Biol 213 is the third course of a year-long series of biology courses for Biology majors. The first third of the course surveys prokaryotes, protists, fungi, and plants, focusing on diversity, evolution, and life cycles from an evolutionary perspective. We will then describe plant anatomy, physiology, growth, responses to the environment, and reproduction, emphasizing flowering plants. We will finish with ecology, focusing on population, and community ecology and expanding outward to ecosystems and the introduction of biodiversity and conservation.

This course is the first in a three-course sequence that introduces biology in preparation for advanced study in areas of biological science such as medicine, dentistry, cell biology, microbiology, or veterinary medicine. Biol 211 introduces students to cellular structure and function. Major topics studied include: energy capture and utilization, cellular reproduction, inheritance, genetic mutation, protein synthesis, gene expression, and biotechnology.

Differential and Integral Calculus of elementary functions with an emphasis on business and social science applications. Designed for students who want a brief course in Calculus. MATH 148 is a calculus course for business students. It is designed for students who want a brief course in calculus. Topics include differential and integral calculus of elementary functions. Problems emphasize business and social science applications. Translating words into mathematics and solving word problems are emphasized over algebra. Applications are mainly business oriented (e.g. cost, revenue, and profit). Mathematical theory and complex algebraic manipulations are not mainstays of this course, which is designed to be less rigorous than the calculus sequence for scientists and engineers. Topics are presented according to the rule of four: geometrically, numerically, analytically, and verbally. That is, symbolic manipulation must be balanced with graphical interpretation, numerical examples, and writing. Trigonometry is not part of the course.

The objectives for this course are: Demonstrate an understanding of law, its historical development, judicial process, and the role of law in a complex social system, with emphasis on the American legal system and its institutions., Demonstrate the ability to analyze fact patterns in accordance with the legal professional case analysis method; to apply appropriate vocabulary and substantive legal principles; and then to analyze, compare, and evaluate the logic, reasoning, and arguments of other students, in accordance with established legal principles., Demonstrate the ability to complete a group project with other students, by identifying the applicable legal issues in a case or proposed statute, debating those issues, and producing a live course presentation., Identify and describe the basic principles of major business law subjects, such as constitutional authority to regulate business; common law contracts; the Uniform Commercial Code; agency; business associations; real and personal property and business-related torts. and Identify and describe approaches to business ethics, social responsibility, and justice, and, demonstrate the ability, when confronted with an ethical dilemma, to weigh the arguments for alternative courses of action, and logically and persuasively argue for a particular course of conduct?

Upon successful completion of Math 151, the student should be able to: 1) Calculate or estimate limits of functions given by formulas, graphs, or tables; also using properties of limits and L'hopital's Rule. 2) State whether a function given by a graph or formula is continuous or differentiable at a given point or on a given interval and justify your answer. 3) Calculate average and instantaneous rates of change in context, and state the meaning and units of the derivative for functions given graphically. 4) Calculate derivatives of polynomial, rational, common transcendental functions, combinations of these functions, and implicitly defined functions. 5) Apply the ideas and techniques of derivatives to solve maximum and minimum problems, solve related rate problems, and calculate slopes and rates for function given as parametric equations (optional).6) Find extreme values of modeling functions given by formulas or graphs: predict, construct and interpret the shapes of graphs, solve equations (i.e. Newton's Method), and find linear approximations of functions (differentials). 7) Estimate a slope, a rate of change and the reasonableness of a result. 8) Restate in words the meanings of the solutions to applied problems, attaching the appropriate units to an answer.9) State which parts of a mathematical statement are assumptions (hypotheses) and which parts are conclusions.

Continues the study of integration, emphasizing applications and special techniques. Students work with algebraic and transcendental functions.

Emphasizes the study of infinite sequences and series including power series. Topics include plane analytic geometry, graphing in polar coordinates, and an introduction to vectors.

This course is designed to equip you with the tools to succeed during your college career. Simply attending school for many years is no guarantee that you have a clear understanding of the specific strategies needed to get what you want out of college. This course will provide the opportunity for you to learn and practice methods that will assist you in identifying and reaching your academic and career goals.

Students examine the anthropological perspective of human culture, including such institutions as kinship, politics, and religion, and evaluate the interrelationship between culture, environment and biology. Students explore the effects of globalization on culture while developing critical thinking skills through the application of essential anthropological approaches, theories, and methods.

An introduction to algebra covering solving and graphing linear equations, polynomials, factoring, and rational expressions

This course covers the major topics of mechanics including momentum and energy conservation, kinematics, Newton's laws and equilibrium. The major emphasis is to develop critical analysis, problem solving and scientific reasoning skills by considering numerous different systems and interactions, solving problems and discussion. We will use a systematic approach based on modeling systems by application of basic physics principles, making assumptions, utilizing multiple representations (not just mathematical) in order to become proficient at problem solving. Lab work is required and is designed to help you develop a questioning approach to physical situations, distinguishing the significant behaviors from the less significant behaviors of a system under study.

English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.

English 102 is an expository writing course requiring more advanced writing skills than Basic English Composition 101, yet reviewing and incorporating some of the same skills. This course teaches you research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of expository and persuasive prose including properly documented and researched argumentative essays. A major component of this course will be an emphasis on the research process or "information literacy": your ability to locate, evaluate and use information effectively. You also will recognize academic audiences, increase your clarity and objectivity, and adhere to standard formats.

In this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module you will be asked to read, write, speak, and listen in French.

As in French I, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete

As in French I and II, in this course, you will learn the basics of French, including reading, writing, listening, and speaking. At the end of the quarter you will know how to introduce yourself and volunteer basic information, and how to ask questions of others. You will also have some knowledge of French and Francophone cultures and protocols. This class is divided into four modules, which follow the chapters in the textbook. In each module you will be asked to read, write, speak, and listen in French. You will have daily homework assignments to complete. The class also includes a quarter-long cultural immersion project, in which you will be asked to conduct research on specific aspects of a non-European Francophone country and report your findings to the rest of the class.

General Biology is intended to leave the student with an integrated view of the living world including the nature of sciences, evolution of biological organization, composition and organization of living substances, metabolism, control, reproduction, heredity and ecological relationships. This class meets the A.A. degree lab science requirement.

A three-quarter general chemistry sequence primarily for science, pre-professional, and engineering students. The CHEM& 161/162/163 series introduces the basic concepts of chemistry: atomic structure and bonding, periodicity, physical measurement, quantitative relationships, chemical reactivity, oxidation and reduction, stoichiometry, ideal gas laws, aqueous solutions, colligative properties, intermolecular forces, structure of matter, equilibrium, acid/base topics, kinetics, thermodynamics, electrochemistry, nuclear chemistry, qualitative analysis, d-block metals and coordination chemistry, and an introduction to organic chemistry. CHEM& 163 General Chemistry III: Equilibria,, Thermodynamics, Electrochemistry, Nuclear Chemistry, and Transition Metals/Coordination Chemistry.

General Psychology surveys the knowledge and methods of the discipline of psychology. Emphasis will be placed upon application of psychological knowledge to daily situations, and upon accessing and assessing information from a variety of sources about behavior. Skills in scientific reasoning and critical thinking will be developed during this course. Areas of psychology to be included are: research methods, neuroscience, human development, perception, consciousness, learning, memory, intelligence, motivation, emotion, personality, psychological disorders, psychotherapy, stress and health, and social psychology.

Exploration of the connection between personal choices and health across multiple dimensions of wellness. Focus on personalized behavior change strategies to advance health. The purpose of this course is for adults to advance their personal health. People generally have a good sense about what to do to be healthy, but actually doing it consistently is another matter. Because of this challenge, behavior change theory is applied throughout this course to engage students and evoke health-related change. By the end of it, we want students to be healthier than they were at the start and we want them to have an understanding of how to continue advancing their health throughout their lives.