Examines underlying principles of quality practices utilized in early childhood programs emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies to supportphysical, cognitive and social/emotional development for all children. This course includes a review of the evolution of the field and introduces the profession of early childhood education. Requires aminimum of 10 hours in a pre-approved early childhood setting and a current TB test, TDAP & MMRvaccine. (This may not pertain to this semester as we are navigating a pandemic) Formerly ECE-121. This course meets the requirement for licensing and the Child Development Permit.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This resource contains assignment details for the co-creation of a class "dictionary" of terms/phrases used by students in their speech communities. Dictionary is in quotes here because it's not a true dictionary; rather, it contains extended definition and analysis of chosen terms, as well as evidence of their use "in the wild" (i.e. in the world). This module also contains a project overview and a warm-up exercise that support the main project, as well as ideas for complimentary assignments for use in a themed course. Please see the "For instructors" page for more on framing this assignment as anti-racist. This work is licensed under CC BY-NC-SA 4.0

In this 16-week composition course, students explore, discuss, read about, write about, and research food. More specifically, they delve into specific and varied aspects of food like food and identity, food and culture, food and the brain, food production, food marketing, and food access. In doing so, this learning community considers how and why food is the perfect avenue for learning about themselves, for recognizing and valuing their "already" banks of knowledge, and for knowing the fascinating, ever-changing, and often challenging world in which they live. 

In this module we discuss community in a variety of ways, from fiction and non-fiction. The module is mostly face to face, with online follow-up to practice written expression of their experience. The module finishes with a guest speaker from a First Nation, Miwok Rancheria. This guest builds on the readings, expands our ideas of who is in our community (city), and provides a face-to-face introduction and discussion with a member of the Miwok Nation (an experience no student had up to this point).

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This course focuses on reading, analyzing, and writing college-level essays with emphasis on argument, analysis, and research. Students study writing as a process, explore different writing strategies, summarizing, editing, and critiquing. The course seeks to improve the student’s ability to understand serious and complex prose and to improve the student’s ability to write an exposition that is thoughtful and clear, including the production of a well-documented research paper.

In this class, you will explore ideas about virtues in our society such as love, success, compassion, happiness, and justice through readings and writings. This course will explore how the phenomenonof these different ideas manifests in our culture and in our language. How do we define love? What is success? Who desires justice? And how do this definition change in regards to ideas about race, sex, gender, age, and other cultural constructs? What does our subjective understand about our values ultimately say about who we are, individually? We will discuss different arguments about from essayists, poets, and artists. We will also analyze how modern media portrays our value systems. Finally, we will write essays that utilize different modes of composition and argument strategies to write research papers for your own ideas.

Reading, analyzing, and writing college-level prose with emphasis on the expository; studying writing as a process; exploring different writing strategies; summarizing; editing, and critiquing; conducting research (gathering, organizing, evaluating, integrating and documenting information).

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This is an antiracist unit that utilized open educational resources and open pedagogy for a Critical Thinking and Writing course.  My students co-created parts of this unit and also published their work for future students to access and read and use as models.  

Welcome to the El Camino College EMT program! Emergency Medical Technicians are professional medical responders that work to help ill and injured patients in various emergency field and clinical settings. EMT principles that are covered throughout this course include, but are not limited to: leadership, followership, communication, safety, situational awareness, basic life support (BLS), patient assessment and professionalism. EMT students learn about the practices and procedures for treating medical illnesses and traumatic injuries through facilitated discussion, skills lab, simulations, scenarios and field experience. Students who successfully complete all 170 hours with an overall grade of 80% (B) or better will qualify to take the NREMT test for certification. Once the NREMT is completed, the student would be eligible for a state EMT license.

Welcome to the El Camino College EMT program! Emergency Medical Technicians are professional medical responders that work to help ill and injured patients in various emergency field and clinical settings. EMT principles that are covered throughout this course include, but are not limited to: leadership, followership, communication, safety, situational awareness, basic life support (BLS), patient assessment and professionalism. EMT students learn about the practices and procedures for treating medical illnesses and traumatic injuries through facilitated discussion, skills lab, simulations, scenarios and field experience. Students who successfully complete all 170 hours with an overall grade of 80% (B) or better will qualify to take the NREMT test for certification. Once the NREMT is completed, the student would be eligible for a state EMT license.

In my ESL College Composition (equivalent to English 100), I have used the following films: Loving, Trial of the Chicago 7, and The United States vs. Billie Holliday. This helps students, particularly international students who are unfamiliar with American history, be prepared for other classes  Through the films, we can see how the characters (representing real life heroes/heroines) fight against the oppression and inequities.   

This is a Dual Enrollment Syllabus for a US history course from 1877-Present. 

The resource provided is a semester long project that asks students to add to the historical record by researching and writing three narratives about marginalized individuals in modern US history. After the narratives are complete, students will compile their work on an ePortfolio using Google Sites. Provided are directions for the project as well as an exemple of the final ePortfolio linked at the bottom of the instructions.

This Research Project aims to have students engage with culturally responsive topics and sources related to History and Ethnic Studies. The purpose is to help students collaborate in the process of implementing Open Educational Resources with scholarly research. Students will engage with concepts such as anti-racism, ethnic studies, and open pedagogy to help them understand the voices of marginalized ethnic groups within Early Chicano history.