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Student Learning Outcomes

Discipline: Degree: AA-T - Political Science - A0345
Course Name Course Number
African American\/Black Politics POLI 35
  • Students will be able to identify significant changes that have occurred in African-American political participation since the passage of the Voting Rights Act.
  • Students will be able to assess the success of African Americans in attaining representation in various levels of government.
Comparative Politics POLI 2
  • Explain ethnic group conflict, and political institutions for managing ethnic group conflict.
  • Distinguish among regime types and their central features.
  • Analyze political systems by using the comparative method.
  • Analyze the role of political parties, interest groups, elections and the mass media in various countries.
  • Explain the impact of regional, economic, historical and cultural factors on political institutions and behavior.
  • Compare political systems, both in theory and with actual country examples.
  • Identify the role of the state.
  • Evaluate the advantages and disadvantages of proportional representation and single member district plurality as electoral methods.
  • Identify the key features of parliamentary and presidential forms of government and identify their advantages and disadvantages.\n
Cultural Anthropology ANTH 5
  • Students will be able to recognize the immense scope of the multi-faceted discipline of anthropology and explain the relationships between its basic areas of inquiry: physical anthropology, cultural anthropology, linguistics and archaeology.
  • Students will be able to assess the historical development of anthropology as a Western academic discipline, giving particular attention to the significant contributions and perspectives of women, minority and non-Western cultural anthropologists.
  • Students will be able to examine the basic conceptual framework which structures the anthropological study of humanity, identifying the crucial distinctions between ethnocentrism and the practice of cultural relativism.
  • Students will be able to analyze the key methodological practices of cultural anthropology, with its major focus on pursuing ethnographic research through fieldwork.
  • Students will be able to relate how the processes in any cultural system operate by analyzing the integrated, synergistic nature of all such systems.
  • Students will be able to recognize the diversity of human cultures by contrasting comparative ethnographic information from a significant variety of world societies.
  • Students will be able to critically evaluate the dynamics of culture change (both voluntary and involuntary), and apply this knowledge to understanding the complexities of culturally heterogeneous societies.
  • Students will be able to analyze how anthropological knowledge and insights can be applied to current societal issues, and then be extrapolated to an analytic evaluation of humanity's future.
Elementary Statistics Math 110
  • Using bivariate data, students will be able to determine whether a significant linear correlation exists between two variables and determine the equation of the regression line.
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
  • Students will be able to determine descriptive statistics from a sample
  • Students will be able to use sample statistics to develop a confidence interval for population parameters. \n\nUsing sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
Elementary Statistics -Honors Math 110H
  • Students will be able to use sample statistics to develop a confidence interval for population parameters
  • Students will be able to determine descriptive statistics from a sample.
  • Using bivariate data, students will be able to determine whether a significant linear correlation exists between two variables and determine the equation of the regression line.
  • Using sample statistics from one or more samples, students will be able to test a claim made about a population parameter
  • Students will be able to use sample statistics to develop a confidence interval for population parameters. \n\nUsing sample statistics from one or more samples, students will be able to test a claim made about a population parameter.
Environmental Politics POLI 10
  • Students should be able to identify and compare competing models of sustainable political economy.
  • Students should be able to define sustainability taking account of social, economic, and environmental indicators.
Geography of California GEOG 30
  • Analyze the influence of varying cultural and ethnic groups in the shaping of the cultural landscapes of California.
  • Analyze the use of natural resources in the state, particularly the role of water in the development of both the economic and social landscape of California.
  • Recognize and evaluate how human and physical processes differ from place to place and analyze the distributional and locational relationship of things in the state of California.
  • Describe the physical processes that shape the natural environments of California.
  • Explain patterns of urban development in the state and distinguish current trends in urban development in California.
  • Explain the origins and development of agriculture and industry in California.
  • Analyze the relationship between humans and the environment of California.
History of the United States HIST 1
  • Students will be able to identify the different historical experiences of people of color, women, the LGBTQ+ communities, and peoples of various socioeconomic backgrounds in the United States.
  • Students will be able to identify and describe the contours of debates among historians over time in United States history.\n
  • Students will be able to identify and trace the changes to the American Constitution over time and identify the agents of change.
  • 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 United States from 1865 HIST 8
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • 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 be able to differentiate among changes in the American constitutional government over time.
  • Students will be able to identify and evaluate major agents of change\/reform in American History
History of the United States from 1865 - Honors HIST 8H
  • Students will be able to identify and evaluate major agents of change\/reform in American 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 be able to differentiate among changes in American Constitutional government over time.
History of the United States to 1877 HIST 7
  • Students will compose logically organized, argument-driven historical analysis that are informed by secondary sources and justified by references to primary sources
  • Students will be able to identify and explain historical events, changes, and processes that have shaped the United States Constitution and the relationship between local, state, and federal government in United States History through Reconstruction.
  • Students will be able to compare and contrast divergent viewpoints of major social, ethnic, racial economic, and political groups, leaders, and organizations in United States History through Reconstruction.
  • Students will be able to explain major agents of change in United States History through Reconstruction.
History of the United States to 1877 - Honors HIST 7H
  • Students will be able to differentiate among changes in American Constitutional government over time.
  • 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 be able to identify and evaluate major agents of change\/reform in American History
Human Geography GEOG 2
  • 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.
  • 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.
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.
International Relations POLI 9
  • Analyze and evaluate key topics such as globalization, conflict, cooperation, diplomacy, international law, human rights, and international political economy.
  • Describe the roles of national, international, transnational and sub-national actors in promoting or hindering international cooperation.
  • Explain two theories of International Relations and argue which theory best explains International Relations and support said theory with appropriate evidence.
  • Explain the impact of important historical events on the contemporary study of international relations and world politics.
  • 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.
  • Describe the International Relations concept Levels of Analysis and argue which level, or levels, best explains and analyzes international relations.
  • Define, explain, analyze and compare core theories in International Relations and explain which theory best describes international relations and why.
Introduction to American Government and Politics POLI 1
  • Students will be able to differentiate powers delegated to the U.S. from those reserved to the states.
  • Students will be able to marshal empirical data to support a political science theory.
  • Students will be able to differentiate among changes in the American constitutional government over time.
  • Students will be able to identify constitutional changes that have expanded liberties and rights.
  • Students will be able to evaluate the role of political parties, interest groups, elections and the mass media in the American political system with an emphasis on the state of California and its relations to the national government.
  • Students will be able to analyze policy areas such as foreign and domestic policy in order to understand the political outcome of various policy alternatives.
  • Students will be able to evaluate the role of Congress, the presidency, the courts and their interaction with state and local governments.
Introduction to American Government and Politics - Honors POLI 1H
  • Students will be able to differentiate powers delegated to the U.S. from those reserved to the states.
  • Evaluate the role of political parties, interest groups, elections and the mass media in the American political system with an emphasis on the state of California and its relations to the national government.
  • Evaluate the role of Congress, the presidency, the courts and their interaction with state and local governments.
  • Students will be able to analyze policy areas such as foreign and domestic policy in order to understand the political outcome of various policy alternatives.
  • Students will be able to identify constitutional changes that have expanded liberties and rights.
Introduction to Psychology PSYC 1A
  • Apply psychological principles to personal observations and \/ or experiences.
  • Demonstrate psychology is a science by explaining how psychology utilizes the scientific method.
  • Differentiate the major theoretical perspectives of psychology.
Introduction to Psychology - Honors PSYC 1AH
  • Be able to differentiate the major theoretical perspectives of psychology.
  • Explain how psychology utilizes the scientific method
  • Apply psychological principles to personal experiences.
Introduction to Sociology SOC 1
  • Students will identify and apply the main sociological theoretical frameworks to analyze social stratification based on race, ethnicity, gender, social class, sexuality or other social groups.
  • Students will apply sociological research to distinguish the interrelatedness of various social institutions and the relationship between society and the individual.
  • Students will identify the role of culture and socialization in the development of one’s beliefs, opinions, and values.
Introduction to Sociology - Honors SOC 1H
  • Students will apply sociological research to distinguish the interrelatedness of various social intuitions and the relationship between society and the individual.
  • Students will identify and apply the main sociological theoretical frameworks to analyze social stratification based on race, ethnicity, gender, social class, sexuality or other social groups.
Latino Politics in the United States POLI 25
  • 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.
  • Students will be able to identify similarities and differences in public opinion held by different Latino communities such as Mexican Americans and Cuban Americans.
Political Theory I - Ancient to Contemporary POLI 5
  • Students will be able to analyze the development of political theory and its impact on the historical development of governmental institutions.
  • Students will be able to assess and classify contemporary political ideas in terms of their theoretical and philosophical origins.
Political Theory II - Early Modern to Contemporary POLI 7
  • Students should be able to accurately explain theories of power and crisis associated with theories of thinkers covered in the course and to compare them
  • Students should be able to explain the meaning of the terms public sphere and civil society in the theories of contemporary political theorists.
Principles of Economics - Macroeconomics BUSC 1A
  • Students completing BUSC 1A - Principles of Economics - Macroeconomics will correctly know the use of fiscal policy and will be able to comment on the fiscal policy used by the government.
  • Students completing BUSC 1A - Principles of Economics - Macroeconomics will correctly know the use of monetary policy and make comments on the monetary policy being used by the FED.
Principles of Economics - Macroeconomics - Honors BUSC 1AH
  • Students completing BUSC 1AH - Principles of Economics - Macroeconomics - Honors will correctly know the use of monetary policy and will be able to comment on the monetary policy used by the FED.
  • Students completing BUSC 1AH - Principles of Economics - Macroeconomics - Honors will correctly know the use of fiscal policy and will be able to comment on the fiscal policy being used by the government.
Statistics for the Behavioral Sciences PSYC 10
  • Using SPSS software, correctly input data, analyze data, and interpret output for descriptive statistics, t tests, correlation, and one-way analysis of variance.
  • Perform and evaluate descriptive (e.g., mean, median, mode, variance, standard deviation) and inferential (e.g., Pearson correlation, t tests, z test, and one-way analysis of variance) statistics.
World History: Early Modern to the Present HIST 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 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 through analysis the role of institutions (religious, political, economic, social, educational, etc.) in the development of World cultures.
  • 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]
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 Regional Geography GEOG 5
  • Explain the geographic tools used in regional analysis.
  • Identify the location of the world’s countries, major urban centers, bodies of water, and other landform features.
  • Define the concept of region in geographic analysis.
  • Analyze the spatial variation of human activities and physical processes in distinctive world regions.
  • Evaluate the geographic situation, problems and prospects for each world region.
  • Describe the physical, social, economic, political and cultural relationships between distinctive world regions.
  • Explain patterns of human processes in distinctive world regions including demographics, migration, language, religion, ethnicity, political processes, development and economic activities.
  • Explain patterns of physical processes in distinctive world regions including climate and landform evolution.