## Select Area and Outcome

## Showing Results for Area A, Outcome #1

Course Number | Learning Outcomes | Rating |
---|---|---|

AMSL 1A | Respond appropriately to various language functions such as introducing oneself, exchanging personal information, talking about where they live, discussing living situations, talking about family, and discussing everyday activities. | Somewhat aligned |

AMSL 1B | Demonstrate both receptive and expressive communicative competencies by following a series of basic commands and responding appropriately to routine questions about everyday activities. | Mostly aligned |

BCST 101 | Delineate and analyze oral, literate, and electronic cultures as they relate to radio, television, cable, satellite, and emerging broadcast technologies. Identify and differentiate techniques of manipulating the content of messages in radio and television news, entertainment, and advertising. Identify and analyze the persuasive messages used to sell products or ideas in radio and television programming. Identify, assess, illustrate, and summarize stereotypes and their influence on the audience, related to recent communication research and scholarship. | Perfectly aligned |

BSEN 74 | • Write clear, correct, concise, courteous, well-organized business communications. • Analyze the purpose of the communication and organize ideas into a logical sequence before writing the communication. • Analyze case studies to determine the appropriate writing strategy. • Apply writing strategies in composing letters, memos, and e-mail messages. • Write effective résumés, letters of application, and other employment-related communications. • Use correct format and style in presenting letters, memos, and e-mail messages. • Choose vocabulary appropriate to readers from diverse cultures. • Proofread, edit, and revise his or her own work and the work of other writers. | Perfectly aligned |

BSEN 76 | Recognize the different needs, functions, and classifications of reports. Differentiate between subjective and objective, direct and indirect, and inductive and deductive approaches to writing. Use word processing and editing computer software to plan, organize, revise, and prepare report assignments. | Perfectly aligned |

BSMA 66 | A. Analyze and solve many mathematical problems encountered in the business world. B. Develop and apply reasoning skills to both written and numerical business problems and the derivation of solutions. C. Apply the necessary mathematical principles dealing with basic mathematics, equations, and percents to derive solutions to a multitude of business problems. D. Distinguish between various business concepts, such as balance sheets and income statements; salary and payroll deductions; straight line and accelerated depreciation; cash discounts and trade discounts; simple interest and compound interest; loan amortization and rule of 78; present value and annuities; markups and markdowns; fire insurance and life insurance. E. Complete daily homework problems requiring the analysis and solution of both numerical and written problems related to the various business fields. F. Utilize the formulas, tables, graphs, and other mathematical techniques to gain competency and understanding for success in taking other business courses such as accounting, banking, investments, finance, insurance, merchandising and similar disciplines. | Mostly aligned |

BSMA 68 | A. Analyze and solve many mathematical problems encountered in the business world. B. Develop and apply reasoning skills to both written and numerical business problems and the derivation of solutions. C. Apply the necessary mathematical principles dealing with basic mathematics, equations, and percents to derive solutions to a multitude of business problems. D. Acquire a facility with the theory and techniques of calculations in simple interest, compound interest and annuities, bank discount, payrolls, insurance, taxation, merchandising, proprietorships, partnerships, corporations, and consumer purchases. E. Apply theory and technique learned to subsequent courses in accounting, insurance, real estate, banking, merchandising, transportation, investments, finance, and business law. F. Complete daily homework problems requiring the analysis and solution of both numerical and written problems related to various business fields. G. Develop habits of organization, analysis, logic, application, and accuracy. | Mostly aligned |

BTEC 108A | F. Appraise the results of computations when one or more of the numbers are approximate. I. Evaluate the accuracy of the measurement errors and uncertainties in calculations using measured numbers. J. Analyze the effect of measurement errors and uncertainties in calculations using measured numbers. M. Analyze a word problem from real-world situations and formulate an algebraic equation or a system of equations that lead to the solution. N. Evaluate the validity of the numerical equations using rectangular coordinates. Q. Deduce the algebraic equation of a line graphed from empirical data. | Perfectly aligned |

CHEM 17 | A. Assignments 1. Written homework assignments that consist of problems designed to emphasize the coordination of higher-level abstract analysis and advanced calculator skills. | Somewhat aligned |

CHIN 1 | Comprehend a conversation or a story composed chiefly of the vocabulary, grammar, and syntax studied. | Mostly aligned |

CHIN 1A | Identify the basic sounds and tones of Mandarin, and reproduce them as accurately as possible. | Mostly aligned |

CHIN 1B | Comprehend a conversation or a story composed chiefly of the vocabulary, grammar, and syntax studied. | Mostly aligned |

CHIN 2 | Comprehend a conversation or a story composed chiefly of the vocabulary, grammar, and syntax studied. | Mostly aligned |

CHIN 2A | Comprehend a conversation or a story composed chiefly of the vocabulary, grammar, and syntax studied. | Mostly aligned |

CHIN 2B | Comprehend a conversation or a story composed chiefly of the vocabulary, grammar, and syntax studied. | Mostly aligned |

CHIN 3 | Identify and use appropriate vocabulary and idiomatic expressions in a culturally acceptable way. | Mostly aligned |

CHIN 3A | Identify and use appropriate vocabulary and idiomatic expressions in a culturally acceptable way. | Mostly aligned |

CHIN 3B | Identify and use appropriate vocabulary and idiomatic expressions in a culturally acceptable way. | Mostly aligned |

CHIN 4 | Grasp the essential meaning of learned vocabulary and expressions in a native-like way. | Mostly aligned |

CHIN 4A | Manipulate vocabulary and idiomatic expressions in a culturally acceptable way. | Mostly aligned |

CHIN 4B | Grasp the essential meaning of learned vocabulary and expressions in a native-like way. | Mostly aligned |

CHIN 10A | Identify the basic sounds and tones of Cantonese and reproduce them as accurately as possible. | Mostly aligned |

CHIN 10B | Comprehend a simple conversation chiefly composed of the elements studied. | Mostly aligned |

CHIN 10C | Process information learned in the course in a creative manner. | Mostly aligned |

CHIN 10D | Process information learned in the course in a creative manner. | Mostly aligned |

CHIN 12A | Comprehend conversations or stories composed of the elements studied. | Mostly aligned |

CHIN 12B | Comprehend conversations or stories composed of the elements studied. | Mostly aligned |

CHIN 12C | Process the vocabulary, colloquial expressions, and sentence structures in the course in a creative manner. | Mostly aligned |

CHIN 14A | Comprehend a conversation or a story composed chiefly of the vocabulary, grammar and syntax studied. | Mostly aligned |

CHIN 14B | Perform in a conversational situation with a higher degree of fluency, accurate pronunciation and intonation. | Mostly aligned |

CHIN 14C | Process information learned in the course in a creative manner. | Mostly aligned |

CHIN 16 | Apply the learned vocabulary in writing sentences and short paragraphs for communication. | Mostly aligned |

CHIN 17 | Apply the learned vocabulary in writing sentences of personal communication. | Mostly aligned |

CHIN 22 | Demonstrate mastery of basic sentence structures, vocabulary and idioms related to the topics | Mostly aligned |

CHIN 31A | Discuss and/or summarize in Mandarin using correct sentence patterns and near Mandarin pronunciation (using Pinyin System) and fluency. | Mostly aligned |

CHIN 31B | Discuss and/or summarize in Mandarin using correct sentence patterns and near Mandarin pronunciation (using Pinyin System) and fluency. | Mostly aligned |

CNIT 131 | - Explain the historical development of the Internet. - Evaluate the various tools available to search the Web: search engines, directories, meta-search engines, and portals. - Debate the legal, ethical and security consideration of Internet use. | Perfectly aligned |

CNIT 132 | - Use, modify, and test existing scripts and Java applets to make HTML pages interactive. - Use, modify, and test existing scripts to collect information and generate HTML content automatically using forms and CGI. | Mostly aligned |

CS 100 | A. Write and predict algorithmic solutions to problems with sequential and conditional operations using pseudocode, circuits, and low and high level languages. B. Compare algorithm efficiencies. C. Describe the way data is represented in a computer system. D. Describe the basic components of the Von Neumann Architecture. E. Use assembly language instructions for a virtual machine G. Describe the steps involved in compilation H. Design Turing machine solutions to problems. . | Perfectly aligned |

CS 101 | G. Analyze the way information flows through a computer system. O. Organize the steps involved in the programming process. P. Design simple spreadsheets to solve information problems, using formulas, functions, charts, macros and Visual Basic for Applications. Q. Organize the steps involved in systems analysis. | Somewhat aligned |

CS 110A | A. Use a computer to enter, compile, and run a C++ program. B. Analyze and fix errors (testing and debugging). C. Write and predict the results or C++ code using standard input and output, and with files. D. Evaluate and accurately predict the results of numeric and Boolean expressions. E. Write and predict the results or C++ code with if-statements and with loops, including nested control structures. G. Design and develop a program into modules using functions. H. Write and predict the results of C++ code using functions that have parameters and return values. I. Predict the effects of call by reference and call by value parameters. J. Design and develop C++ code to process arrays. | Perfectly aligned |

CS 111A | A. Use a computer to enter, compile, and run a Java program. B. Analyze and fix errors (debugging). C. Write Java code using standard input and output. D. Evaluate and accurately predict the results of numeric and Boolean expressions. E. Write Java code with if statements and with loops. F. Predict the results of nested control structures. G. Design a program into modules using methods. H. Write Java code using methods that have parameters and return values. I. Predict the effects of using reference and value parameters. J. Write Java code to pass and process arrays and Strings. | Perfectly aligned |

CS 112A | A. Describe basic concepts of computer systems, programming and problem solving. B. Develop, implement, and test applications and analyze and correct errors, using the VisualBasic.NET programming development environment. C. Evaluate and implement application specifications. D. Design interfaces and use forms and control objects for application programs in a manner consistent with industry standard design guidelines. E. Evaluate and criticize interface design. F. Design and implement event processing programs using procedural methods. G. Contrast and compare event driven processing and linearly ordered processing. H. Contrast and compare fundamental control structures, data types, data structures and algorithms. I. Evaluate and criticize program design and code. J. Design and implement single and multi-window interfaces. | Perfectly aligned |

CS 113A | 2. Create and implement programs using Perl's control structures. 3. Create structured Perl programs using subroutines and variables. 4. Analyze and solve the following tasks using the Perl language: file manipulation and text manipulation. 6. Analyze and solve common data processing tasks by writing Perl programs. | Perfectly aligned |

CS 130A | 1. Describe the main features of PHP. 3. Write regular expressions including modifiers, operators, and metacharacters. 4. Create PHP programs for manipulating files and directories. 5. Analyze and solve various database tasks using the PHP language. 7. Analyze and solve common Web application tasks by writing PHP programs. | Mostly aligned |

CS 131A | A. Describe the main features of Python B. Write Object Oriented Python programs using classes and objects C. Describe the Python operators for manipulating lists, dictionaries, tuples and files E. Write Python programs that use the Python DBI-API for database connectivity F. Manipulate strings using regular expressions G. Analyze and solve common system administration tasks by writing Python programs | Perfectly aligned |

CS 132A | A. Describe the main features of Ruby B. Describe Ruby's built-in methods for manipulating classes and objects D. Analyze and solve various database problems using the Ruby language G. Install Rails and create custom applications | Mostly aligned |

CS 150A | A. Describe the basic concepts of databases, tables, relationships, and normalization. B. Analyze a multi-table database and its components and relationships through the third normal form. C. Analyze business requirements and create queries that satisfy those requirements using all of the major SQL commands. D. Manipulate a SQL Server database both interactively and with scripts using client software to create, retrieve, and modify database objects. E. Construct a database by creating tables, constraints, relationships, and views following a database design. F. Design queries that use all of the major components of the SQL language for accessing data, including inner and outer joins, aggregate queries and subqueries and a variety of the intrinsic functions supplied by SQL Server. H. Design and implement simple T-SQL functions that use the programming extensions of SQL Server to perform business tasks. | Perfectly aligned |

CS 151A | A. Describe the basic concepts of databases, tables, relationships, and normalization. B. Analyze a multi-table database and its components and relationships through the third normal form. C. Analyze business requirements and create queries that satisfy those requirements using all of the major SQL commands. D. Manipulate an Oracle database both interactively and with scripts using client software to create, retrieve, and modify database objects. E. Construct a database by creating tables, constraints, relationships, and views following a database design. F. Design queries that use all of the major components of the SQL language for accessing data, including inner and outer joins, aggregate queries and subqueries and a variety of the intrinsic functions supplied by Oracle. G. Create queries that will manipulate- add, delete, and update- data in the database and use commit and rollback. H. Design and implement simple PL/SQL functions to perform business tasks. I. Describe the use of complex data in a database system. | Perfectly aligned |

CS 155A | A. Utilize basic concepts of databases, tables, relationships, and normalization. B. Analyze a multi-table database and its components and relationships through the third normal form. c. Analyze business requirements and create queries that satisfy those requirements using all of the major SQL commands. D. Manipulate a MySQL database both interactively and with scripts using client software to create, retrieve, and modify database objects. E. Construct a database by creating tables, constraints, relationships, and views following a database design. F. Design queries that use all of the major components of the SQL language for accessing data, including inner and outer joins, aggregate queries and subqueries and a variety of the intrinsic functions supplied by MySQL. G. Create queries that will manipulate- add, delete, and update- data in the database. H. Design and implement simple MySQL functions that use the programming extensions of SQL Server to perform business tasks. | Perfectly aligned |

CS 183A | 1. Demonstrate human-computer interface design 2. Design and implement computer navigation 3. Use software tools to create interactive multimedia applications and 2-D animation files 4. Distinguish between production and target platforms 9. Calculate and translate decimal, binary, and hexadecimal numbers 11. Prepare and present oral and written presentations of computer-based multimedia 12. Design and program simple web pages for the submissions of lab assignments | Perfectly aligned |

ECON 5 | A. Collect, summarize and present statistical data in the form of charts, graphs and frequency distributions; C. Compute, analyze, compare and explain measures of central tendency such as the mean, median, mode and the weighted mean; D. Compute, analyze, compare and explain measures of location such as quartiles and percentiles; E. Compute, analyze, compare and explain measures of dispersion such as the standard deviation, the variance and the range; G. Identify the presence of and explain the nature of skewness; H. Apply the principles of probability (Addition Law, Multiplication Law, Law of the Complement) to evaluate probabilities and to analyze problems; I. Apply counting techniques (permutations, combinations, etc.) in conjunction with the principles of probability to complex problems; K. Define and explain discrete random variables; L. Analyze probability distributions of discrete random variables in terms of the principles of probability; M. Evaluate the expected value and variance of a discrete random variable; O. Recognize the kinds of problems that can be modeled by discrete probability distributions (particularly by the Binomial Distribution), and for such problems perform the modeling and appropriate analysis; P. Define and explain continuous random variables; Q. Analyze probability densities of continuous random variables; R. Explain the meaning of expected value and variance of a continuous random variable; S. Explain the Normal Distribution as a particular kind of probability density; T. Evaluate probabilities of events defined on normally distributed random variables; U. Recognize the kinds of problems that can be modeled by the Normal Distribution and for such problems perform the modeling and appropriate analysis; V. Understand sampling techniques and the importance of randomness, and differentiate between random and non-random samples; W. Understand the concept of sampling from a normally distributed population and apply the principles of probability to make predictions concerning the results (frequency distributions and measures of central tendency) of such samples; X. Understand the nature and significance of the Central Limit Theorem; Z. Estimate population parameters using large-size sampling techniques, find the desired sample size in such estimation situations and understand errors of estimation (confidence intervals); AA. Understand when and how to use the t-Distribution, explain its significance and use it for estimation; CC. Test hypotheses about the mean, the proportion or the difference between two means or two proportions and identify the proper techniques to apply in a given situation; DD. Explain the difference between linear regression and correlation analysis, recognize problems that can be linearly modeled and in such problems compute | Mostly aligned |

ENGN 38 | C. Formulate the logic and procedure for solving a problem using algorithmic concepts and flow charts E. Formulate a solution to any engineering problems using a computer | Mostly aligned |

ESL 79 | Perform essential communicative functions such as inform, report, explain, persuade, critique, justify, etc. Speak with confidence, fluency, and control in formal and informal oral communication. | Mostly aligned |

ET 50 | All Outcomes, but most specifically: S. Formulate methods to solve practical problems of the technical world using algebraic, geometric or trigonometric operations. | Perfectly aligned |

FREN 1 | Compose short communications incorporating the principles of present and past tense syntax as introduced at this level | Mostly aligned |

FREN 1A | Compose short communications incorporating the principles of present tense syntax as introduced at this level. | Mostly aligned |

FREN 1B | Compose short communications incorporating the principles of the present and past tense syntax as introduced at this level. | Mostly aligned |

FREN 2 | Write composition incorporating present, past and future tenses. | Mostly aligned |

FREN 2A | Write compositions incorporating present and past tenses. | Mostly aligned |

FREN 2B | Write compositions incorporating present, past and future tenses. | Mostly aligned |

FREN 3 | Compose increasingly complex narratives. | Mostly aligned |

FREN 3A | Compose oral and written answers to questions based on the assigned reading material. | Mostly aligned |

FREN 3B | Compose increasingly complex narratives. | Mostly aligned |

FREN 4 | Compose oral and written texts setting out and defending points of view on controversial subjects. | Mostly aligned |

FREN 10A | Identify the basic sounds and rhythms of the French Language and reproduce them as accurately as possible. | Mostly aligned |

FREN 10B | Identify the basic sounds and rhythms of the French Language and reproduce them as accurately as possible. | Mostly aligned |

FREN 10C | Process information learned in the course in a creative manner. | Mostly aligned |

FREN 10D | Reasonably comprehend the elocution of a native speaker, a normal speed, and interact freely in a sustained manner. | Mostly aligned |

FREN 10E | Process information learned in the course in a creative manner. | Mostly aligned |

FREN 11A | Process information freely without hesitation and with near-native fluency. | Mostly aligned |

FREN 11B | Process information freely without hesitation and with near-native fluency. | Mostly aligned |

FREN 21 | Demonstrate a basic knowledge of financial, economic vocabulary, comprehend articles in newspapers, magazines and reports dealing with business subjects in French. | Mostly aligned |

FREN 22 | Demonstrate a substantial knowledge of French grammar and of the effects of style in French. | Mostly aligned |

GERM 1 | Understand and respond to spoken and written German at the elementary level. | Mostly aligned |

GERM 1A | Understand and respond to spoken and written German at the elementary level. | Mostly aligned |

GERM 1B | Understand and respond to spoken and written German at the elementary level. | Mostly aligned |

GERM 2 | Understand and respond to spoken and written German at the elementary level. | Mostly aligned |

GERM 2A | Understand and respond to spoken and written German at the elementary level. | Mostly aligned |

GERM 2B | Understand and respond to spoken and written German at the elementary level. | Mostly aligned |

GERM 3 | Converse on topics covered in the written texts in a manner that demonstrates comprehension. | Mostly aligned |

GERM 3A | Converse on topics covered in the written texts in a manner that demonstrates comprehension. | Mostly aligned |

GERM 3B | Converse on topics covered in the written texts in a manner that demonstrates comprehension. | Mostly aligned |

GERM 4 | Converse on topics covered in the written texts in a manner that demonstrates critical thinking. | Mostly aligned |

GERM 4A | Converse on topics covered in the written texts in a manner that demonstrates critical thinking. | Mostly aligned |

GERM 4B | Converse on topics covered in the written texts in a manner that demonstrates critical thinking. | Mostly aligned |

GERM 10A | Apply the lingüistic principles of German inductively. | Mostly aligned |

GERM 10B | Apply the lingüistic principles of German inductively. | Mostly aligned |

GERM 10C | Apply the lingüistic principles of German inductively at an intermediate level. | Mostly aligned |

GERM 10D | Apply the lingüistic principles of German inductively at an intermediate level. | Mostly aligned |

GERM 11A | Process lingüistic information freely, without hesitation and with near-native fluency. | Mostly aligned |

GERM 11B | Process lingüistic information freely, without hesitation and with near-native fluency. | Mostly aligned |

ITAL 1 | Compose short written communications incorporating the principles of past. and present tense syntax as introduced at this level. | Mostly aligned |

ITAL 1A | Compose short written communications incorporating the principles of present tense syntax as introduced at this level. | Mostly aligned |

ITAL 1B | Compose short written communications incorporating the principles of past and present tense syntax as introduced at this level. | Mostly aligned |

ITAL 2 | Compose written communications incorporating the principles of present, imperfect, past perfect subjunctive syntax as introduced at this level. | Mostly aligned |

ITAL 2A | Compose written communications incorporating the principles of present, imperfect, past perfect subjunctive syntax as introduced at this level. | Mostly aligned |

ITAL 2B | Compose written communications incorporating the principles of present, imperfect, past perfect subjunctive syntax as introduced at this level. | Mostly aligned |

ITAL 3A | Comprehend statements, dialogs and short narratives. | Mostly aligned |

ITAL 3B | omprehend statements, dialogs and short narratives. | Mostly aligned |

ITAL 4A | Apply principles of grammar and syntax when ~peaking and when creating new sentences, paragraphs and compositions. | Mostly aligned |

ITAL 4B | Apply principles of grammar and syntax when ~peaking and when creating new sentences, paragraphs and compositions. | Mostly aligned |

ITAL 10A | Be able to carry on a simple conversation on any subject treated during the semester. | Mostly aligned |

ITAL 10B | Have developed a more extensive knowledge of the basic structures of the Italian language. | Mostly aligned |

ITAL 10C | Have developed a more extensive and firmer knowledge of the structures of the Italian language to be able to participate effectively in conversations at this level. | Mostly aligned |

ITAL 10D | Have developed a more extensive and firmer knowledge of the structures of the Italian language and be able to participate effectively in conversations at this level. | Mostly aligned |

ITAL 15A | Comprehend and use complex structure when interacting orally and participate effectively and accurately in conversations at the advanced level. | Mostly aligned |

ITAL 15B | Comprehend and use complex structure when interacting orally and participate effectively and accurately in conversations at the advanced level. | Mostly aligned |

JAPA 1 | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 1A | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 1B | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 2 | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 2A | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 2B | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 3 | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 3A | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 3B | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 4 | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 4A | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 4B | Identify and use appropriate vocabulary. | Mostly aligned |

JAPA 10A | Understand and respond to spoken Japanese in a five-minute conversation with the instructor and/or another student on a topic studied during the semester. | Mostly aligned |

JAPA 10B | Understand and respond to spoken Japanese in a ten-minute conversation with the instructor and/or another student on a topic studied during the semester. | Mostly aligned |

JAPA 10C | Identify and use complex structures introduced during the semester. | Mostly aligned |

JAPA 10D | Interact freely in a sustained manner. | Mostly aligned |

JAPA 16 | Compose sentences and paragraphs using the basic 180 Kanji characters. | Mostly aligned |

JOUR 19 | From conceptual knowledge gained through readings and discussions, the student is expected to articulate in writing and verbally an understanding of the varied theories surrounding the mass media. | Perfectly aligned |

JOUR 26 | Demonstrate an ability to pitch story ideas orally and in written form to print and broadcast media | Perfectly aligned |

LBCS 76A | C. Describe an effective media relations strategy for a local union. | Perfectly aligned |

LERN 50 | Examine critical analysis techniques and demonstrate those techniques using problem solving and decision making models Assess creative thinking techniques and apply those techniques using visual schematics and idea-generation models Analyze life management charts of time and energy Analyze financial literacy Evaluate learning styles and apply them to lifelong learning Assess emotional intelligence in relation to multiple intelligence theory | Perfectly aligned |

LERN 60 | Assess early influences on career decision making. Select learning opportunities to acquire and develop skills, curiosity, and interests. | Perfectly aligned |

LERN 61 | Assess values, skills, areas of curiosity, and interests. | Perfectly aligned |

LERN 62 | Participate in an employment interview. | Perfectly aligned |

LGBT 24 | N/A | Not aligned |

LIBR 51 | B. Search, interpret and utilize library catalog records, worldwide C. Select periodical (and other) databases appropriate to a specific research topic D. Search databases for information pertinent to library service or patron inquiry E. Rationalize documentation and construct basic bibliographic citations (MLA) H. Evaluate resources based on a critical rubric | Mostly aligned |

MABS 160 | Give examples of why computers are used in a business and how business can benefit by using a computer. Define the relationship of input data, processing, and output of information used for business decision-making. | Perfectly aligned |

MATH 40 | F. Graph lines and interrelate all of the following: slopes, intercepts, tables of values, and equations. H. Solve translation, cost, mixture, rate, perimeter and area, and ratio and proportion problems using a generalized problem-solving process that includes determining the appropriate solution method, describing variables, writing organized work, and interpreting and checking solutions. | Perfectly aligned |

MATH 50 | C. Apply theorems involving vertical angles, complementary angles, supplementary angles, transversals, internal angle measure in a polygon, isosceles triangles, right triangles, similar triangles, central triangles in circles, and tangent lines to circles. E. Apply geometric concepts to solve problems involving, for example, rates, cost, elapsed time, force/weight/mass, rotation, and lengths that cannot be measured directly. | Perfectly aligned |

MATH 55 | A. Develop an understanding of and a facility with definitions, axioms, and theorems in the context of mathematical proof. C. Apply the Pythagorean Theorem. D. Compare and contrast the properties of different quadrilaterals. E. Apply geometric axioms and theorems to prove that geometric objects are congruent or similar. H. Use geometry to solve word problems. | Perfectly aligned |

MATH 60 | D. Identify functions, interpret functions, use function notation, and find domains and ranges of functions specified by tables of values, graphs, equations in two variables, and verbal descriptions. G. Use a generalized problem-solving process to solve applications of linear equations, 2x2 linear systems, rational equations, and quadratic equations. | Perfectly aligned |

MATH 70 | A. Solve mathematical and real world problems using a variety of strategies. D. Use linear and exponential mathematical models to solve real world problems. E. Measure length, area, and volume of physical objects justifying procedures by reference to the axiomatic framework of geometry. F. Apply formulas for interest, annuities, and amortization to solve financial problems. | Perfectly aligned |

MATH 75 | A. Graph, write, and interpret linear equations in two variables. B. Create linear supply and demand models; create linear or quadratic cost, revenue, and profit models; and interpret model information. D. Calculate derivatives and interpret their values as instantaneous rates of change or as slopes of tangent lines. G. Find a function given its derivative and a function value and find the total change of a function given its derivative, in the context of business applications. | Perfectly aligned |

MATH 80 | A. Understand and apply sample statistics to estimate population parameters and to recognize when such estimation is valid. B. Understand and apply the logic or statistical hypotheses testing and various specific statistical tests. | Perfectly aligned |

MATH 90 | A. Sketch and interpret graphs of equations in two variables using transformations, symmetry, intercepts, and asymptotes. B. Define, graph, and apply functions and their respective inverse functions. D. Construct functions to model and analyze real-world situations. E. Describe and graph exponential and logarithmic functions and apply their properties to solve equations and real-world problems. G. Identify, compare, and contrast the equations, graphs, and properties of conic sections. | Perfectly aligned |

MATH 92 | Derive equations for curves (especially conics) from locus definitions or other geometric information. Define function. Define one-to-one and inverse functions. Use the definition of a logarithm to convert simple exponential equations to equivalent logarithmic equations and vice versa. Define complex number. Describe the complex plane as a geometric representation for the set of complex numbers. Define matrix. Formulate conjectures by induction, then use mathematical induction to prove those conjectures. Define sequence and series (in particular, arithmetic and geometric sequences and series). Explain Pascal's triangle and the Binomial Theorem. | Perfectly aligned |

MATH 95 | A. Compare and contrast the unit circle and angle approaches to trigonometry and use radian measure to explain the equivalence of the two. B. Explain the construction of inverses for trigonometric functions. C. Use computation, analysis, and synthesis to solve trigonometry problems including the following: trigonometric equations, triangle applications, and roots of complex numbers. | Perfectly aligned |

MATH 97 | B. Apply properties of exponential and logarithmic functions to solve equations and to construct and analyze growth and decay models. C. Apply unit circle, coordinate, and right triangle trigonometry to calculate trigonometric function values and to solve geometric and circular uniform motion problems. | Perfectly aligned |

MATH 100A | Use the derivative to solve problems involving rate of change, extreme values, and curve sketching with applications in science, business, and economics. Use antiderivatives and the definite integral to solve problems involving change, growth and decay, area, and volume with applications in science, business, and economics. | Perfectly aligned |

MATH 110A | A. Describe, graph, compare, and contrast polynomial, rational, trigonometric, and exponential functions and their inverses. B. Define and interpret the concepts of limit, continuity, and derivative ofa function verbally, algebraically, and graphically. D. Interpret the derivative at a point in multiple ways, including slope of a tangent line and instantaneous rate of change. F. Apply differentiation to problems involving related rates, graphing, optimization, and linear approximation. G. Interpret the definite integral in multiple ways, including area and total change. H. Describe the relationship between differentiation and integration by applying the Fundamental Theorem of Calculus. | Perfectly aligned |

MUS 3A | A. Recognize from aural dictation the main harmonic ideas presented; B. Identify the same ideas in printed excerpts from music literature; C. Demonstrate knowledge of these ideas through the formulation of thirty to forty written expressions of them in various vocal and instrumental styles; D. Play compressed versions of each of these harmonic elements, from memory, if possible, at the keyboard or on another mutually agreed-upon instrument; E. Harmonize a given melody or bass line in chorale style from figured bass symbols using non-chord tones; F. Compose a melody from a given harmonic progression; G. Compose an appropriate piano accompaniment to a given melody; H. Analyze the structure and form of binary and ternary vocal and instrumental works visually and aurally; I. Analyze a J.S. Bach chorale for key, harmonic progression, non-chord tones, cadences, secondary dominants and modulations. | Perfectly aligned |

MUS 29 | D. Demonstrate his/her ability to create or use electronic music by working through numerous short exercises and by completing one or more projects which demonstrate the use of electronic music. E. Analyze and critique recordings and performances by professional electronic musicians. F. Analyze and critique his/her own recordings and recordings made by his/her fellow students. G. Demonstrate a technical understanding of the lecture material. | Mostly aligned |

PHIL 2 | F. Demonstrate a fluency with philosophical argumentation, both in writing and in oral contexts, including, but not limited to: i. the presentation and evaluation of arguments in explicit premise/conclusion form ii. the development of a clear and concise writing style, in which arguments and criticisms of arguments are presented transparently iii. the proper use of examples and counterexamples in philosophical argumentation, both written and oral | Perfectly aligned |

PHIL 4 | A. Demonstrate a fluency with philosophical argumentation, both in writing and in oral contexts, including, but not limited to: i. the presentation and evaluation of arguments in explicit premise/conclusion form ii. the development of a clear and concise writing style, in which arguments and criticisms of arguments are presented transparently iii. the proper use of examples and counterexamples in philosophical argumentation, both written and oral B. Demonstrate an ability to read critically: i.e., to actively engage a text, ferret out its arguments and assumptions and to be in a position to address those arguments either verbally or in writing. | Perfectly aligned |

PHIL 12A | A. Demonstrate the ability to identify and evaluate both the components of arguments (premises and conclusions) and arguments as a whole. B. Demonstrate a grasp of the concepts of validity, soundness, as well as inductive strength and weakness in the evaluation of arguments as a whole. C. Demonstrate the ability to translate natural language claims into symbolic representation up to and including the translation of predications, quantified predications, identity, relational predicates and definite descriptions. D. Demonstrate the ability to prove, within various formal systems, the entailment of one sentence from a set of sentences. | Perfectly aligned |

PHIL 25A | A. Demonstrate a fluency with philosophical argumentation, both in writing and in oral contexts, including, but not limited to: i. the presentation and evaluation of arguments in explicit premise/conclusion form ii. the development of a clear and concise writing style, in which arguments and criticisms of arguments are presented transparently iii. the proper use of examples and counterexamples in philosophical argumentation, both written and oral B. Demonstrate an ability to read critically: i.e., to actively engage a text, ferret out its arguments and assumptions and to be in a position to address those arguments either verbally or in writing. | Perfectly aligned |

PHIL 40 | A. Demonstrate the ability to identify and evaluate both the components of arguments (premises and conclusions) and arguments as a whole. B. Demonstrate a grasp of the concepts of validity, soundness, as well as inductive strength and weakness in the evaluation of arguments as a whole. C. Demonstrate a familiarity with common explanatory strategies in the various sciences and the more common mistakes made in such and other explanations. D. Identify the common informal fallacies and diagnose their occurrences in both written and oral contexts E. Identify, diagnose, and develop skills for withstanding the more common persuasive strategies that appeal to non-rational psychological processes. F. Demonstrate an elementary grasp of the various quantitative methods (statistical, logical) used in scientific explanations along with their relative strengths and weaknesses. G. Apply critical thinking skills to real world examples, both written, oral and in various media. | Perfectly aligned |

PIL 1 | Read and comprehend simple dialogs. | Mostly aligned |

PIL 2 | Ask questions and/or make statements about a limited number of social or work situations. Read and comprehend simple texts dealing with a limited range of social and/or work situations. Make statements and/or ask questions about the topics studied. | Mostly aligned |

PIL 10A | Identify the basic sounds and rhythms of the Filipino language and reproduce them in a simple, but often difficult to understand utterances. State isolated words and a limited number of high-frequency phrases and utterances in gradually increasing number of very predictable areas. Apply basic structures in short phrases or statements involving common situations, task or places. | Mostly aligned |

PIL 10B | Identify and state basic vocabulary on family, home, work, school, bus stations and other common situations tasks and places Be able to recognize and understand short statements and sentences or questions from common learned situations, common commands or instructions, and basic horrific and courtesy formulae. Communicate in basic exchanges repeating and stating learned utterances or expressions and using these in simple variations or re-combinations. Ask and respond to questions or make statements about common, learned subject matter. | Mostly aligned |

PIL 10C | Recognize and comprehend sentence-length statements composed of variations or re-combinations or learned class materials in common situations or places. State in simple variations or re-combinations basic learned subject matter, but generally in reactive mode. Ask and answer questions about simple, basic situations or tasks in a minimally sustained mode. | Mostly aligned |

PIL 39A | A. Characterize the periods studies in regard to seminal historical, cultural and literary events; name the authors and their most important achievements. B. Interpret the literary works read by analyzing themes, characters, artistic devices, external influences, etc. C. Examine a text as a social and/or historical document through direct reference to the text, description of the social conditions and mores of the times, and showing if the text merely reflects or transcends the world of the time. D. Explain how the author's personal life is reflected in the text. E. Compare and contrast the authors and the texts studied by identifying similarities and differences in subject, technique, and theme. F. Describe the influence on Philippine literature by the nations that colonized the country from the 16th to the 20th centuries. | Perfectly aligned |

PSYC 5 | A. Calculate and explain descriptive and inferential concepts, in verbal or written format B. Assess when a statistical analysis is appropriate and discuss the limitations C. Solve data analysis problems, by hand with a calculator or through the use of computer, and explain the results in either written or verbal form D. Critically analyze the strengths and weaknesses of research findings E. Analyze and discuss the advantages and disadvantages of hypothesis testing F. Apply statistical analysis within a small-scale research project and write up results or present results | Perfectly aligned |

RUSS 1 | Understand spoken and written Russian at an elementary level. | Mostly aligned |

RUSS 1A | Understand spoken and written Russian at an elementary level. | Mostly aligned |

RUSS 1B | Understand spoken and written Russian at an elementary level. | Mostly aligned |

RUSS 2 | Understand spoken and written Russian at an elementary level, incorporating familiarity with all noun cases and verbal aspect. | Mostly aligned |

RUSS 2A | Understand spoken and written Russian at an elementary level, incorporating familiarity with all noun cases and verbal aspect. | Mostly aligned |

RUSS 2B | Understand spoken and written Russian at an elementary level, incorporating familiarity with all noun cases and verbal aspect. | Mostly aligned |

RUSS 3 | In an unrehearsed situation, reproduce the cultural and grammatical elements studied in both oral and written forms. | Mostly aligned |

RUSS 3A | In an unrehearsed situation, reproduce the cultural and grammatical elements studied in both oral and written forms. | Mostly aligned |

RUSS 3B | In an unrehearsed situation, reproduce the cultural and grammatical elements studied in both oral and written forms. | Mostly aligned |

RUSS 10A | In an unrehearsed situation, reproduce the basic cultural and grammatical elements studied, both orally and in writing. | Mostly aligned |

RUSS 10B | In an unrehearsed situation, reproduce the basic cultural and grammatical elements studied, both orally and in writing. | Mostly aligned |

RUSS 10C | In an unrehearsed situation, reproduce the basic cultural and grammatical elements studied, both orally and in writing. | Mostly aligned |

RUSS 10D | In an unrehearsed situation, reproduce the basic cultural and grammatical elements studied, both orally and in writing. | Mostly aligned |

RUSS 15A | In an unrehearsed situation, reproduce the cultural and grammatical elements studied, both orally and in writing. | Mostly aligned |

RUSS 15B | In an unrehearsed situation, reproduce the cultural and grammatical elements studied, both orally and in writing. | Mostly aligned |

RUSS 20 | Utilize the vocabulary within the specific area with accuracy, fluency and a certain degree of sophistication. | Mostly aligned |

RUSS 21 | Read and comprehend simple, modern expository prose. | Mostly aligned |

RUSS 21A | Read and comprehend simple, modern expository prose. | Mostly aligned |

RUSS 21B | Read and comprehend simple, modern expository prose. | Perfectly aligned |

RUSS 22 | Read and comprehend simple, modern expository prose. | Perfectly aligned |

RUSS 22A | Read and comprehend simple, modern expository prose. | Mostly aligned |

RUSS 22B | Read and comprehend simple, modern expository prose. | Mostly aligned |

SPAN 1 | Understand and respond to spoken and written Spanish at the elementary level. | Mostly aligned |

SPAN 1A | Understand and respond to spoken and written Spanish at the elementary level. | Mostly aligned |

SPAN 1B | Understand and respond to spoken and written Spanish at the elementary level. | Mostly aligned |

SPAN 2 | Understand and respond to spoken and written Spanish at the advanced elementary level. | Mostly aligned |

SPAN 2A | Understand and respond to spoken and written Spanish at the advanced elementary level. | Mostly aligned |

SPAN 2B | Understand and respond to spoken and written Spanish at the advanced elementary level. | Mostly aligned |

SPAN 3 | Respond orally and in writing to most fact-based reading comprehension material. Converse on the main ideas and significant details of written texts. | Mostly aligned |

SPAN 3A | Respond orally and in writing to most fact-based reading comprehension material. Converse on the main ideas and significant details of written texts. | Mostly aligned |

SPAN 3B | Respond orally and in writing to most fact-based reading comprehension material. Converse on the main ideas and significant details of written texts. | Mostly aligned |

SPAN 5 | Achieve greater command of the Spanish language through discussions, oral presentations and debates. | Mostly aligned |

SPAN 5S | Achieve greater command of the Spanish language through discussions, oral presentations and debates. | Mostly aligned |

SPAN 7 | Increase their overall command of the spoken and written language. | Mostly aligned |

SPAN 10A | Understand and respond to spoken Spanish in a five-minute conversation with the instructor and/or another student on a topic studied during the semester. | Mostly aligned |

SPAN 10B | Understand and respond to spoken Spanish in a seven to 10-minute conversation with the instructor and/or another student on a topic studied during the semester. | Mostly aligned |

SPAN 10C | Understand and respond to spoken Spanish in a ten to 15-minute conversation with the instructor and/or another student on a topic studied during the semester. | Mostly aligned |

SPAN 10D | Interpret and discuss, both orally and in writing, the cultural topics with the guidance of the instructor. | Mostly aligned |

SPAN 31 | Analyze and synthesize the principals of syntax introduced in the grammar portion of the courses. Apply these principals in reading and writing skills. | Mostly aligned |

SPAN 31A | Write and speak in different settings and distinguish different registers of the language using from casual to academic Spanish. | Mostly aligned |

SPAN 31B | Speak and write with enriched vocabulary. | Mostly aligned |

SPAN 32 | Analyze and synthesize the principals of syntax introduced in the grammar portion of the courses. Apply these principals in reading and writing skills. | Mostly aligned |

SPCH 1A | A. Master the canon of invention 6. Assess the quality and validity of supporting materials 7. Formulate and integrate persuasive appeals and rhetorical strategies using primary and secondary supporting materials free of fallacies 10. Construct a speech featuring a two-sided argument H. Master rhetorical communication theory 2. Analyze a speech using Toulmin's model of argumentation 3. Test a speech to be sure it is free of the fallacies of reasoning | Perfectly aligned |

SPCH 3 | A. Evaluate and construct arguments using the basic logical models and traditions of argument. B. Analyze controversies in order to discover sub-issues and organize sub issues in a controversy in terms of relevance / importance. C. Select research from the larger body of knowledge available on a given topic and integrate research findings into an argument structure using proper oral and written source citations. E. Criticize discussions, speeches, debates, essays, and mass media artifacts by pointing out errors in reasoning using the logical fallacies F. Describe the concept of reasoning, types of reasoning, errors in reasoning, and apply such concepts in discussion, oral, and written assignments. G.Create policy, value, and factual cases that are clear, organized, and complete using the standard stock issues of analysis. H. Create arguments that counter policy, value, and factual cases such as disadvantages, counterplans, topicality arguments, and value objections. I. Predict the arguments your opponent will offer against your point of view and assemble arguments for rebuttals in an organized and fluid manner. Clarify the different formats of debate and judge both team policy debate and parliamentary debates, giving competitors constructive feedback. L. Formulate cross examination questions during an actual debate while listening to your opponent speak. | Perfectly aligned |

SPCH 4 | D. Contrast elementary inductive and deductive reasoning to problem solving techniques in group problem solving situations and use them. H. Compare and contrast problem solving and decision making techniques. J. Criticize sample arguments and classify errors in logic according to the traditional fallacies of reasoning. | Perfectly aligned |

SPCH 6 | D. Recognize effective nonverbal communication in the workplace F. Integrate principles of cultural diversity in various intercultural situations in the workplace. I. Explain and produce policies or principles related to customer service in organizations. | Somewhat aligned |

SPCH 11 | OBJECTIVES Upon completion of this course a student will be able to: C. Assess and analyze diverse audiences D. Integrate audience analysis into the speechmaking process E. Compare and contrast the differences between informative and persuasive speaking G. Select and appraise supporting materials J. Cite sources in written outlines for informative and persuasive speeches K. Cite sources orally in informative and persuasive speeches | Perfectly aligned |

SPCH 12 | M. Compose outlines and conduct research for informative and persuasive speeches. N. Cite sources orally and in outlines for informative and persuasive speeches. P. Evaluate peer presentations on content, organization and delivery. | Mostly aligned |

SPCH 20 | 1. Identify and examine the basic elements of the human communication process and how major theoretical positions impact the principles of interpersonal communication. 2. Analyze the significant role that verbal messages, nonverbal communication, self concept, emotions, perception, listening and conflict play in shaping interpersonal communication. 4. Examine the complexity of interpersonal communication in multiple social contexts such as family interaction, friendships, intercultural settings, intimate relationships, gender communication and work situations. | Mostly aligned |

SUPV 234 | Recognize and demonstrate both verbal and nonverbal communication methods. Select and apply appropriate communication channels. Recognize and understand communication styles from different cultures. Understand the role of computers and other modern communication technologies in business communication | Perfectly aligned |

TH A 150 | The student will be able to define and interpret stage terminology. | Mostly aligned |