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This course use three-dimensional draping techniques to create patterns on a dress form used for both foundation slopers and original designs. Technical properties of various fabrics will be explored. After both concepts have been mastered, students will execute original designs in fashion fabrics. 1 hr lect. 4 hrs studio. Prerequisites: FAS 110, FAS 120.
This course continues to develop design and illustration techniques using the computer programs Photoshop and Illustrator to increase efficiency, and creativity and design options. Advanced skills in Adobe Illustrator will be learned to develop complex technical flats. In Photoshop, advanced skills will polish illustrations, colored flats and create textile patterns. Portfolio level layouts will be developed. Prerequisites: ART 112 and FAS 124.
Students will be engaged in practical work experience within the areas of Fashion. The parameters of the internship will be established between the student and the hosting organization under the department's supervision. A contract specifying hours and a method of evaluation will be signed by the parties with sufficient hours for the credits earned. This opportunity will be open to second-year students with the approval of the student's academic advisor and the department chairperson.
A second-level course for students who already have some knowledge of French, Elementary French II focuses on using the pass compos and the imparfait to talk about the past. In addition, students learn to use the future, conditional, and subjunctive to communicate in French. Regular practice with language tapes and videos forms an integral part of the course. Recommended: Two years of high school French or the equivalent of FRE 101 or FRE 110.
This course exposes students to various skills, techniques and strategies that have been identified as high impact practices most likely to positively impact college success. These skills include knowledge and tips on college transition, planning, note-taking, studying, time management, technology, awareness as self-learners and other academic skills as well as thorough gaining an awareness of campus resources available to support student success. This course is also designed to integrate foundational SUNY Ulster Institutional Learning Outcomes (ILO's) into each new student's learning experience.
This one-credit course is required for all first time college students matriculated in a degree program, including Early College students, former Collegian students now attending the College and students with no prior college experience. Students who matriculate prior to accumulating 12 credits will be required to take this course the semester of matriculation. Students who are currently enrolled in or have completed KEY 103 or COS 101 have met the requirement for FYE 101.
Basic principles of geographic location, climatic conditions, and landforms as they influence climates, weather, vegetation patterns, streams, groundwater, environmental concerns, and soils are covered in this course. Emphasis is on the inter-relationships of these principles with the distribution of the world's population and people's use of the Earth. The course includes a Saturday field trip.
This survey course focuses on the personal aspects of health and their relationship to health in the community. Topics include emotional health, drug and alcohol use, smoking, nutrition, weight control, physical fitness, communicable disease, consumer health, human sexuality, and human reproduction.
Functional first-aid capabilities required to provide the initial emergency care necessary to sustain life and to maintain temporary life support to victims of accidents or sudden illness are developed in this course. The course deals with hemorrhage control, cardiopulmonary resuscitation, fractures, burns, poisoning, and sudden illness. Those who qualify receive an American Red Cross Responding to Emergencies Certificate and a Community CPR Certificate. Certificate fee.
This survey course traces the development of Western Civilization from the ancient world through the end of the 16th century. This course meets the SUNY General Education requirement for European history. Prerequisite or corequisite: ENG 101.
This survey course traces the development of Western Civilization from the 17th century to the present. This course meets the SUNY General Education requirement for European history. Prerequisite or corequisite: ENG 101.
This survey course traces the development of American civilization from the colonial era through Reconstruction. This course meets the SUNY General Education requirement for American history. Prerequisite or corequisite: ENG 101.
This survey course traces the development of American civilization from the post-Civil War era through the present. This course meets the SUNY General Education requirement for American history. Prerequisite or corequisite: ENG 101.
This course focuses on the origins and evolution of the Western tradition in the ancient through Medieval periods. This course meets the SUNY General Education requirements for European history and is open to all qualified students by advisement. Prerequisite or corequisite: ENG 171 or the permission of the Honors Program Director.
This course is a survey of the history of ancient Rome from the founding of the city in the eighth century B.C. to the collapse of the Western Empire in the fifth century A.D. Prerequisite or corequisite: ENG 101.
This course surveys the development of the African American community in the United States from the Colonial era through the present. Prerequisite or corequisite: ENG 101.
Students engage in reading, discussion, and guided research concerning a theme(s) or research approved by an Honors faculty mentor who will guide the student through the research process in a specific area of inquiry. The student-led research project is the central seminar focus that will produce a final project/research paper. Open to qualified students by advisement. Honors 281 may be repeated once for credit. May be offered by request. The course requires the written approval of the academic subject mentor and the Director of the Honors Program.
Students are introduced to the purpose, history and scope of the human services field and the theoretical perspectives that guide practice. Critical analysis of case studies and participation in experiential exercises familiarize students with issues confronting professional helpers, roles and skills of generalist practitioners, the helping process, and strategies of intervention. The development of self-awareness is fostered in students in preparation for human service delivery in a multicultural society within the guidelines of a professional code of ethics. This course is designed for students interested in counseling psychology, sociology, social work, gerontology, criminal justice and human services. Pre or co-requisites: None
Students are introduced to the broad field of Direct Support Practice as they explore the various types of helping professions, the range of practice settings, and the diverse roles and functions of the Direct Support Practice professionals in the work place. Students examine major theoretical perspectives that guide the helping process, and the qualities, characteristics, skills, and strategies that promote effective Direct Support service delivery. Self-awareness and multi-cultural sensitivity are emphasized throughout the course, providing a strong foundation for students considering entry-level employment or further study in human services, direct support, social work, counseling, psychology, gerontology, and criminal justice.
Students survey the sub-field of human services work with people with disabling conditions, intellectual disabilities, learning disorders, social, emotional and behavioral disorders, sensory impairments, and speech and language disorders. Students study perspectives on disability and current diagnostic definitions, critically review the impact of labels on the individual, family and society and discuss and evaluate the way in which social policy affects those with disabling conditions. Classroom sessions are also used to develop and strengthen practice skills for direct support professionals. Pre or co-requisite: HUS 103.
Students are introduced to legislation, policies, services and generalist practice in the child welfare system. Through lecture, discussion, in-class and off-site activities students learn basic case management responsibilities and skills for serving children and families. The strengths-based perspective is emphasized as students study and practice interviewing and assessment, collaborative problem solving, ethical decision making and documentation. Co-requisite: HUS 103