, Honduras, Paraguay, and Uruguay.
  • In an embedded quiz, 80% of students will have at least 80% correct answers, which reflect their understanding of the reading.
  • Students will demonstrate correct usage of the present indicative versus present subjunctive.
Introduction to Cinema LIT 15
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
Introduction to International Relations POLI 9
  • Define, explain, analyze and compare core theories in International Relations and explain which theory best describes international relations and why.
  • Describe the International Relations concept Levels of Analysis and argue which level, or levels, best explains and analyzes international relations.
  • Describe the roles of national, international, transnational and sub-national actors in promoting or hindering international cooperation.
  • Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.
  • Demonstrate a basic knowledge of the United Nations, World Trade Organization, North Atlantic Treaty Organization, the Cold War and its aftermath, the politics of the Middle East and American foreign policy.
  • Explain the impact of important historical events on the contemporary study of international relations and world politics.
  • Explain two theories of International Relations and argue which theory best explains International Relations and support said theory with appropriate evidence.
  • Demonstrate a basic knowledge of the United Nations, World Trade Organization, North Atlantic Treaty Organization, the Cold War and its Aftermath, the politics of the Middle East and American foreign policy.
  • Analyze the relationship between social, political and/or economic institutions and human behavior.
  • Explain the impact of important historical events on the contemporary study of international relations and world politics.
  • Students demonstrate comprehension of two theories of International Relations, able to argue which theory best explains International Relations support said argument with appropriate evidence.
Introduction to Music Appreciation MUS 13
  • Students will understand the musical trends of the major style periods in music history (Medieval, Renaissance, Baroque, Classical/Enlightenment, Romantic, Modernism, and Postmodernism), and relate these issues to the critical analysis of a musical work.
  • Students will be able to aurally identify the instruments of the symphony orchestra.
  • Students will understand the cultural and social trends of the major style periods in music history (Medieval, Renaissance, Baroque, Classical/Enlightenment, Romantic, Modernism, and Postmodernism), and relate these issues to the critical analysis of a musical work.
  • Students will be able to accurately relate the musical elements of a work to its structure and/or compositional techniques, including but not limited to programmatic content and form.
  • Recognize and define musical elements relating to rhythm, melody, dynamics, tone color, and harmony and identify concepts in musical examples.
  • Recognize major composers of each style period, including the Classical and Baroque eras, and identify aspects of their lives that affected their music.
  • Critically analyze live or recorded musical examples.
  • Identify musical compositions or performances.
Introduction to Music Appreciation - Honors MUS 13H
  • Students who complete MUS 13H will be able to identify the style period (medieval, Renaissance, baroque, classical, romantic, 20th century, or 21st century) during which each of three pieces of music was composed when one minute from each piece is played in class during the final exam.
  • Students who have completed MUS 13H will be able to identify the solo or featured musical instrument when one minute of each of two recordings including the instruments are played in class during the final exam.
  • identify trends (i.e. reception, repertoire) within a period
  • to accurately relate the musical elements of a programmatic work to its narrative
  • compare and contrast the reception of a musician (or a group of musicians) in different ethnic and nationalistic cultures within a historical period
Introduction to mythology LIT 36
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
Italian Culture Through Cinema ITAL 60
  • Students will be able to analyze the historical, social, and philosophical background of Italian-speaking movies from different regions of Italy as well as the psychological motivations of the characters in the movies.
  • Acquaintance with History of Italian Cinema The history of Italian Cinema, from Neorealism to the present time.
  • Students will correctly identify the veracity of statements pertaining to Italian history and culture as pertinent to the films viewed in class.
Major World Religions PHIL 15
  • Students will be able to identify the five major world religions and their founders.
  • Students will be able to compare and contrast a variety of religious themes.
  • Students completing an assignment in Major World Religions will be able to identify the influence of culture on human expression.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their world religion coursework.
Major World Religions - Honors PHIL 15H
  • Students completing an assignment in Major World Religions Honors will be able to identify the influence of culture on human expression.
  • Students will be able to identify the five major world religions and their founders.
  • Students will be able to compare and contrast a variety of religious themes.
  • Students will demonstrate inquiry (a systematic process of exploring issues, objects or works) and analysis (assessment of evidence resulting in conclusions or judgments) as part of their Honors coursework.
Music Lit Survey MUS 11B
  • MUS 11B students will be able to identify the style period (classical, romantic, and 20th/21st centuries) during which each of three pieces of music was composed when one minute from each piece is played in class.
  • MUS 11B students will be able to identify the solo or featured musical instrument when one minute of each of two recordings including those instruments are played in class.
  • describe the use of text painting in a song by relating specific musical elements to textual ones.
  • to accurately describe developments in music history by relating them to cultural, social, scientific, and/or economic circumstances of the period
  • Define technical musical terms and make use of those terms in written reports.
  • Analyze basic elements of musical sound such as rhythms, melody, tonality, and harmony as those elements apply to Western music in the 19th and 20th centuries as well as non-western music that influenced that music.
  • Distinguish different instrumental timbres.
  • Analyze and evaluate the structure and form of the music being studied.
  • Synthesize the contributions of important composers and assess ways in which their context affected their music.
Music Literature Survey MUS 11A
  • MUS 11A students will, upon hearing a one-minute excerpt of pre-assigned music repertoire along with the excerpted score between the Medieval and late Classical periods, be able to identify the compositional techniques and stylistic characteristics unique to the period.
  • MUS 11A students will, upon hearing a one-minute excerpt of pre-assigned music repertoire along with the excerpted score between the Medieval and late Classical periods, be able to describe the stylistic characteristics unique to the genre and period.
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  • Define technical musical terms and make use of those terms in written reports.
  • Analyze basic elements of musical sound such as rhythms, melody, tonality, harmony, and counterpoint as those elements apply to a variety of examples both western and non- western
  • Distinguish different instrumental timbres.
  • Analyze and evaluate the development of structure and form in the music of the time periods being studied.
  • Synthesize the contributions of important composers, their works, and formal structures.
Oral Interpretation of Literature SPCH 4
  • Students will feel more confident.
  • Students will perform in front of a live audience.
  • Students will examine the relationship between culture and communication.
  • Students will be able to use electronic resources to conduct research.
  • Students will be able to classify literature into the poetry, drama or prose genre
  • Students will construct a program of literature that advances an argument.
  • Students will be able to edit a text for performance.
  • Students will be able to compose an original introduction for a literary selection.
  • Students will identify the central theme of a literature selection.
  • Students will evaluate performances of literature using an appropriate critical framework.
  • Students will express subtext of written literature.
  • Students will critique videotaped performances of their literature performances using an appropriate theoretical framework.
  • Students will be able to analyze modes of artistic expression.
  • Demonstrate effective use of voice, body, facial expressions, focal points, emphasis, and integration of manuscript during performance
Political Science Theory POLI 5
  • Evaluate and assess divergent political philosophical and theoretical viewpoints as to their relative validity.
  • Analyze the relationship between philosophical assumptions and theories of government.
  • Analyze the development of political philosophy and theory and its impact on the historical development of governmental institutions.
  • Analyze divergent assumptions about human nature and the theories they influenced.
  • Explain similarities and differences between liberal and republican political philosophies, citing contributions of philosophers instrumental in the development of each.
  • Summarize the main criticisms of liberal democracy made by Karl Marx.
  • Analyze the relationship between social, political and/or economic institutions and human behavior.
  • Explain similarities and differences between liberal and republican political philosophies, citing contributions of philosophers instrumental in the development of each.
  • Summarize the main criticisms of liberal democracy made by Karl Marx
  • Analyze the relationship between social, political and/or economic institutions and human behavior.
Rock Music History and Appreciation MUS 15
  • Students who complete MUS15 will be able to identify the rock style of each of three pieces of music when one minute from each piece is played in class during the final exam.
  • Students who complete MUS 15 will be able to identify the solo or featured musical instrument when one minute of each of two recordings including those instruments are played in class during the final exam.
  • Students will be able to analyze whether folk music is a medium that is at its best when being expressed through challenging periods (like the '60s) or whether it is music for all time.
  • Understand and identify the African and European influences that came together to establish Rockabilly.
  • Identify important writers and producers of rock music.
  • Define the musical characteristics such as form and instrumentation of various different rock styles.
  • Identify various people important in the creation of rock music and the musical instruments they play(ed).
  • Synthesize the different musical genres that came together to create rock music, including blues and country, and discuss the continuing influences of those styles on current music.
  • Evaluate the sociological trends as reflected in musical styles and song lyrics.
Spanish for the Spanish Speaking SPAN 1S
  • Spanish 11 students will recognize the need of a written accent on the stressed syllable every time a word breaks this phonetic accent rule.
  • Students will be required to apply the phonetic accent rules by writing an accent mark on the words that require it or recognizing the words where the written accent is properly applied. The SPAN 11 faculty will embed ten words and two sentences into a final exam.
  • Students will correctly choose the word from conventional Spanish that replaces the anglicism used.
  • Embedded in the final exam there will be statements that include the use of anglicisms. Students will choose from a list of several words the expression from standard/conventional Spanish that would replace the anglicism.
  • Embedded in the final exam will be statements that include the use of an anglicism. Students will choose from a list of several words the expression from standard/conventional Spanish that would replace the anglicism.
Survey of Shakespeare LIT 10
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
The Bible as Literature: New Testament LIT 47
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
The Bible as Literature: Old Testament LIT 46
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
The Wild West - A History, 1800-1890 HIST 16
  • Students will be able to explain and evaluate the story of America's westward advance as part of the wider story of the development of the American nation and its democracy.
  • Using both primary and secondary sources, students will be able to determine and critically analyze competing perspectives on the history, culture, and society of the American West.
  • Analyze how different historians have assessed the history of the American West and its influence upon the development of the American nation and democracy.
World Architecture I ARCH 250
  • Students will be able to compare the architecture of ancient and classic civilizations.
  • Students will be able to analyze the influence of vernacular construction techniques and materials in the architectural development of ancient and classic civilizations.
  • Students will identify the major architectural works of ancient and classic civilizations.
World Architecture II ARCH 251
  • Students will be able to describe the impact of the Industrial Revolution on architectural design and theory.
  • Students will summarize in their own words contemporary reviews of architecture using appropriate vocabulary.
  • Students will be able to identify the major architectural works from the Renaissance .
World Literature LIT 11B
  • Students will write a literary analysis.
  • Students completing an assignment in Humanities Area C will be able to identify the influence of culture on human expression.
World Literature LIT 11A
  • Students will write a literary analysis.
  • Students will analyze major themes and concerns in world literature before 1750.
  • Students completing an assignment is Humanities Area C will be able to identify the influence of culture on human expression.
World Music MUS 14A
  • Students who complete MUS 14A will be able to identify the ethnic culture that produced each of three pieces of music when one minute from each piece is played in class during the final exam.
  • Students who complete MUS14A will be able to identify the ethnological classification (chordophone, aerophone, idiophone, or membranophone) of each of two musical musical instruments when recordings of each are played in class during the final exam.