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Student Learning Outcomes

Discipline: Degree: AA - World Languages & Global Studies Emphasis - A0429
Course Name Course Number
American Sign Language 1 SIGN 101
  • Students completing the course will be able to identify the influence of culture on human expression
  • Students will move 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.\n
  • Students will be able to identify immediate and extended family signs.
American Sign Language 1 - Honors SIGN 101H
  • Students completing the course will be able to identify the influence of culture on human expression.\n
  • Students will move 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.
  • Students will be able to identify immediate and extended family signs.
American Sign Language 2 SIGN 102
  • Students will properly mark the topic in ASL sentences using non-manual markers.
  • By the end of SIGN 102, American Sign Language 2, 70% of students will be able to successfully comprehend and produce a signed narrative sequence by comparing two people’s qualities when given a hypothetical situation. \n
  • Students will be able to identify the influence of culture on human expression.
American Sign Language 3 SIGN 103
  • Students will be able to identify diverse aspects of culture in the Deaf community.
  • Students will be able to demonstrate the influence of culture on human expression by signing a response to a prompt.\n
  • Students will successfully describe a location, using appropriate classifiers (descriptive, locative, instrumental, and elemental).
  • By the end of SIGN 103, American Sign Language 3, 70% of students will be able to successfully produce a signed narrative about their life events.
  • Students will apply colloquialisms and ASL semantics while using appropriate non-manual markers.
American Sign Language 4 SIGN 104
  • Students will be able to demonstrate the influence of culture on human expression by giving detailed descriptions by comparing and contrasting techniques. \n
  • By the end of SIGN 104, American Sign Language 4, 70% of students will be able to successfully comprehend and produce a signed narrative by answering questions.
  • Students will successfully apply appropriate classifiers telling a narrative.
  • Successfully apply clear instructions or explanations using classifiers and conditional sentences, rhetorical questions, and relatives clauses.
American Sign Language 5 SIGN 105
  • Students will be able to demonstrate the influence of culture on human expression by giving detailed descriptions by comparing and contrasting techniques\n
  • By the end of SIGN 105, American Sign Language 5, 70% of students will be able to successfully comprehend and produce a signed narrative by answering complex questions.
  • Students will successfully give a presentation using classifiers, conditional sentences, rhetorical questions, and relatives clauses.
  • Students will successfully communicate personal health information in ASL through the use of classifier predicates.
Continuing Conversational Italian ITAL 53
  • This course is currently not offered. We will offer it in Fall 2016.
Continuing Elementary Arabic ARAB 2
  • Students will listen to 20 statements in Arabic as stated by the instructor and will have to determine whether or not the written English meaning is true or false. (Active)
Continuing Elementary Chinese CHIN 2
  • The students will be able to comprehend the target language.
Continuing Elementary French FRCH 2
  • Students will be able to use their knowledge in French 2 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Continuing Elementary German GERM 2
  • 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.
  • Beginning to use language creatively, students will be able to write about personal past events.
Continuing Elementary Italian ITAL 2
  • In this exercise students identify the passato prossimo with avere and irregular past participles.\n
Continuing Elementary Japanese JAPN 2
  • Students will read and comprehend the vocabulary as presented in context.
  • 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 Korean KORE 2
  • Students will recognize and use vocabulary in appropriate contexts.
Continuing Elementary Spanish SPAN 2
  • Students will demonstrate reading comprehension of an continuing elementary Spanish text.
Continuing Intermediate Chinese CHIN 4
  • The students will be able to comprehend the target language.
Continuing Intermediate French FRCH 4
  • Students will be able to use their knowledge in French 1 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Continuing Intermediate Italian ITAL 4
  • Students will read the conclusion of a story (approximately 10 pages) in class and answer content questions.
Continuing Intermediate Japanese JAPN 4
  • Students will be able to transcribe, recognize\/define, and pronounce the Continued intermediate level-Japanese 4 vocabulary with correct usage of Hiragana, Katakana, and limited number of Kanji Characters.
Continuing Intermediate Spanish SPAN 4
  • Students will correctly identify when to use the preterit and the imperfect tense.
Continuing Spanish for the Spanish Speaking SPAN 2S
  • Students will comprehend the plot of a short story.
Cultural and Ethnic Foods NF 28
  • Students completing NF 28 - Cultural and Ethnic Foods will be able to analyze how food is used culturally and symbolically in holiday and religious ceremonies throughout the world.
  • Students completing NF 28 - Cultural and Ethnic Foods will be able to identify the core foods, flavor principles, traditional foods, special occasion foods, and therapeutic foods used in each culture studied.
Culture and Art of Pompeii AHIS 15
  • Students completing a course in Area C: Arts will be able to analyze modes of artistic expression.
  • Students will be able to analyze the role of visual art and culture (religious, political, social, economic, etc.) in art and cultures.
Dress, Culture and Identity FASH 14
  • After completing this course students will be able to analyze clothing expression as a result of influences from economic, political and religious institutions in historical perspective.
  • After completing FASH 14 students will be able to analyze the role of clothing appearance in development of the self concept.
Elementary Arabic ARAB 1
  • Students will listen to 10 statements in Arabic as stated by the instructor and will have to determine whether or not the written English meaning is true or false.
Elementary Chinese CHIN 1
  • The students will be able to comprehend the target language.
Elementary French FRCH 1
  • Students will be able to use their knowledge in French 1 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Elementary German GERM 1
  • Students will read a short text related to one of the topics from the first four chapters.
Elementary Italian ITAL 1
  • Students will correctly identify plural nouns in written Italian
  • Students will read and comprehend the vocabulary as presented in context.
Elementary Japanese JAPN 1
  • Students will read and comprehend the vocabulary as presented in context.
Elementary Korean KORE 1
  • Students will recognize and use vocabulary in appropriate contexts.
Elementary Latin LATN 1
  • Students will be able to translate a compound sentence in the original Latin into idiomatic English.
  • Students will be able to identify and parse nouns and adjectives of the first and second declensions.
  • Students will be able to translate a simple sentence in the original Latin into idiomatic English.
Elementary Spanish SPAN 1
  • Students will correctly conjugate the present tense of regular verbs
French Culture Through Cinema FRCH 60
  • 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 Asian Art AHIS 9
  • 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 cultures.
History of Mexico HIST 19
  • Students will identify the ways in which race, gender, religion, and class shaped the human experience in Mexico from the colonial period to the present. [PLO 1,2,3,5]
  • Students will compose logically organized, argument-driven historical analyses that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will identify and explain key concepts in Mexican history including the chief actors and ideologies that drove social, political, and economic change from the colonial period to the present. [PLO 1,2,3,4]
  • Students will evaluate the role of institutions (religious, political, economic, social, educational, etc.) in the development of Mexican society and culture. [PLO 1,2,3,4]
History of Modern Asia HIST 11
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship on Asia. (PLO 4)
  • Students will identify the role of environmental history concerns in Asia leading to contemporary sustainability concerns. [PLO 1, 6]
  • Students will identify cultural, political, and economic foundations in South, East, and Southeast Asia and examine how these change over time and how they differ from each other. [PLO 1]
  • Students will recognize and articulate the diversity of human cultural and social expression, including religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in Asia. [PLO 1,5]
History of Precolumbian Art AHIS 12
  • 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 Premodern Asia HIST 10
  • Students will identify the role of environmental history and sustainability concerns in Asia stemming from the emergence of large-scale societies and will examine factors leading to collapse. [PLO 1, 6]
  • Students will recognize and articulate the diversity of human cultural and social expression, including religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in pre-modern Asia. [PLO 1,5]
  • Students will identify cultural, political, and economic foundations in South, East, and Southeast Asia and examine how these change over time from the prehistoric to early modern era. [PLO 1]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
History of the Mexican American HIST 40
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • Students will identify the ways in which race, ethnicity, gender, and class shaped the experiences of Mexican Americans in the United States. [PLO 4, 5]
  • Students will describe the major ideas, people, events, and institutions that shaped the experiences of Mexican Americans from the Spanish colonial era to the present. [PLO 1,2,3,5]
  • Students will compose logically organized, argument-driven historical analyses that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
Human Geography GEOG 2
  • Analyze the spatial variation of humans and their activities around the world.
  • Evaluate the relationship of humans and the environment.
  • Describe the tools and theories used in geographic research.
  • Describe human impacts on the environment including impacts of the use of renewable and non-renewable energy resources.
  • Explain spatial variation of and describe patterns of cultural and social expression including language, religion, ethnicity, race, gender, sexuality, political processes, urbanization, development, agriculture, manufacturing and service economies.
  • Synthesize theories of human migration to explain historical and contemporary patterns of human mobility.
  • Describe the distribution of humans globally and explain the tools used by geographers to evaluate human population change.
  • Analyze the spatial expression and cultural impacts of contemporary globalization.
  • Describe the scope of the discipline of geography and the tools used by geographers to study human processes on the earth.
Human Geography - Honors GEOG 2H
  • Describe the tools and theories used in geographic research.
  • Analyze the spatial variation of humans and their activities around the world.
  • Describe human impacts on the environment including impacts of the use of renewable and non-renewable energy resources.
  • Explain spatial variation of and describe patterns of cultural and social expression including language, religion, ethnicity, race, gender, sexuality, political processes, urbanization, development, agriculture, manufacturing and service economies.
  • Synthesize theories of human migration to explain historical and contemporary patterns of human mobility.
  • Describe the distribution of humans globally and explain the tools used by geographers to evaluate human population change.
  • Analyze the spatial expression and cultural impacts of contemporary globalization.
  • Describe the scope of the discipline of geography and the tools used by geographers to study human processes on the earth.
  • Evaluate the relationship between humans and the environment.
Intercultural Communication SPCH 7
  • Students will feel more confident.
  • Students will define culture.
Intermediate Chinese CHIN 3
  • The students will comprehend the target language.
Intermediate Conversational French FRCH 53
  • Students will be able to read a text on a familiar topic fluently.
  • Students will be able to orally communicate with other students in the target language in created situations.
Intermediate French FRCH 3
  • Students will be able to use their knowledge in French 3 to demonstrate understanding in French by reading several paragraphs and answering a multiple choices questions.
Intermediate German GERM 3
  • 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 compose a three paragraph essay in which they independently use the present subjunctive correctly
  • Students will be able to read a text on a familiar topic fluently.
Intermediate Japanese JAPN 3
  • Students will read and comprehend the vocabulary as presented in context.
Intermediate Spanish SPAN 3
  • Students will demonstrate correct usage of the present indicative versus present subjunctive.
International Relations POLI 9
  • Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.
  • Explain two theories of International Relations and argue which theory best explains International Relations and support said theory with appropriate evidence.
  • Describe the roles of national, international, transnational and sub-national actors in promoting or hindering international cooperation.
  • 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.
  • 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.
Italian Culture Through Cinema ITAL 60
  • Students will correctly identify the veracity of statements pertaining to Italian history and culture as pertinent to the films viewed in class.
Japanese Culture Through Anime and Manga JAPN 62
  • Critique anime and manga through appropriate frameworks and terminology.
Latino Politics in the United States POLI 25
  • Students will be able to identify similarities and differences in public opinion held by different Latino communities such as Mexican Americans and Cuban Americans.
  • Students will be able to identify significant changes that have occurred over the past two decades in representation by Latinos in American government and politics.
Major World Religions PHIL 15
  • Students will be able to identify the practice, belief and history of the major world religions, including Hinduism, Buddhism, Sikhism, Jainism, Taoism, Confucianism, Judaism, Christianity and Islam.
  • Students will be able to compare and contrast a variety of religious themes.
  • Students will be able to analyze primary religious text.
  • Students will understand the impact of religion in the world at large.
Major World Religions - Honors PHIL 15H
  • Students will understand the impact of religion in the world at large.
  • Students will be able to analyze primary religious text.
  • Students will be able to compare and contrast a variety of religious themes.
  • Major World Religions Students will be able to identify the practice, belief and history of the major world religions, including Hinduism, Buddhism, Sikhism, Jainism, Taoism, Confucianism, Judaism, Christianity and Islam.
Rome: The Ancient City AHIS 14
  • Students completing an assignment in Area C (Arts) courses will be able to analyze modes of artistic expression.
  • 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.
Spanish for the Spanish Speaking SPAN 1S
  • 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.
World Architecture I ARCH 250
  • Students will be able to compare the architecture 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 identify the major architectural works from the Renaissance .
  • Students will be able to describe the impact of the Industrial Revolution on architectural design and theory. \n
World Cinema R-TV 25
  • Contrast the differences in viewpoint between international and American film.
  • Identify key figures in cinema and their contributions.
  • Identify major film movements, key films which comprise that movement, and the major authors of those movements.
  • Evaluate the impact of international cinema movements on American film, in both cultural and economic terms.
  • Contrast the differences in viewpoint between international and American film.
  • Summarize the artistic methods used in international films.
World Cuisines CUL 107
  • Identify the flavor profiles of countries or regions covered.
  • List the various Asian cuisines by geographic location. \n
World History: Early Modern to the Present HIST 4
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship. (PLO 4,5)
  • Students will identify the global history of the environment and human use of natural resources that have led to contemporary sustainability concerns. (PLO 1, 6)
  • 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.
World History: Early Modern to the Present - Honors HIST 4H
  • Students will identify the global history of the environment and human use of natural resources that have led to contemporary sustainability concerns. (PLO 1, 6)
  • Students will recognize and articulate the role of Eurocentrism in historiography and understand the factual based corrections of contemporary scholarship. (PLO 4,5)
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, race, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • 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 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
World History: Prehistoric to Early Modern HIST 3
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will identify cultural, political, environmental, and economic foundations of human societies and examine how these change over time. [PLO 1]
  • Students will identify the role of various factors, including the environment or social and political structures in both the growth and decline of societies. [PLO 1,6]
World History: Prehistoric to Early Modern - Honors HIST 3H
  • 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 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 will be able to identify and evaluate major agents of change\/reform in World History
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources [PLO 1,2,3,4]
  • Students will recognize and articulate the diversity of human cultural expression, such as religion, ethnicity, language, sex, orientation, and gender, by comparing different historical perspectives in global history. [PLO 1,5]
  • Students will identify cultural, political, environmental, and economic foundations of human societies and examine how these change over time. [PLO 1]
  • Students will identify the role of various factors, including the environment or social and political structures in both the growth and decline of societies. [PLO 1,6]
World Music MUS 14A
  • 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.
  • 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.
World Regional Geography GEOG 5
  • Evaluate the geographic situation, problems and prospects for each world region.
  • Analyze the spatial variation of human activities and physical processes in distinctive world regions.
  • Define the concept of region in geographic analysis.
  • Identify the location of the world’s countries, major urban centers, bodies of water, and other landform features.
  • Explain the geographic tools used in regional analysis.
  • Describe the physical, social, economic, political and cultural relationships between distinctive world regions.
  • Explain patterns of physical processes in distinctive world regions including climate and landform evolution.
  • Explain patterns of human processes in distinctive world regions including demographics, migration, language, religion, ethnicity, political processes, development and economic activities.