Validate the credibility of sources of scientific notation.

2. Apply the fundamental knowledge of chemistry and demonstrate the basic skills of a chemist.

Classify the fundamental knowledge and demonstrate the basic skills of a chemist.

1. “Students will be able to calculate and understand independent and dependent events.”

2. “Students will be able to develop an awareness and understanding of ECE curricular approaches and lesson planning.”

1. Students will be able to calculate and categorize independent and dependent events.

2. Students will be able to describe and demonstrate ECE curricular approaches and lesson planning. 

revised learning outcomes
1. we will be able to witness the basic understanding of theoretical perspective relevant to infant development.
2. Analyze the place of infant care and understand the different factors that contribute to a quality early learning environment for infants
3.Describe the important culture issues that relate to infant development 

Revised Learning Outcomes:

1.     Students will be able to understand and memorize theories and empirical literature that relates to Child Development. 

2.     Students will be able to identify and discuss some key concepts/definitions that have a connection with all major developmental school of thought. 

1.Analyze an awareness and examine ECE curricular approaches and lesson planning. 

 LO:

2.Identify and incorporate the California Preschool Learning Foundations into the planning and implementing of early learning experiences for young children.
Revised:

2. List and recall the California Preschool Learning Foundations into the planning and implementing of early learning experiences for young children 

Parent/Child relationships

Revised LO
1. Define and describe the history and philosophies that have shaped our child welfare system.
2. Identify and discuss the basic laws regarding establishment of Parent/Child relationships.

2. Critically analyze potential and actual methods cities use to regulate civil activities to mitigate geological hazards.
Revised:
1. Students will value the importance of key relationships during development, including parent-child relationships, peer relationships, and romantic relationships.

2. Students will critically examine potential and actual methods cities use to regulate civil activities to mitigate geological hazards. 

Revised LO:

Revised LO:

1. Demonstrate knowledge of the relationship between early language skills and literacy skills.

2. Demonstrate the ability to understand the basics of data collection, transcription and analysis of speech samples produced by children.

Revised LO’s: 

1. Define and describe the relationship between early language skills and literacy skills.

2. Demonstrate the ability to evaluate the basics of data collection, transcription and analysis of speech samples produced by children.

2. Critically identify and measure processes of social development and their practical implications for families, school, and public policies.  

1. Develop knowledge about the social, cultural, political, and psychological issues that can exacerbate loss experiences.

2. Demonstrate knowledge of how developmental stages/eras influence the grief and mourning processes in children. 

1. Students will recall the social, cultural, political, and psychological issues that can exacerbate loss experiences.

2. Students will give examples of how developmental stages/eras influence children's grief and mourning processes. 

Revised Learning Outcomes:
1. Students will analyze an awareness of the intersection of multiple factors in development.

2. Students will describe and apply their learning through successful performance in assessments of multiple types.  

2. Demonstrate the skills to promote effective family resource management. 

1. Students will be able to distinguish the underlying biases and stereotypes that can exist in relation to culture, socioeconomic status, age, gender, sexual orientation, and the family.

2. Students will show and explain the skills needed to promote effective family resource management. 

Revised Learning Outcomes:
1. Students will describe the key theories in parent-child development.
2. Students will describe and analyze age-related changes in parent-child relations over the life span.

2. Students will learn about texture, lighting effects, negative and positive space, as well as terms for rendering in perspective.

Revised LO's
1. Students will be able to identify visual vocabulary by describing lines that include expressive, contour, and geometric lines.
2.  Students will analyze texture, lighting effects, negative and positive space. Also identify terms for rendering in perspective.

Updated SLO: Students will be able to exemplify the intersection of wellness and race, ethnicity, gender, gender identity, socioeconomic class, disability, sexuality, religion and age.

 

Original SLO: Adopt an intersectional analysis of the cultural values, attitudes, activities and norms that impact wellness and health outcomes.

Updated SLO: Students will be able to construct an intersectional analysis of the cultural values, attitudes, activities and norms that impact wellness and health outcomes.

1. Demonstrate knowledge of the relationship between early language skills and literacy skills. 

2. Demonstrate an understanding of an differentiate among different family resources such as time, money, energy, planning, and social support.

1. State the relationship between early language skills and literacy skills.

2. Students will be able to analyze and differentiate among different family resources such as time, money, energy, planning, and social support.

1. Identify important growth and development of children during preschool years.

2. Make connections between developmental theories and practice

through self reflection and journaling.

Course Objectives and Expected Student Outcomes (Revised Learning Outcomes)

1. Students would be able to understand the important of growth and the development of children when attending Preschool.

2. Student would also be able to make connections between developmental theories and demonstrate self reflection and journaling.

1.     Demonstrate the ability to understand the basics of data collection, transcription and 

analysis of speech samples produced by children. 

2.     Demonstrate understanding of the functional effects of environmental factors on exercise training, health, and human performance.

 

Revised LOs:

1.     Students will be able to identify and analyze data collection, transcriptions, and analysis of speech samples produced by children.

2.     By the end of the semester, students will analyze and describe the environmental factors on exercise training, health, and human performance by designing exercise intervention programs.

resilience. 
2. Students will learn the ability to recognize and explain age related changes in parent

child relations over the life span.

Revised LO:
1. State and evaluate about the theoretical perspectives associated with stress, coping, strengths and 

resilience.

2. Students will be able to identify and describe the ability to recognize and explain age related changes in parent

child relations over the life span.

stages.

2.  Demonstrate an understanding of the basic tenets and theories underlying family resource 

management .

Revised Learning Objectives:
1.  Students will be able to analyze the stages of mourning and grief that children experience at different developmental stages.

2. Students will be able to define and describe the basic tenets including theories underlying family resource management. 

2.Identify and discuss pivotal theoretical issues related to language and language 

development.

Revised Learning Objectives

1. Demonstrate record of the characteristics of interpersonal relationships as they vary over the life cycle.

2.Students will analyze and recognize pivotal theoretical issues related to language and language 

development.

about children’s cognitive skills in the instructional setting.
2. Understand the role and function of the family and cultural material.
Revised LO:
1. State and evaluate the ability to think and write critically and communicate orally 

about children’s cognitive skills in the instructional setting.
2. Analyze the role and function of the family and cultural material.

behaviors and health outcomes associated with wellness in children and families.
Revised Learning Outcomes
1. Students can illustrate their learning through successful performance in assessments of multiple types
2. Express the ways in which cultural differences and diversity statuses influence health 

behaviors and health outcomes associated with wellness in children and families. 

family development theory; ecological theory; psychosocial theory; attachment theory; and 

effective parenting theory) to parent child relations over the life-span.
2.  Identify and discuss pivotal theoretical issues related to language and language development.

Revised SLO:
1. Interpret and illustrate the theories in parent-child development  (family systems theory; systematic 

family development theory; ecological theory; psychosocial theory; attachment theory; and 

effective parenting theory) that coincide with parent-child relations over time.
2. Analyze and assess the theoretical issues that are related to language development and language. 

sexuality.

2. Students can use information learned in this course to understand implications of sexual development in

health.

Revised Learning Objective

1. Students can use information learned in this course to better discuss their values and beliefs about

sexuality.



2.  Students can use information learned in this course to outline implications of sexual development in

health.

families 

Revised: Students will RECOGNIZE and  GIVE EXAMPLES  of the impacts poverty, violence, and trauma have in a community upon urban children and families. 

literacy skills.   

2. Demonstrate basics of data collection, transcription and analysis of speech 

samples collected of children

Revised SLO:
1. Students will be able to define and explain the relationship between early language skills and 

literacy skills. 

2. Students will be able to identify and illustrate the basics of data collection, transcription and analysis of speech samples collected of children.

demonstrate the outcomes 1-5 above. 
2. Have completed written assignments that total at least 5,000 words, of which at least 2,500 

words are polished and revised based on responses from readers, such as instructors, peers via 

workshops, or writing center tutors.
Revised SLO:
1. Students will be able to analyze and identify multiple writing strategies including informal writing, outlining, drafting , and revising to generate and construct the outcomes 1-5 above.
2. Students will be able to construct and illustrate multiple written assignments that total at least 5,000 words, of which at least 2,500 words are polished and revised based on responses from readers, such as instructors, peers via workshops, or writing center tutors. 

families, schools, and public policies.
2. Describe the major developmental theories addressing social and emotional development from 

birth through adolescence.
Revised SLO:
1. Critically review processes of social development and their practical suggestions for 

families, schools, and public policies.
2. Tell of the major developmental theories addressing social and emotional development from 

birth through adolescence. 

1. Explore strategies contemporary urban families employ to overcome social problems and 
maintain health family functioning

2. Demonstrate knowledge of the relationship between early language skills and literacy skills.

 

Revised SLO:

1. Analyze and identify strategies contemporary urban families employ to overcome social problems and maintain health family functioning 

2. Students will define and explain the relationship between early language skill and literacy skills.

relationships, peer relationships, and romantic relationships.

Revised SLO:
1. Restate the rationale and procedures for using Control and Experimental groups.
2. Justify the importance of keys relationships during development, including parent-child relationship, peer relationships, and romantic relationships.  

1.  Demonstrate an understanding of the basic tenets and theories underlying family resource 

management 

2. Understand and discuss family needs and the environmental and contextual influences that affect 

family resource management.  

 1. Define the basic tenets and theories that underline family resource 

management 

2. Analyze family needs and the environmental and contextual influences affecting

family resource management.  

1. Understanding the risk factors of of a family in poverty. The abuse, the neglect, violence, and the environment and the effects on a child.

 

2. Demonstrate knowledgeof a child’s emotions, vulnerability during their stay in a hospital setting. 

 

Revised:

1. Students will be able to describe the effects neglect, abuse, and violence has on a child and their development. 

 

2. Students will understandthe different emotions a child can have in a hospital setting.

2.Identify and discuss pivotal theoretical issues related to language and language 

development.

Revised Learning Objectives

1. Demonstrate record of the characteristics of interpersonal relationships as they vary over the life cycle.

2.Students will analyze and recognize pivotal theoretical issues related to language and language 

development.

1)Evaluate the importance of key relationships during development, including parent-child

relationships, peer relationships, and romantic relationships.

2)Explain how to read a food label, including the nutrition facts panel and label claims, to

determine the nutritional profile of a given food.

Revised Student Learning Outcomes

1)Students will be able to discuss the importance of key relationships during development, including 

parent-child relationships, peer relationships, and romantic relationships.

2)Students will be able to interpret how to read a food label, including the nutrition facts panel and

 label claims, to determine the nutritional profile of a given food

a.     Explain and Compare the major developmental theories addressing social and emotional development from birth through adolescence

2.     Understand knowledge of key theories in parent-child development

a.     Summarize and Discuss key theories in parent-child development

Revised SLO:
1. Students will be able to outline and summarize the development of images of blacks/minorities in films produced in America.
2. Students will be able to discover and distinguish the role of the filmmaker and the film industry in the imagination, creation and negotiation of identities for both subjects and consumers of filmic images and narratives.  

1.  Through the use of Moodle and database searchers, demonstrate information competence and the ability to use computers and technology.

2.  Understand how the study of emotions and motivation fits into the discipline of psychology while cutting across diverse disciplines.

Revised SLO:

1. Through the use of Moodle and database searchers, students will be able to develop information competence and the ability to use computers and technology.

2. Students will be able to summarize how the study of emotions and motivation fits into the discipline of psychology while cutting across diverse disciplines.

1.     Understand the role and function of the family and cultural material

2.     Understand the theoretical models that provide the foundation for interpreting and explaining interfamilial violent behavior

Revised LO:

1.     By the end of the semester, students will be able to explain the role and function of the family and cultural material 

2.     Students will be able to describe theoretical models that interpret and explain 4 forms of interfamilial violent behavior.

2. Analyze the issues associated with these transitions.

Revised SLO:
1. Thoroughly explain the knowledge you have received through lectures, readings, and scholarly articles about family transitions that impact children and families. 
2. Examine and direct the issues associated with the transitions you have learned throughout the course.