This resource was remixed to add places in the syllabus that might need to be updated for accessibility.  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.

Ethnic and racial groups in the U.S. and social factors leading to prejudice, discrimination, and stereotypes. Four major ethnic groups (Blacks, Asians, Native Americans, and Latinos) examined with emphasis placed on historical experiences, contemporary circumstances and future trends.

This syllabus is for a course that offers a systematic and in-depth introduction to the sociology of social problems. We will examine some of the more commonly identified social problems in contemporary society with an anti-racist lens. The class will introduce core concepts and methods that sociologists use to study social problems incorporating an anti-racist lens. We will apply these concepts of systemic racism and intersectionality to topics including poverty, food scarcity, residential segregation and gentrification, gender and sexual violence, health and environment, incarceration, the school to prison pipeline, mass media stereotypes, family and welfare. The end-of-semester projects will let students choose a social problem of interest to them, explore it in great detail, and then teach classmates about it.

Contemporary sociological approaches to racism center on explaining the well-documented persistence of racial inequality and racial discrimination in an era of declining overtly racist attitudes. This assignment provides students an opportunity to teach classmates about the manifestations of racism in some of the most pressing social problems of our times. Furthermore, students can share the most effective ways of combatting racism when it shows up in these pervasive but often less visible ways.

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 provides an overview of social service agencies, social work, and human services. Students will understand the historical and current delivery of social services by exploring problems of living such as poverty, substance abuse, and mental health. Emphasis is on the knowledge and tasks used by skilled, ethical, and culturally responsive social service workers. Students will have the opportunity to analyze the structure a social service agency, create a career plan, and develop the identity of a social work/human services professional. This course is not open to students who have completed HSER 300.

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. 

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 is a lesson gudie for an approach to probability that is collaborative among students and designed to have students experience probability from their own unique perspectives. Some of the goals of the work are to:understand the different approaches in probabilitydeepen intuitive experience of probability by facing probabilistic misconceptionsconduct probability experimentsBuilt in as a goal is the soft skill of conducting research for refereed articles, going beyond internet searches and subsequent page hits in terms of curating resources that can lead to success in a probability class.

This course is an introduction to probability and statistics. Students will engage in elementary principles and applications of descriptive statistics, counting principles, elementary probability principles, probability distributions, estimation parameters, hypothesis testing, linear regression and correlation, and ANOVA. Students will utilize the application of technology for various statistical analyses.This assignment asks students to incorporate their identity, skill development, intellect, and critically based on the work of Cultivating Giunus by Dr. Gholdy Muhhamad. Students are asked to analyze the work they have produced throughout the semester and select two works per each student's learning outcome. 

This resource is a lesson gudie for an approach to probability that is collaborative among students and designed to have students experience probability from their own unique perspectives. Some of the goals of the work are to:understand the different approaches in probabilitydeepen intuitive experience of probability by facing probabilistic misconceptionsconduct probability experimentsBuilt in as a goal is the soft skill of conducting research for refereed articles, going beyond internet searches and subsequent page hits in terms of curating resources that can lead to success in a probability class.

A través del aprendizaje sobre los códigos de vestimenta escolares, los estudiantes explorarán formas en que la discriminación por apariencia puede ser racista y sexista, y practicarán formas de hablar cuando vean o experimenten discriminación.

This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.

This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.

This project was created as part of the Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons.This submission serves as a sample of several chapters from a newly written OER human anatomy lab manual aimed at the college level. A complete version will be made available on OERCommons at a later date.

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. 

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.