| | | | | No | | |  Graham A Frazier | Renee Church | 6/24/2025 8:19 AM | |
| | | | | No | | | Jenae Prator | Jenae Prator | 4/3/2025 12:38 PM | |
| | | | | No | | | Jenae Prator | Jenae Prator | 4/1/2025 12:21 PM | |
| | | | | No | | | Mainou Her | Mainou Her | 3/7/2024 12:46 PM | |
| | | | | No | | | Jeremy Moore | Miriam Sallam | 2/4/2025 3:23 PM | |
| | | | | No | | | Regina Trevino | Regina Trevino | 9/24/2025 3:54 PM | |
| | | Native American Task Force | Native American Task Force | No | | | Kelly Diaz | Kelly Diaz | 2/12/2024 9:30 AM | |
| | | CSU and UC Dual Admission | CSU and UC Dual Admission | Yes | | | Mainou Her | Mainou Her | 8/22/2024 1:40 PM | |
| | | | In-Person Appointments | No | Congratulations on taking a significant step toward receiving support from a Peer Mentor! After booking your appointment, you will receive a confirmation email from Peer Mentoring with the date, time, and location details. For in-person appointments, the session locations will vary depending on the campus you are on.
The confirmation email will include directions and images to help you locate the room on each campus where Let's Talk sessions will be conducted. Unlike previous years, Let's Talk sessions will now be conducted in a private room on each campus, ensuring confidentiality and a safe space for every student.
We look forward to supporting you!
| | Magaly Espinoza | Magaly Espinoza | 11/26/2024 9:56 AM | |
| | | 2024-2025 | | No | | 1 | Daniel Alvarado | Daniel Alvarado | 12/18/2024 12:01 PM | |
| | | | CARE Workshops - Spring 2025 | No | | 80 | Brett Kennedy | Brett Kennedy | 1/14/2025 4:55 PM | |
| | | | | No | | 0 | Jenae Prator | Jenae Prator | 4/1/2025 12:42 PM | |
| | | | Additional Resource Links to Documents | No | Additional Resource Links to Documents | | Michelle Gilbert | Michelle Gilbert | 3/14/2025 12:25 PM | |
| | | | | No | | | Jenae Prator | Jenae Prator | 4/1/2025 11:55 AM | |
| | | SEARCH CSU CAMPUSES, APPLICATION DATES, AND DEADLINES | SEARCH CSU CAMPUSES, APPLICATION DATES, AND DEADLINES | No | To find out CSU campuses currently accepting transfer applications, which majors are open or closed, and read any notices from the campuses you are interested in, please visit: Search CSU Campuses Open/Closed | | Sunny Vang | Sunny Vang | 5/19/2025 3:10 PM | |
| | | SEARCH CSU CAMPUSES, APPLICATION DATES, AND DEADLINES | SEARCH CSU CAMPUSES, APPLICATION DATES, AND DEADLINES | No | | | Sunny Vang | Sunny Vang | 5/20/2025 9:14 AM | |
| | | | Southern New Hampshire University | No | 
Click on the link below to view the Southern New Hampshire Univeristy video
| | Jenae Prator | Jenae Prator | 9/3/2025 1:06 PM | |
| | | Residency Requirements | Residency Requirements | No | To qualify as a resident, the student must meet the following requirements: - Be physically present in California for at least one year and one day prior to the fi rst day of the semester.
- Show documentation of intent to establish California residency dating at least one year and one day prior to the fi rst day of the semester to present.
- Not be precluded from establishing residency by provisions of the Immigration and Nationality Act.
- Financial independence: A student seeking reclassifi cation as a resident MUST demonstrate fi nancial independence, along with physical presence AND intent. If your parents are not residents of California, you will be required to be fi nancially independent in order to be a resident for tuition purposes.
NOTE: A dependent student may derive residency from their parent or legal guardian.
| 1 | Regina Trevino | Regina Trevino | 10/29/2025 1:01 PM | |
| | | | What are Title IX Pregnancy and Parenting Modifications? | No | Title IX is a pivotal section of the Education Amendments of 1972, a federal law designed to protect students, employees, and third parties within educational institutions from sex-based discrimination. This law ensures that all members of a campus community can learn and work in an environment free from discrimination and harassment based on sex or gender. Importantly, Title IX protections extend to individuals across the entire gender spectrum, not just those who identify as female.
Note: You do NOT need to complete an AAC application unless you have acquired disability-related condition(s) during pregnancy.
| 1 | Kyle Campbell | Kyle Campbell | 1/29/2026 5:01 PM | |
| | | | How Does Title IX Protect Pregnant Students? | No | Title IX's prohibition against sex discrimination includes protections against discrimination based on pregnancy and related conditions. This ensures equal access to education and the protections against discrimination encompass: - Pregnancy and pregnancy-related illnesses (e.g., excessive morning sickness, fatigue, nausea, prenatal depression)
- Childbirth and recovery from childbirth
- Miscarriage
- Abortion
- IVF Treatments
- Lactation and lactation related conditions (e.g., mastitis)
- Treatment for postpartum or postnatal depression
Note: This definition does not cover non-birthing parents, partners of pregnant students, parents in the adoption process, or those using a surrogate. While other laws, such as FMLA, may offer protections for employee-parents, these specific Title IX regulations focus exclusively on pregnancy and related conditions.
| 2 | Kyle Campbell | Kyle Campbell | 1/29/2026 5:03 PM | |
| | | | Title IX Pregnancy and Parenting | Yes | Title IX is a pivotal section of the Education Amendments of 1972, a federal law designed to protect students, employees, and third parties within educational institutions from sex-based discrimination. This law ensures that all members of a campus community can learn and work in an environment free from discrimination and harassment based on sex or gender. Importantly, Title IX protections extend to individuals across the entire gender spectrum, not just those who identify as female. Note: You do NOT need to complete an AAC application unless you have acquired disability-related condition(s) during pregnancy.
| 1 | Kyle Campbell | Kyle Campbell | 1/29/2026 5:06 PM | |
| | | How Does Title IX Protect Pregnant Students? | How Does Title IX Protect Pregnant Students? | No | Title IX's prohibition against sex discrimination includes protections against discrimination based on pregnancy and related conditions. This ensures equal access to education and the protections against discrimination encompass: - Pregnancy and pregnancy-related illnesses (e.g., excessive morning sickness, fatigue, nausea, prenatal depression)
- Childbirth and recovery from childbirth
- Miscarriage
- Abortion
- IVF Treatments
- Lactation and lactation related conditions (e.g., mastitis)
- Treatment for postpartum or postnatal depression
Note: This definition does not cover non-birthing parents, partners of pregnant students, parents in the adoption process, or those using a surrogate. While other laws, such as FMLA, may offer protections for employee-parents, these specific Title IX regulations focus exclusively on pregnancy and related conditions. | 1 | Kyle Campbell | Kyle Campbell | 1/30/2026 8:32 AM | |
| | | Finish Line Scholars | Finish Line Scholars | No | The Finish Line Scholars helps support some accomplished COS students with their final year of COS to reach their Finish Line. | 15 | Tim Foster | Tim Foster | 3/18/2026 8:10 AM | |
| | | | Day of the Class | No | Bring your CPR manual with you. You must have read your manual and answered all section questions at the end of each section. Wear comfortable clothing, you will be getting up and down working on the manikins. Class is being held in the Hospital Rocking Building room 133.
| | Angela Iniguez | Angela Iniguez | 3/25/2026 4:56 PM | |
| | About-Us | | Community Partnership | No | From the inception of the campus, COS Hanford was part of a community partnership. The story goes that one night after a joint meeting of the City Council, the Hanford High School Board, and the College of the Sequoias Board of Trustees, a member from each of the groups were talking in the parking lot. That conversation led to the creation of the dream–the dream that the three entities would share resources to make an efficient and effective facility for the citizens of Hanford. From that conversation, grew the Hanford Learning Center. The 210 acres was purchased at a reduced cost from the then owners–the Clark Family. The Clark family has a long history of philanthropic spirit in the Hanford community. This spirit coupled with the family's interest in bringing educational opportunities to the residents lead to the generous gift. Once a walnut orchard, today the property houses Sierra Pacific High School, a softball complex, and the COS Hanford Educational Center. It is about more than sharing the land; the three entities regularly share the facilities as well. There are several examples of the partnership on a smaller scale as well. One of those is the Chemistry lab. Because Chemistry labs are very expensive to build, it was not efficient to build two Chemistry labs–one for the High School and one for the College. As such, Sierra Pacific built the chemistry lab and COS upgraded the lab so that college level chemistry classes can be taught there. These partnerships, along with many others will continue to serve future generations for many years to come.
| 30 | Graham A Frazier | Cassondra Bear | 8/5/2024 4:33 PM | |
| | About-Us | | Our History | No | From the campus' inception, COS Hanford was part of a community partnership. The story goes that a COS boar d member, a city council member, and a Hanford High School Board Member one night talked in the parking lot after a joint meeting betwe en the three entities. That conversation created the dream--the dream that the three entities could share resources to make an efficient and effective facility for the citizens of Hanford.
From that conversation, grew the Hanford Learning Center. The 210 acres was purchased at a reduced cost from the then owners--the Clark Family. The Clark family has a long history of philanthropic spirit in the Hanford community. This spirit coupled with the family's interest in bringing educational opportunities to the residents lead to the generous gift.
Once a walnut orchard, today, the property houses Sierra Pacific High School, a softball complex, and the COS Hanford Educational Center. It is about more than sharing the land, the three entities regularly share the facilities as well. There are several examples of the partnership on a smaller scale, as well. One of those is the Chemistry lab. Because C hemistry labs are very expensive to build, it was not efficient to build two Chemistry labs--one for the High School and one for the College. As such, Sierra Pacific built the chemistry lab and COS upgraded the lab so that college level chemistry classes can be taught there.
These partnerships, along with many others, will continue to serve future generations for many years to come.
| 40 | Graham A Frazier | Cassondra Bear | 3/11/2025 3:45 PM | |
| | About-Us | | Renting a Facility at COS Hanford | No | COS Hanford rents classrooms and the conference/meeting room at the facility located at 925 13th Avenue. Because of the flexible nature of the facility, there are several options--ranging from classrooms that hold 30 students to a multi-purpose room that can hold 160 in a classroom setting or 200 with round tables.
Rental clients should be aware, however, that COS classes and events have scheduling priority and rental events are scheduled after classes. We will, however, do our best to accommodate your request.
| 50 | Graham A Frazier | Cassondra Bear | 8/5/2024 4:35 PM | |
| | About-Us | | Provost's Message | No |
Whether your goal is to transfer to a four-year institution or you are attending to increase your skills, the faculty and staff at COS Hanford are here to help you on your educational journey. We are glad that you have chosen our facility and our goal is to provide you with the tools that you need to be successful. In Hanford, the COS Educational Center serves as a community resource. Our facilities are available to the public for rental. In addition, faculty, staff, and administration serve the community in a number of capacities. If you know of a group--from an elementary school group to a group of seniors that are looking for a tour of the facility, please call our office at 583.2500 and we will get it set up for you! Measure C built this fabulous $22 million, 55,000 square foot facility. We thank the Hanford community for believing in us...and future generations! Kristin M. Robinson, Ph.D. Provost, COS Hanford Educational Center
| 21 | Graham A Frazier | Kristin Robinson | 3/12/2019 9:30 AM | |
| | About-Us | | Contact Us | No | | 10 | Kristin Robinson | Cassondra Bear | 8/5/2024 4:35 PM | |
| | Access-Ability | | High Tech Center | No | The Access & Ability Center's High Tech Center is a computer lab where students with disabilities who are enrolled in credit classes and have been referred by a Access & Ability Center Counselor or Specialist can learn to use assistive technology software.
Software Available: - Dragon Naturally Speaking: speech to text (voice recognition)
- JAWS: screen reader
- ZoomText: screen magnification
- Read and Write Gold: text to speech
- Sonocent: organize and annotate recorded lectures
To make an appointment or inquire about eligibility, please call the Access & Ability Center
The High Tech Center is located in the North Sequoia building;
the nearest parking is available in Parking Lot #4.
| | Author Canviz | Dustin Schieler | 10/3/2022 9:47 AM | |
| | Access-Ability | WorkAbility III | WorkAbility III | No |
WA III implements supportive vocational training/services including:
Pre-vocational Services
- Employment portfolio development, interviewing skills, job seeking skills, advocacy awareness, career exploration/development
Employability Skills
- Communication with co-workers and supervisors, work behavior/attitude, appropriate grooming/dress, expectations of a job, resources and referral.
Employment Development/Placement - On-the-job training, work experience, job placement assistance.
WorkAbility III participants must be:
1.
A student attending College of the Sequoias;
AND
2.A client receiving services from California Department of Rehabilitation; and
3.Has an open file with the Access & Ability Center.
To contact the California Department of Rehabilitation please visit
https://www.dor.ca.gov/ or call Voice (559) 735-3838 / TTY (559) 735-3836
Employers benefit from WorkAbility III
The WA III program realizes the community and local businesses have specific issues
and needs that must be met. In addition to assisting our students in achieving their
goals, the program is also concerned with meeting the needs of the local community
and employers, through:
-
Training and information on individuals with disabilities and disability legislation.
-
Providing information about federal and state tax credits.
-
Making appropriate referrals to fulfill employment needs.
-
Presenting educated and motivated workers.
-
Follow-up with employees and employer to ensure employee/employer satisfaction.
-
Connection with a network of college & community resources
-
PrintableForms and Documents
| | Author Canviz | Dustin Schieler | 9/22/2022 12:55 PM | |
| | Access-Ability | | Testing Center | No | The Testing Center provides comprehensive testing services to meet the needs of our COS students. Exams are proctored in a distraction-reduced environment and testing is monitored throughout the testing period. Test proctoring is an opportunity to provide equal access to testing and does NOT provide an unfair advantage to Access & Ability Center students. Such approved accommodations include readers, writers, extended time, and/or use of assistive technology programs.
Procedures for Testing Center: Students and Instructors Steps to follow every semester for testing in the Access & Ability Testing Center. For Students Who Will be Testing at the Visalia Campus
Note: You must make an appointment (at least) 2 days prior to the test date.
- Request a copy of your Authorized Accommodations (AA) forms from the Access & Ability Center Office.
- Give a copy of your AA form to your instructor. This informs your instructor that you qualify for Access & Ability Center services.
- Sign up with the Testing Center. We will send the necessary paperwork to your instructor.
- Make an appointment to take your test in Testing Center (at least) 2 days in advance. To schedule a COS testing appointment, please email aactesting@cos.edu
- Notify your instructor of your testing arrangements (date and time).
- Arrive to your testing appointment on time.
For Instructors Who Have Students Testing at the Visalia CampusNote: It is the student's responsibility to keep you informed of their testing arrangements. However, if we have not received the exam (the day prior to a scheduled test) we will send you a courtesy reminder via email.
- Collect AA form from Access & Ability Center student-this informs you that the student is qualified for AAC services. Also, it provides you with a list of the student's approved accommodations.
- Complete and return Request for Testing Assistance Form; it will be emailed to you when the student signs up for testing in our center. Only one form is needed per course.
- Drop off (Access & Ability Testing Center mailbox), bring in (N. Sequoia RM 12) or email the exam. Instructors may email exams to aacexams@cos.edu. (Only authorized staff can access this email account.)
- Collect the completed exam at the end of each day from your interoffice mailbox. If you would like the exam before then, you may pick it up (North Sequoia, Room 12).
Testing Center Locations and Contact Info: COS Visalia - Location: North Sequoia Building, Room 12.
- Contact: Please call (559) 730 - 3807 or email aactesting@cos.edu to schedule an appointment.
COS Tulare - Location: Building A, Student Services Desk.
- Contact: Please call (559) 688 - 3020 or email theresar@cos.edu to schedule an appointment.
COS Hanford - Location: Vocational Bldg., Hanford Hub.
- Contact: Please call (559) 730 - 3807 or email aactesting@cos.edu to schedule an appointment.
| 1 | Kyle Campbell | Kyle Campbell | 8/20/2020 9:53 AM | |
| | Access-Ability | | Accessing Our Services | No | The Access & Ability Center seeks to support the academic success of COS students through providing academic accommodations for a variety of qualifying conditions, including mental health conditions (anxiety/depression/other), mobility and vision impairments, hearing and speech difficulties, learning challenges, ADD/ADHD, acquired brain injuries, intellectual disorders, or any other medical conditions which may create barriers to education. (For more info, check out our AAC Info Sheet, available in
English and
Spanish).
STEPS TO ACCESS OUR SERVICES
1 - Application To apply for services, complete the AAC Student Application/Intake Form and bring it to the Access & Ability Center Office located in room 10 of the North Sequoia building, fax it to (559) 730 - 3803, or email to
AAC@cos.edu. You can also use our Secure Student Document Upload System for a more secure way to submit documentation. Be sure to choose "Access & Ability Center" and the correct type of form you are submitting to us! (If you used to be signed up with AAC but are now inactive, and you are wanting to sign up again, you will need to fill out and send in the
AAC Reactivation Form.)
2 - Verification
Bring in documentation of a disability or qualifying condition. Have a licensed or certified professional with knowledge of your disability or condition complete our Verification Form, and turn it in or fax it to our office at (559) 730 - 3803. If you have an IEP or 504 plan from high school, or a copy of your medical records, you can turn this in as verification and you will not need to complete the Verification Form. Please email your Verification document to
AAC@cos.edu. You can also use our
Secure Student Document Upload System for a more secure way to submit documentation. Be sure to choose "Access & Ability Center" and the correct type of form you are submitting to us!
If no such documentation exists or can be found, a student may join our program if found eligible for services through a
learning assessment.
3 - Appointment After you turn in all of your documentation, your file will be verified for eligibility. Within 1 to 2 weeks, if you are found to be eligible for our services, we will contact you at the number you provided us on the AAC Intake Form to schedule an initial counseling appointment.
If you have further questions about our application process, call our office at (559) 730 - 3805 or email us at
AAC@cos.edu.
After services have been authorized, it is the student's responsibility to follow-up on services needed. This could include requesting your accommodations forms through the Online AAC Request Form, and distributing your accommodations forms to your instructors.
| 0 | Kyle Campbell | Dustin Schieler | 9/14/2022 11:43 AM | |
| | Accessibility-and-Universal-Design-for-Learning | | How to Build an Accessible Syllabus | No | OverviewMaking your course documents accessible will enable students in your course to fully utilize your materials and will help COS to be a truly accessible college. Students depend on your course syllabus for reading and homework assignments; therefore it is crucial that your materials are usable for all students Download TemplateDownload the Template for Creating an Accessible Syllabus. Please note, the template is designed for Microsoft Word versions 2010 and 2013 for Windows, and Word 2011 for the Mac. For instructions on how to work with the template and to obtain help, please read the sections below. Instructions:- Please be sure to use the latest version of Microsoft Word.
- This template includes the most common features included on a course syllabus. Please feel free to add, remove, or rearrange sections that fit your needs, while keeping in mind that there are elements that are required to be on your course syllabus.
- Text that is highlighted yellow on this template serves as a placeholder meant to be replaced with your content to fit the needs of your course. Please be sure to replace all of the placeholder information with content that is relevant to your course.
- Instructions for making elements such as hyperlinks and tables accessible are included on the template itself for easy reference. <The text in the brackets and red color is meant to be read by you and then removed>
- Please be aware, if you copy text from another source and paste it on to this template, or if you add any sections, the content could be inaccessible. Please run the Accessibility Checker to correct any identified problems.
The Accessibility Checker in WordLike the spell checker that identifies possible spelling errors in a document, MS Word versions for the Windows platform (PC) contains a built-in Accessibility Checker that identifies accessibility problems in a Word document and makes recommendations on how to fix them. Please be sure to run the Accessibility Checker to check your finished syllabus. Even if you choose to use another syllabus template, or create your own syllabus, you can still use this Accessibility Checker.
The Accessibility Checker in Microsoft Word (*Note – The Accessibility Checker is only available for .docx files. An old Word document may need to be converted to a .docx file format before using the Accessibility Checker. To convert a .doc file to a .docx file, open your old file and “Save As" a .docx file.)
- Go to the File Menu
- On the Info tab under Inspect Document, click Check for Issues.
- Click on Check Accessibility
| | Kyle Campbell | Kyle Campbell | 7/18/2019 10:54 AM | |
| | Accessibility-and-Universal-Design-for-Learning | | Finding Captioned Videos & Captioning Uncaptioned Videos | No | Videos can be extremely beneficial, useful, and powerful instructional materials. However, a video that is not captioned is inaccessible for some people (for example, a student who may have a hearing impairment). It is important to select videos with captions (and to always turn the captions ON when showing them) to maximize the accessibility of the video. (There are also people who may hear just fine, but also find that they can understand the video better with the captions turned on.) As the faculty member selecting the video for your class, it is YOUR responsibility to make sure that your videos are captioned and accessible.
YouTube has tons of great videos, as well as some not-so-great videos. You can actually search YouTube for a topic and choose to only view videos that are captioned. Do this in YouTube by searching for a topic and including ,cc - so your search would be "topic, cc" and this will only bring up videos that are captioned. If a video on YouTube is owned by you (you made the video), you can have YouTube automatically add captions to your videos. It's not a perfectly accurate method, so you'll want to edit the captions YouTube generates for the video to be sure that they are correct. Best practice: Use Canvas Studio. You can create/upload videos, create/edit captions, and even embed it in Canvas for engagement analytics from students!
Remember, any videos you use in class MUST have captions. If a video does not have any, you'll either have to find a different video or produce your own captions.
| | Kyle Campbell | Kyle Campbell | 2/27/2026 2:20 PM | |
| | Accessibility-and-Universal-Design-for-Learning | | How to Create Accessible Documents | No | | | Kyle Campbell | Kyle Campbell | 2/27/2026 2:32 PM | |
| | Accessibility-and-Universal-Design-for-Learning | | Website Accessibility | No | Common Content Issues - From the CCC Accessibility Center The following items should be checked manually to ensure the content of a webpage is accessible to all visitors: - Identify the presence of page titles. Page titles should be unique as appropriate to the page content and/or task.
- A “Skip Navigation” solution is present for pages with repeated navigational elements.
- Web pages are organized using appropriate HTML5 and WAI-ARIA elements (e.g., role=”main”, role=”contentinfo”, etc.). Not required, but a best practice.
- Identify the use of headings. Headings should be sequential, starting with h1.
- Information is marked using appropriate semantic structure (headings, lists, paragraphs, tables, etc.). Data tables contain appropriate row and column structural markup.
- Form input fields have an explicit label. Instructions and/or input details are programmatically associated with the respective form field.
- Alternate text is provided for all images. Alternate text describes the content and/or purpose of the image.
- Hyperlinks offer descriptive link text or are associated with descriptive link text.
- Videos have captions.
- Text and images (except logos) meet color contrast requirements of 4.5:1 (foreground/background).
- Page content is still perceivable when Windows High Contrast Mode is enabled.
WAVE: Web Accessibility Evaluation Tool WAVE will scan a single webpage for accessibility errors and suggested ways to fix the errors. Copy and paste a website URL into WAVE and click the arrow for an accessibility report of your webpage.
Also, for more accessibility design items, see Tips and Tools: Principles of Accessible Design by the National Center on Disability and Access to Education. | | Kyle Campbell | Kyle Campbell | 2/27/2026 2:35 PM | |
| | Accessibility-and-Universal-Design-for-Learning | | How do I make my class more accessible? A few quick tips. | No | At the Access & Ability Center, we are all about accessibility! Here are some helpful tips on how to increase accessibility in your classroom: Face the class when speaking to the class. Persons hard-of-hearing may be watching your facial expressions and/or lip movements to help understand what you are portraying. If you need to write on a white board, save any important information for after you have finished writing and are again facing the class. When presenting with a Powerpoint, it helps to have printouts of the slides to distribute. Having the information on students' desks AND at the front of the classroom creates more opportunities for exposure to the content. If you see any barriers/obstacles in the class that might be hard for an individual to maneuver around, you can always move it yourself, or ask someone to move it, before the obstacle becomes an issue. Make sure to hand out a class syllabus and class schedule the first day of class. This lets students know what is coming up and what to expect, allowing students to prepare for upcoming assignments. Be willing to work with the student and any services they might wish to utilize during your class. Invite students to email you and visit you in your office during office hours. Put in your class syllabi information for students with disabilities, letting them know that there is a program called the Access & Ability Center which can provide academic accommodations for students with verifiable disabilities.
| | Kyle Campbell | Kyle Campbell | 7/2/2019 4:25 PM | |
| | Accreditation | | ACCJC Events, Trainings, and Webinars | No | | | Author Canviz | Dustin Schieler | 3/18/2025 11:10 AM | events |
| | Accreditation | | Complaints against Member Institutions | No | Students and members of the public who desire to file a formal complaint to the Commission about one of its member institutions should become familiar with the requirements for doing so prior to contacting the Commission. Following is the Commission’s Policy on Student and Public Complaints Against Institutions which will explains the issues the Commission can address through its complaint process and the procedures for filing a complaint. Go to
Complaint Process . The Policy on Student and Public Complaints Against Institutions may be found at:
Student and Public Complaints Against Institutions .
| | Author Canviz | Dustin Schieler | 9/12/2025 2:06 PM | |
| | Accreditation | | Complaints against the Commission | No | Individuals who wish to file a formal complaint to the Commission about the ACCJC should become familiar with the requirements for doing so prior to contacting the Commission. Following is the Commission’s Policy on Complaints Against the ACCJC which explains the issues the Commission can address through its complaint process and the procedures for filing a complaint. Go to
Complaint Process .
The Policy on Complaints Against the ACCJC may be found at:
Policy on Review Complaints Against the ACCJC (Rev-Sept-2016) . The complaint form may be found at:
Complaints against the ACCJC . | | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Accreditation | | Third Party Comments | No | Individuals who wish to make comments on the institutions that are undergoing review in the current semester and that are being considered by the Commission at its next meeting, should use the Third Party Comments Form and be sure to include their name, address, phone number, and email address. The comments must be received five weeks before the scheduled Commission meeting. Go to
Complaint Process .
The Third Part Comment form may be found at:
Third party comments . | | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Accreditation-Documents | | Sequoias Community College District Accreditation Documents | Yes | | 0 | Author Canviz | Katie Cain | 1/26/2023 3:42 PM | |
| | Accreditation-Documents | | 2015-2016 | No | | 5 | Author Canviz | Katie Cain | 1/26/2023 4:14 PM | |
| | Accreditation-Documents | | 2014-2015 | No | | 6 | Author Canviz | Katie Cain | 1/26/2023 4:15 PM | |
| | Accreditation-Documents | | 2013-2014 | No | | 7 | Author Canviz | Katie Cain | 1/26/2023 4:17 PM | |
| | Accreditation-Documents | | 2012-2013 | No | | 8 | Author Canviz | Katie Cain | 1/26/2023 4:18 PM | |
| | Accreditation-Documents | | 2009-2010 | No | | 9 | Author Canviz | Katie Cain | 1/26/2023 4:18 PM | |
| | Accreditation-Documents | | 2008-2009 | No | | 10 | Author Canviz | Katie Cain | 1/26/2023 4:19 PM | |
| | Accreditation-Documents | | 2007-2008 | No | | 11 | Author Canviz | Katie Cain | 1/26/2023 4:20 PM | |
| | Accreditation-Documents | | 2006-2007 | No | | 12 | Author Canviz | Katie Cain | 1/26/2023 4:21 PM | |
| | Accreditation-Documents | | 2018-2019 | No | | 4 | Katie Cain | Katie Cain | 1/26/2023 4:08 PM | |
| | Accreditation-Documents | | 2019-2020 | No | | 3 | Katie Cain | Katie Cain | 1/26/2023 4:08 PM | |
| | Accreditation-Documents | | 2021-2022 | No | | 2 | Katie Cain | Katie Cain | 1/26/2023 3:34 PM | |
| | Accreditation-Documents | | 2022-2023 | No | | 1 | Katie Cain | Katie Cain | 1/26/2023 4:23 PM | |
| | Accreditation-Documents | | 2024-2025 | No | | | Dustin Schieler | Dustin Schieler | 12/19/2024 10:48 AM | |
| | Accreditation-Documents | | 2025-2026 | No | | 0 | Lauren Fishback | Lauren Fishback | 2/9/2026 4:46 PM | |
| | Activities-Bulletins | Vendor Information | Vendor Information | No | If you would like to come on campus and set-up a booth please see important information below:
- Reserving dates on the COS Master Calendar must be done Two (2) weeks before the campus visit.
- Vendors are resonsible to pay $50.00 per day (in advance) to COS Student Senate.
Credit Card Vendors Must:
- Not use the COS mailing address for any publicity, solicitation, student applications, etc. Use onlt the student's mailing address.
- Distribute an educational handout describing perils of credit cards.
- Post credit card annual fee charges.
- Vendors will not be allowed to promote free gifts in conjunction with their promotion.
Vendor Guidelines: - All forms must be submitted no less than two weeks prior to requested date(s).
- Business/Organization information must be transparent (no hidden costs, fees, interest, solicitation, etc.)
- No food or beverage sales - this in direct competition with COS Food Services
- No merchandise items that are in direct competition with the COS Bookstore/Follett
Required Forms: | 15 | Nancy Yanes | Adrieana Garcia | 10/2/2024 3:45 PM | |
| | admin-staff-support | | Contract and Memorandum of Understanding Routing Form | No | | 0 | Lauren Fishback | Lauren Fishback | 9/25/2019 10:16 AM | |
| | Admissions-and-Records | | Admissions & Records | No | Students are able to pick up and turn in admissions and records forms, such as: - Student Demographic Change Form
- Student Enrollment Verification Request
- Prerequisite Override Request
- Add & Drop Slips
- California Promise Grant Form
- Pick up official transcripts
- More!
For more information https://cos.edu/en-us/admissions
| | chelseac@cos.edu | chelseac@cos.edu | 2/21/2019 1:55 PM | |
| | Admissions-and-Records | | Admissions and Records Staff | Yes | | 1 | Regina Trevino | Regina Trevino | 3/20/2020 9:34 AM | |
| | Admissions-and-Records | Admissions and Records Staff | Admissions and Records Staff | Yes | | 1 | Regina Trevino | Regina Trevino | 3/20/2020 9:43 AM | |
| | Alumni | Alumni Network | Alumni Network | No |
92 Years of Alumni
Here are a couple of recent alumni making moves thanks to the support at COS.
| 10 | Tim Foster | Dustin Schieler | 7/25/2022 4:50 PM | Alumni |
| | Alumni | | Alumni Apparel | No |
New Alumni Apparel
"Launch Party" Line
We have a few items available from
our "Launch Party" line of COS Alumni apparel.
| 30 | acad\jose.arias | Tim Foster | 9/3/2020 3:26 PM | apparel |
| | Alumni | | COS Retirees | No |
COS Retirees
COS has a group of retirees that meet with the COS Superintendent/President for a semi-annual Retirees Brunch. Register for the Alumni Network to keep informed about these upcoming brunches and other retiree news and gatherings.
| 15 | Tim Foster | Tim Foster | 5/11/2021 11:45 AM | Alumni |
| | Application-process | Program Requirements & Bio GPA | Program Requirements & How to Calculate Biology GPA | No |
This video reviews the COS Nursing Program requirements. It also demonstrates how to calculate an applicant's Biology GPA.
| 3 | Jenae Prator | Jenae Prator | 10/16/2020 2:41 PM | |
| | Apprenticeships | Division of Apprenticeship Standards | Division of Apprenticeship Standards | No | | | Ashley Land | Ashley Land | 8/25/2023 4:23 PM | |
| | Art | | Programs and Courses | Yes | | | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Art | | Associate in Arts in Art History for Transfer (AA-T) | No | Students completing the Associate in Arts in Art History for Transfer will be able to seamlessly transfer in the CSU system to pursue a baccalaureate degree in Art History or a similar major. Students completing this degree will have an introductory foundation for the field of Art History through the study of courses surveying Western and non-Western art from the Paleolithic era to the present and will acquire the ability to interpret works of art from an interdisciplinary and historical perspective.
Program Outcomes
Identify works of art according to artist(s), title and time period.Apply proper usage of art-specific terminology as it relates to media, processes and iconography.Discuss the relationship of works of art to human history by exploring their political, socio-cultural, economic, religious and intellectual context.Read and write effectively, understand the history of the creative experience and fundamentals in studio practices.Enter a four-year university as an Art History major and have the expertise to select a time period of emphasis for further study.
Transfer & Career Opportunities
This Associate of Arts in Art History for Transfer (AA-T) Degree is intended to meet the lower division requirements for Art History for all CSU campuses. Students planning to transfer to institutions other than the CSU are encouraged to consult ASSIST.org and a COS counselor for program planning and course selection. Most common career opportunities with a baccalaureate degree include: education and gallery management.
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Art | | Associate in Arts in Studio Arts for Transfer (AA-T) | No | Students completing the Associate in Arts in Studio Arts for Transfer will be able to seamlessly transfer into the CSU system to pursue a baccalaureate degree in Art, Studio Arts. Students completing this degree will demonstrate the understanding, expertise and skill development necessary to transfer to the CSU system and pursue a bachelor’s degree in Art. The Studio Arts Program provides opportunities for students to learn about spatial concepts, color theory, media-specific terminology, technology, craftsmanship and an intellectual understanding of the creative process.
Program Outcomes At the end of this program, students will read and write effectively and understand the history of the creative experience as it relates to the history of art.At the end of this program, students will create artwork using foundational techniques such as the six basic elements of design, drawing and composition, an understanding of color and artistry.At the end of this program, students will create original three-dimensional designs using a variety of media and applications.
Transfer & Career Opportunities This Associate in Arts in Studio Arts for Transfer (AA-T) Degree is intended to meet the lower division requirements for art for all CSU campuses. Students planning to transfer to institutions other than the CSU are encouraged to consult
ASSIST.org and a COS counselor for program planning and course selection. Most common career opportunities with a baccalaureate degree include: ceramist, commercial artist, world-wide designer including architectural, advertising, interior, automotive and industrial design, art education and gallery management.
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Art | | Associate of Arts in Art (AA) | No | This degree prepares students for transfer to a four-year university. Students completing this degree will have an introductory foundation for the field of Art through the study of art history and studio art and will acquire comprehensive preparation for academic transfer. Program Outcomes Understand the history of the creative experience and critique their artwork in terms of design principles, application of media and portfolio development.
Transfer & Career Opportunities The College maintains articulation with most CSU and UC campuses and some private colleges and universities. Course requirements vary between colleges and universities and students are encouraged to consult
ASSIST.org and a COS counselor for program planning and course selection. Most common career opportunities with a baccalaureate degree include: art education, gallery management, commercial art, design, ceramic design.
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Art | | Art Courses | No |
RT 001 Art Appreciation - 3 unit(s) Hours: 3 Lecture/Discussion ART 1 provides a general introduction to art that offers a look at works of art through the study of theory, terminology, themes, design principles, media, techniques, with an introduction to the visual arts across time and diverse cultures. (C-ID ARTH100)
Advisory on Recommended Preparation:ENGL 251 or equivalent college course with "C" or better or eligibility for ENGL 001 as determined by COS Placement Procedures.
ART 002 Art History/Ancient-Gothic - 3 unit(s) Hours: 3 Lecture/Discussion ART 2 provides an overview of western art and architecture from prehistory through the medieval period. The interrelationships between art and religion, politics, historical events, and philosophy are major foci of study. (C-ID ARTH 110)
Advisory on Recommended Preparation:ENGL 251 or equivalent college course with "C" or better or eligibility for ENGL 1 as determined by COS Placement Procedures.
ART 003 Art History/Gothic-Modern - 3 unit(s) Hours: 3 Lecture/Discussion This course provides an overview of art and architecture from the Renaissance to the Contemporary period. Illustrated lectures. ART 2 is NOT a prerequisite for ART 3. (C-ID ARTH120)
Advisory on Recommended Preparation:ENGL 251 or equivalent college course with "C" or better or eligibility for ENGL 1 as determined by COS Placement procedures.
ART 004 Precol Art &Cult/Americas-Meso - 3 unit(s) Hours: 3 Lecture/Discussion A survey of the major cultures of Mesoamerica from the early hunters stage until the European conquest. The course uses art as a vehicle for understanding these people's philosophy, religion, politics, history, and economics. Included are the Olmec, Zapotec, Tajin, Mixtec, Maya and Aztec.
Advisory on Recommended Preparation:ENGL 251 or ENGL 261 or equivalent college course with "C" or better or eligibility for ENGL 001 determined by COS Placement Procedures.
ART 005 Precol Art&Cult/Americas-S.Ame - 3 unit(s) Hours: 3 Lecture/Discussion A survey of the major cultures of Central and South America from the Early Hunters state until the European conquest. The course uses art as a vehicle for understanding these people's philosophy, religion, politics, history, and economics.
Advisory on Recommended Preparation:ENGL 251 or ENGL 261 or equivalent college course with "C" or better or eligibility for ENGL 001 determined by COS Placement Procedures.
ART 006 Color and Design - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This is a basic course in art with a primary purpose of familiarizing the students with elements and principles of design and history. It includes the fundamental concepts of line, value, color, shape/form, space, texture, and color in two dimensions. Students will research works of art in all forms including, but not limited to, fine art, graphic art and popular media. Students will develop, through lectures and discussions, design and color projects and oral and written assignments. Students will learn design vocabulary to cultivate intellect, imagination, sensibility and sensitivity, and respond subjectively as well as objectively to aesthetic experiences. (C-ID ARTS100)
ART 007 Advanced Color and Design - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab ART 7 is an intermediate level course on visual dynamics. Students will study what makes a strong composition in a two-dimensional artwork and explore ideas on the two-dimensional plane. This course also covers design history, color theory and will explore the effects of different color harmonies. The course will integrate art historical research and analysis of artists and art movements.
Prerequisites: ART 006 or equivalent college course with "C" or better
ART 008 Drawing Fundamentals - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab A basic course designed to introduce the beginning student to the fundamentals of drawing. Lecture and studio practice emphasize such fundamentals as sight measuring, perspective, shading, and direct observation. (C-ID ARTS110)
ART 009 Drawing Composition - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab Exploration of artistic concepts, styles, and creative expression related to intermediate-level drawing, focusing on complex subject matter and concepts using a variety of drawing mediums, techniques, and methodologies. Students in this course will build on fundamental drawing skills to develop personalized approaches to content and materials in exercises covering multiple historical and contemporary approaches to drawing. (C-ID ARTS205)
Prerequisites: ART 008 or equivalent college course with "C" or better
ART 015 Beginning Printmaking - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This is a course in the basics of intaglio, relief and monotype printmaking. Intaglio techniques will include traditional and alternative-ground (non-toxic) etching and collagraph methods. Relief techniques covered will include traditional woodcut and/or linocut printing. Monotype processes will include black and white and/or color printing.
ART 016 Intermediate Printmaking - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 016AC This is an advanced course in intaglio and relief. Students are encouraged to further develop skills acquired in ART 15 or in previous printmaking experiences, and this course introduces basic techniques in multiple-plate color printing.
Prerequisites: ART 015 or equivalent college course with "C" or better
ART 023 Macintosh Basic for Artists - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 023AD Introduction to fundamental concepts, practices, and theories of digital art production. Topics include integration of traditional design, color, and compositional principles with contemporary digital tools.
ART 025 Digital Imaging for Artists - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 025AD This course enables visual artists to explore digital image making from techniques that will provide the ability to design for artistic expression, for commercial print and web output. Macintosh computers and appropriate state-of-the-art imaging software will be used.
ART 032 Beginning 3-D Design - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Courses: ART 032AD, ART 132AD Introduction to the concepts, applications and historical references related to three-dimensional design and spatial composition, including the study of the elements and organizing principles of design as they apply to three-dimensional space and form. Development of a visual vocabulary for creative expression through lecture presentations and use of appropriate materials for non-representational three-dimensional projects. (C-ID ARTS101)
ART 033 Intermediate 3-D Design - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 133 Students will expand design and application principles of three-dimensional design with a more complex exploration into concept, materials and physics related to design, including more advanced spacial construction techniques, as well as an increased utilization of surroundings. Students gain increased experience solving 3-D problems. This course is appropriate for all students planning to major in studio art.
Prerequisites: ART 032 or equivalent college course with "C" or better
ART 043 Beginning Studio Painting - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 013AD Introduction to principles, elements, and practices of painting. Focus on exploration of painting materials, perceptual skills and color theory, paint mixing and technique, as well as creative responses to materials and subject matter. (C-ID ARTS210)
Advisory on Recommended Preparation: ART 006 or equivalent college course with "C" or better.
ART 044 Intermediate Studio Painting - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 144 This course involves further study of oil painting techniques where emphasis on focused inquiry of formal design elements will be addressed through individualized creative exploration of subject matter and content. Both representational and abstract painting approaches will be conducted. Recommended for art majors.
Prerequisites: ART 006 and ART 008 and ART 043 or equivalent college course with "C" or better
ART 049 Beginning Figure Drawing - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 010AD Introduction to drawing the human figure from observation using a wide variety of drawing media and techniques. Topics include an introduction to human anatomy and the historical and contemporary roles of figure drawing in the visual arts. Students in this course will learn both descriptive and interpretive approaches to drawing the figure. (C-ID ARTS200)
Prerequisites:ART 008 or equivalent college course with "C" or better
ART 050 Intermediate Figure Drawing - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 150 Continued study in drawing the human figure from direct observation with an exploration of various media.
Prerequisites: ART 049 or equivalent college course with "C" or better
ART 061 Beg. Handbuilding Ceramics - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 017AD Introduction to ceramic materials, concepts and processes including basic design principles, creative development, hand-building, throwing, glaze techniques, firing and ceramic terminology. The course covers aesthetics and creative development of clay objects examining historical, contemporary and personal modes of expression across cultures.
ART 062 Interm. Handbuilding Ceramics - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 162 Students will receive intermediate instruction on the fundamentals of ceramics and glass as well as more complex hand built clay construction techniques, studio design, production techniques and firing.
Prerequisites:ART 061 or equivalent college course with "C" or better
ART 063 Beg. Wheel Thrown Ceramics - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 018AD This course is an overview study of materials, methods and design of ceramics with the primary emphasis on utilization of the potter's wheel. This course is designed to develop growth and stimulate individual creative expression within the ceramic medium.
Advisory on Recommended Preparation: ART 061 or equivalent college course with "C" or better
ART 064 Interm. Wheel-Thrown Ceramics - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 164 This course presents an involved study of the materials, methods and finishing processes of ceramics forms with the emphasis on use of the potter's wheel. This course is designed to increase growth and further stimulate personal expression within the ceramic medium.
Prerequisites: ART 063 or equivalent college course with "C" or better
ART 066 Beginning Sculpture - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab Introduction to three-dimensional sculptural principles, techniques and concepts utilizing a wide range of materials and practices. Various sculpture methods are practiced with attention to creative self-expression and historical context.
ART 067 Intermediate Sculpture - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 167 This course is designed to develop knowledge and skills regarding both historical and contemporary sculptural design concepts by introducing alternative materials such as fiber, plastic, stones, and metals. The emphasis in this course is advanced design and fabrication techniques and personal expression through a wide range of possible applications.
Prerequisites: ART 066 or equivalent college course with "C" or better
ART 111 Beginning Gallery Exhibition - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 111AD This course covers: the theory and technique of the proper presentation of art works; the exhibition of student, local and national professional artists' work; the examination and analysis of exhibition techniques in major art galleries and museums in California. This course meets four hours per week, 70 hours over the course semester at a time that will be announced (TBA).
ART 112 Interm. Gallery Exhibition - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This course is furthering development of skills in current gallery practices and standards in galleries and museums. The students will actively participate with installing and dismantling exhibitions, exhibition design and curatorial practices, and gaining further experience in being a docent. An overview of employment opportunities within galleries and museums will be addressed. This course meets four hours per week, 70 hours over the course semester at a time that will be announced (TBA).
Prerequisites: ART 111AD or ART 111 or equivalent college course with "C" or better
ART 119 Beginning Stained Glass Design - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 119AD This course is designed to familiarize students with the art of stained glass through the copper foil technique. This includes exploration of design sources as well as the study of fabrication and embellishment techniques.
ART 120 Intermediate Stained Glass - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This course is designed to familiarize students with more advanced techniques of stained glass through the copper foil technique. This includes an involved exploration of more complex designs, multiple glazing and three dimensional applications, as well as more complex fabrication and embellishment techniques.
Prerequisites: ART 119 or equivalent college course with "C" or better
ART 121 Beginning Screen Printing - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 121AC Students will study the history and technique of screen-printing processes, including traditional serigraphic printmaking; reductive, handmade stencils; and digital/photographic methods on a variety of substrates, including paper, fabric and glass.
ART 122 Intermediate Screen Printing - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This course is designed to present intermediate techniques, methods, and concepts of screen printing as a fine art form, with an emphasis on individual development/personal direction of imagery and content in screen printing. All techniques will emphasize an experimental approach toward screen printing production, while also further developing an awareness of the traditional aspects of the medium, such as the significance of layering, appropriation, the multiple in art, edition work, and collaborative printing.
Prerequisites: ART 121 or equivalent college course with "C" or better
ART 126 Digital Painting - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 126AD Digital Painting teaches the student how to create digital imagery for commercial and fine art applications. Students will explore similarities between traditional methods of art making and those found in digital work. Using the computer, students will explore how to incorporate this knowledge into their own personal work for current and future projects. Students will learn how to use the computer utilizing Macintosh computers, scanners and printers. Students will explore drawing and painting on their own cellphones and tablets.
ART 130 Digital Printmaking - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 130AC Digital Printmaking will teach art students how to integrate digital technology with traditional forms of print techniques. Students will choose to work with one of the four major print processes. This course is designed for art students to ensure success when transferring to a UC, CSU, or private art schools.
Advisory on Recommended Preparation:ART 023 or equivalent college course with "C" or better
ART 141 Beginning Studio Arts - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 101AD This course provides an emphasis on exploratory experiences using a wide variety of art media, techniques and applications. This course benefits liberal arts majors, teaching majors, art majors and everyone interested in crafts. No experience in art or crafts is necessary. (C-ID ARTS280)
ART 142 Intermediate Studio Arts - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This course provides an intermediate experience with, and the use of, a wide variety of art media, techniques and applications including an endless possibility of materials and advanced fabrication techniques. This course benefits art majors, teaching majors and anyone interested in studio arts.
Prerequisites: ART 141 or equivalent college course with "C" or better
ART 151 Independent Study-ART1 - 4 unit(s) Hours: 3 - 12 Lab
Equivalent Course: ART 151AD The purpose of Independent Study is to provide an opportunity for students, under the direction of an instructor, to participate in concentrated, individualized studies. Independent Study requires a minimum of 52.5 hours of academic work per unit. In addition, students must file an Independent Study form through the Admissions and Records Office. Students are allowed to register for Independent Study only after all courses in their area of emphasis have been taken with a grade of "C" or better.
ART 176 Beginning Stone Lithography - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 128AD Students will study the history and technique of lithographic processes, including traditional and contemporary methods. This course is designed for beginning lithographers. Students will learn how to prepare, draw, and paint on lithographic limestone, to create multiple prints. Students will be challenged with techniques appropriate to their skill level.
ART 177 Intermediate Stone Lithography - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab This course is designed for lithographers to learn the basics of color lithography. Students will learn how to prepare their images to create and draw for color lithographs. Using demonstrations and discussions, students will learn the various techniques and mediums needed to produce color prints. Students will be challenged with techniques appropriate to their skill level.
Prerequisites: ART 176 or equivalent college course with "C" or better
ART 178 Beginning Plate Lithography - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab
Equivalent Course: ART 129AD Beginning Plate Lithography will introduce students to the medium of plate lithography by exploring non-toxic waterless lithography techniques. Students will learn how to prepare the plates and draw and process them to create imagery. Students will be challenged with techniques appropriate to their skill level.
ART 179 Intermediate Plate Lithography - 3 unit(s) Hours: 1.5 Lecture/Discussion
4.5 Lab Intermediate Plate Lithography will introduce students to the medium of plate lithography by exploring traditional aluminum plate lithographic techniques. Students will learn how to prepare the plates and draw and process them to create their imagery. Students will be challenged with techniques appropriate to their skill level.
Prerequisites: ART 178 or equivalent college course with "C" or better | | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Articulation | | What are the different types of articulation agreements? | No | -
Course-to-course major agreements: these agreements specify equivalent courses at COS to other educational institutions. These are commonly found on ASSIST.org in major agreements.
-
Transfer course agreements: these agreements specify the transferability of COS courses to particular universities. These are commonly found on ASSIST.org in department agreements, UC transferable courses, and CSU transferable courses.
-
General Education Agreements
-
The California State University General Education Breadth Requirements (CSU GE)
-
The Intersegmental General Education Transfer Curriculum (IGETC) for the University of California and the California State University Systems.
-
Agreements with some private and out-of-state universities.
-
C-ID: is a common course identification numbering system for many commonly offered community colleges courses. C-ID applies to CSU transfer only for the Associate Degree for Transfer. Some CSU and UC campuses may use C-ID to create course-to-course articulation agreements. C-ID approval does not necessarily equate with GE or department articulation.
| 1 | Mainou Her | Mainou Her | 2/23/2023 11:48 AM | |
| | BankMobile | | ATM Machines | No | COS has two ATMs (Cardtronics ATM) located at our Tulare and Hanford campuses. These are part of the Allpoint Network. Locations are:
- Lobby of the Educational Building at the Hanford Center
- Building A at the Tulare College Center
If you selected to open a BankMobile Vibe checking account, a debit card will be issued to you. You can use your BankMobile Vibe debit card at Allpoint ATM locations. (Allpoint ATMs vary by location, availability and hours of operation are subject to change).
IF YOU SELECTED THE BANKMOBILE VIBE CHECKING ACCOUNT AS YOUR REFUND PREFERENCE:
You may be required to verify your identity with BMTX, Inc. To view a list of valid forms of identification, please visit BankMobile FAQs here.
| | Author Canviz | Rosa Romo Sanchez | 6/3/2022 8:24 AM | |
| | BankMobile | | Contact The BankMobile Disbursements Team | No | | 4 | Author Canviz | Rosa Romo Sanchez | 3/18/2024 11:46 AM | |
| | BankMobile | | Required Disclosures | No | Per U.S. Department of Education regulations governing Title IV disbursements, COS is required to disclose the following information pertaining to our contract with BMTX, Inc.
- Contract agreement
- Monetary consideration between COS and BMTX, Inc.
- Average student account ownership and fees
- Compliance Handbook
Disclosure Information | 5 | Author Canviz | Rosa Romo Sanchez | 6/3/2022 8:27 AM | |
| | BannerWeb | | Registration Or Adding A Class | | Click on "Registration" in the Student Services Menu. Click on "Add or Drop Classes" in the Registration Menu. Select "Submit Term." At the bottom of the screen, enter the CRNs - Course Request Numbers - for the classes you wish to add. CRNs are in the printed Schedule of Classes or
WEB Class Search. Click "Submit Changes" near the bottom of the screen to complete your registration. The screen will refresh. Verify your registration by looking for your new CRN(s) in the list of registered classes. If your course does not appear in your current schedule, scroll down to the "Registration Errors" section. Some reasons CRN(s) would end up in the Errors section are: time conflicts, prerequisite errors, or closed classes. At this point, you may add and/or drop additional classes.
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | BannerWeb | | Wait Lists | | After entering the CRN of the course you wish to add, if the course is in the "Registration Errors " section and looks like the following...
Status |
Action |
CRN
|
Subj |
Crse | Sec | CLOSED-000 WAITLISTED
| None Wait List
| 11882 | CHLD
| 199 | 02 |
...you can select to enter the Wait List for this class by highlighting the Wait List option and clicking the Submit Changes button to verify entry to the Wait List. Otherwise, click the Action pull down menu and select "None." Then click Submit Changes, to indicate that you don't want to enter the Wait List. Wait List's END the day before the semester or short-term course begins - prior to Late Registration. (See Wait List page for specifics on Wait Lists and reasons why you are dropped from a Wait List.)
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | BannerWeb | | Late Registration w/Add Codes | No | Once the semester begins, add authorization codes are required for CLOSED and WAIT LISTED classes and the Wait List are no longer available. See the instructor of the class(es) you wish to add for an "add code". Process late adds on the WEB by first entering the 5-digit CRN and then the 4-digit add authorization code. If you receive an add code for a class you are still wait listed for, you must click the drop down arrow under the action category then click "web registered",then select submit chan Add codes are valid for a limited time- DON'T MISS THE ADD DEADLINE.
| | Author Canviz | Graham A Frazier | 2/16/2021 1:23 PM | |
| | BannerWeb | | Add Code Deadlines | No | For Summer, add codes are valid for the first 2 days of each session. For Fall/Spring, add codes for full-term classes are valid for the first 2 weeks of the semester. Short-term course add codes should be used immediately as many are only good for the first day of the class . Contact the Registration Help Line at 737-6140 to verify last day to use an add code. | | Author Canviz | Graham A Frazier | 2/22/2019 10:08 AM | |
| | BannerWeb | | Printing Your Schedule and Bill | No | To "print" a copy of your schedule, click on the RETURN TO MENU at the top of the screen. Select either "Class Schedule" or "Weekly Class Schedule" depending on the format you prefer. Print the page.
To view and print a copy of your fees: Select "Registration Fee Assessment" from the Registration Menu.
Select EXIT to end your registration session.
| | Author Canviz | Graham A Frazier | 2/22/2019 10:09 AM | |
| | BannerWeb | | Dropping A Class or Waitlist Entry | |
Look for the "Action" column on the Registration - Add/Drop Classes Screen.
Click the drop-down menu to show the Drop status - Drop/Delete,
Drop/Refund, Drop "W" Grade.
Click the "Submit changes" button.** The registration screen will refresh
and the drop status will show on the left hand status column with the date
you dropped. Wait List entries can be dropped in this very same manner.
**CLASSES WILL NOT BE DROPPED UNTIL "SUBMIT CHANGES" BUTTON IS CLICKED!
DOUBLE CHECK YOUR SCHEDULE AND BE AWARE OF THE DROP DEADLINES.
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
| | Basic-Life-Support-CPR-Classes | Description of Course | HLTH 406: Basic Life Support (BLS) CPR Course | No | Certification with completion of HLTH 406 by the American Heart Association. CPR certification is required for employment professions in a wide variety of in-hospital and out -of - hospital settings. COS Nursing and Allied Health programs require a Basic Life Support (BLS) Provider CPR certification. This course is an advanced CPR class. | 0 | Angela Iniguez | Angela Iniguez | 3/25/2026 4:36 PM | |
| | Basic-Life-Support-CPR-Classes | | Enrolling in a HLTH 406 Class | No | All HLTH 406 Classes are in Hospital Rock Building room 133. All CPR classes are scheduled on a Saturday and run from 9:10am to 6pm.
Upcoming Classes: see course CRNs and dates on Class Search
Spring Semester: Spring 2026 Summer Session: Summer 2026 Fall Semester: Fall 2026
Note: After registering for a course, CPR Manual must be picked
up from Allied Health Office, John Muir 125 and read before the day of your CPR
class or you will be dropped from the roster.
| 1 | Angela Iniguez | Angela Iniguez | 3/25/2026 4:48 PM | |
| | Basic-Life-Support-CPR-Classes | | Steps After Regustering for a HLTH 406 Course | No |
Pick up your CPR manual:
CPR Manual must be read and picked up from Allied Health Office, John Muir 125 before the day of your CPR class or you will be dropped from the roster. Course Fees: A $60.00 materials fee is part of this course, you can pay through the Cashier's office or through your BannerWeb account.
Following payment methods. - Your BannerWeb account (Add a note your payment is for HLTH 406 course)
- Calling the Cashier's Office (559) 730-3814)
- Visiting the Cashier's Office in the Visalia Campus Sequoia 102 (Hanford Hub, Tulare Building A)
| 2 | Angela Iniguez | Angela Iniguez | 3/25/2026 4:55 PM | |
| | Basic-Life-Support-CPR-Classes | | The Day of the Class | No | Bring your CPR manual with you. You must have read the manual and answered all section questions at the end of each section. Wear comfortable clothing, you will be getting up and down working on the manikins. Class is being held in the Hospital Rocking Building room 133.
| 3 | Angela Iniguez | Angela Iniguez | 3/25/2026 4:58 PM | |
| | Basic-Life-Support-CPR-Classes | | Interested in Crashing HLTH 406 Class: | No | Email angelai@cos.edu or text 599-737-6135 to check availability and process of picking up a CPR manual as a crashing student. You must be an Active COS student (Currently enrolled in classes) to crash the HLTH 406 class. | 4 | Angela Iniguez | Angela Iniguez | 3/25/2026 5:00 PM | |
| | Basic-Life-Support-CPR-Classes | | Outside COS options: American Heart Association | No | | 5 | Angela Iniguez | Angela Iniguez | 3/25/2026 5:03 PM | |
| | California-Virtual-College | | Logging into your Account | No | As a CVC Exchange student, you will be in our system with two email addresses. The one you use primarily for your coursework through Canvas will be your home college email. Your instructor may utilize tools within our system and that information would be emailed to your College of the Sequoias provided email. | | Dustin Schieler | Dustin Schieler | 11/1/2024 2:52 PM | login |
| | California-Virtual-College | | Navigating your Course | No | You will access your College of Sequoias course through your home college Canvas account. Once logged in, you will see your Sequoias College course in the course navigation. While you are in your College of Sequoias course in Canvas, you have access to the online resources below through the
MyGiant portal - Online tutoring
- Online library access
- Course textbook information
- Help with technology tools for learning
If you need help with course/educational planning, connect with a counselor at your home college. If you need assistance accessing online services,
visit our support page or call
559-737-6100. | | Dustin Schieler | Dustin Schieler | 11/1/2024 3:08 PM | course |
| | California-Virtual-College | | Admissions and Records | No | Visit the Admissions page for contact information and office hours or email us at admissions@cos.edu. Include your name and College of the Sequoias Student ID number in every email. If you have questions about your residency status at College of the Sequoias or believe there to be an error, contact your
home school for more information. | | Dustin Schieler | Dustin Schieler | 11/1/2024 3:08 PM | aandr |
| | California-Virtual-College | | Disabled Students Programs & Services | No | If you receive academic accommodations (i.e., adjustments, auxiliary aids, or services) from the Disabled Students Programs & Services office at your home college, those services do not automatically transfer to College of the Sequoias courses. If you need an accommodation for your course, contact the AAC to apply. Please identify yourself as a CVC Exchange Student. | | Dustin Schieler | Dustin Schieler | 11/1/2024 2:51 PM | accessability |
| | California-Virtual-College | | Financial Aid | No | If you have been approved for or are eligible for federal financial aid at your home college, please contact the Financial Aid Office at your
home college. As a teaching school, students may still be eligible for a fee waiver. Most students qualify by applying for the FAFSA (Free Application for Federal Student Aid) or Dream Act.
More information can be found our Financial Aid page, here. | | Dustin Schieler | Dustin Schieler | 11/1/2024 3:07 PM | aid |
| | California-Virtual-College | | Student Fees | No | | | Dustin Schieler | Dustin Schieler | 11/1/2024 3:07 PM | fees |
| | CalWORKs | | Contractual Agreement | No |
California Work Opportunity and Responsibility to Kids (CalWORKs)
Program
Contractual Agreement
All CalWORKs student participants need to understand and adhere to the CalWORKs Contractual Agreement as follows: - Meet with a CalWORKs Counselor at least once per semester/term.
- Meet with a CalWORKs Student Services Specialist at least once per semester/term.
- Submit an approved county Welfare-to-Work plan to the COS CalWORKs Office to verify program eligibility.
- Be involved in 20 (one parent household, child(ren) under 6), 30 (one parent household, child(ren) over 6) or 35 (two parent household) hours per week of eligible activities.
- Must be in good standing.
- Submit a
"CalWORKs Certification Form” to the COS CalWORKs Office to verify program eligibility every semester/term.
- Adhere to the Student Educational Plan (SEP) and meet with a CalWORKs Counselor to make changes.
- Meet with a CalWORKs Counselor if you receive an Early Alert notification indicating that you are receiving a letter grade
- of "D" or "F" prior to the end of the semester/term.
- Authorize the release of information to and from the COS CalWORKs Office for eligibility, monitoring, and evaluation purposes.
- I understand that I must notify the COS CalWORKs Office of any changes to my name, address or telephone either by stopping by Sequoia Building Room 112 or calling (559) 730-3864. Official changes must be made through Banner Web.
- Adhere to the Student Standards of Conduct per
COS Board Policy 5500 including, but not limited to, disruptive behavior, willful disobedience, habitual profanity or vulgarity, or the open persistent defiance of the authority of, or persistent abuse of College personnel. Failure to do so will result in the removal from the CalWORKs Program.
Student Responsibility : Failure to comply with the COS CalWORKs Program Contractual Agreement will result in termination from the CalWORKs Program at the end of the semester/term. Falsified, fraudulent or misrepresentation of any information in connection with applying for or receiving COS CalWORKs services will result in immediate termination from the COS CalWORKs Program.
| | Author Canviz | Graham A Frazier | 2/20/2019 4:23 PM | |
| | CalWORKs | | CalWORKS Work Study | No | CalWORKs Work Study is paid part-time employment available to eligible CalWORKs students to help meet the mandatory participation work hours. Students interested in CalWORKs Work Study should contact the CalWORKs staff at 559.730.3864. (If you are not receiving TANF funds please call the regular Work Study office at 559.730.3856.)
Who is eligible for the CalWORKs Work Study? - Students enrolled in 6 or more units at College of the Sequoias
- Receiving TANF/CalWORKs benefits (cash aid)
- Eligible for Financial Aid
- In good academic standing
- In good standing with the county welfare office
Student Incentives - Paid minimum wage for up to 26 hours per week
- Wages earned are exempt from TANF reduction
- Students gain valuable work experience and professional references
- Select the employer and position of placement
- Employment opportunities are available in various fields of study
- CalWORKs Work Study is an approved activity that counts towards mandated hours
| | Author Canviz | Graham A Frazier | 2/20/2019 4:26 PM | |
| | CalWORKs | | Support Services | No | The following support services are available to eligible CalWORKS students who have the demonstrated need:
Academic Support Services -
Academic Counseling
- Workforce Preparation Assistance
- Referrals to On and Off-Campus Resources
- Attendance Reports and Travel Log Verification Assistance
- Early Alert Monitoring
- CalWORKS Advocacy
Financial Support Services (contingent upon funding) - CalWORKS Child Care
- CalWORKS Work Study
Contact this number (559)730-3990 for more information.
| | Author Canviz | Lauren Fishback | 3/10/2020 2:32 PM | |
| | CalWORKs | | Eligibility Requirements | No | Continuing or new COS students must be:
- A Temporary Assistance for Needy Families (TANF) CalWORKS recipient who is receiving cash aid and has or is developing a Welfare-to-Work (WTW) plan that refers them to the college for education and training
- Self-Initiated Participants (SIPs)
- Must be in good standing
- Exempt CalWORKS recipients (must have an education plan developed with clear goals for completion)
- Cal-Learn Students (not eligible for CalWORKS Work Study)
Second Priority Post-Employment Students: Former CalWORKS recipients who received cash assistance in the last two years. Limited funding is available to provide Post-Employment Students services for skills up grade, job retention, and advancement.
Must be employed. Not eligible for CalWorks Work Study.
Sanctioned Student Policy: If a student has been sanctioned during a term, services can be provided until the end of term; sanction must be cured by end of term for services to continue for the next term.
| | Author Canviz | Graham A Frazier | 2/20/2019 4:27 PM | |
| | CalWORKs | | Child Care Resources | No | CalWORKs students may be eligible to receive
paid childcare services through the county welfare departments or through subsidized child care programs through the CalWORKs Program. The CalWORKs Program offers paid childcare to eligible families. Services are available on a first come, first served basis and funding is limited. Students must meet with a CalWORKs staff for consideration of services. For more information, call (559)730-3990 or email
sarahl@cos.edu. CalWORKs students should first check with their workers at the
County Welfare Department to inquire about eligibility for paid childcare services while participating in school and work-related activities.
Kings County - Avenal Office: (559) 386-1242
- Hanford Office: (559) 582-3211
- Corcoran Office: (559) 992 5080
Tulare County - Dinuba Office: (559) 595-7103
- Lindsay Office: (559) 562-7400
- Porterville Office: (559) 793-360
- Tulare Office: (559) 687-6700
- Visalia Office: (559) 624-8100
|
Resource and Referral Agencies ( R & R ) provide information about childcare to parents, providers, teachers, and the community. Local R & R’s can offer parents information on finding quality childcare and current childcare options.
Kings County Kings Community Action Organization 1222 W. Lacey Blvd. Hanford, CA 93230 (559) 582-4386
Tulare County Tulare County Child Care 7000 Doe Ave, Suite C Visalia, CA 93291 (559) 651-3026 (800) 613-6262
|
| | Author Canviz | Graham A Frazier | 2/20/2019 4:31 PM | |
| | Campus-Safety-Tips | | Vehicle Safety | | General Tips- Park in well-lit, heavily populated areas. Trust your instincts, if something doesn't feel right, find another place to park.
- Avoid parking next to occupied vehicles.
- Be aware of your surroundings.
- Take note of emergency/pay phones near where you have parked in case you need to use them.
- Do not leave valuable items visible in your car.
- Always roll up all windows and lock all doors before leaving your vehicle.
Before Entering Your Vehicle
- Walk with others to your vehicle whenever possible.
- If someone looks suspicious, leave the area immediately, do not try to go to your vehicle. Contact College Police
- Carry vehicle key on separate ring from house keys
- Have your keys in hand when you approach your vehicle.
- Look around and underneath your vehicle before approaching.
- Check the back seat of your vehicle before entering.
- Upon entering your vehicle immediately lock all doors.
- Make a copy of your registration and keep it on your person. Then remove all forms of identification from your vehicle. Anyone with permission to drive your vehicle should also have a copy on their person to furnish to police if necessary.
While Driving
- If you are involved in a minor collision in an isolated area, you may want to drive to a well lit and populated area before stopping to assess your damage.
- Never pick up hitchhikers or troubled motorists. If you want to help a troubled motorist, drive to the nearest phone and call police.
- While driving, if you notice that you are being followed, do not go home. Drive to the nearest police station, open store, or service station for help. If you are fearful of exiting your vehicle, blow your horn to draw attention to yourself.
- Report all attempted vehicle thefts to the Public Safety (if on campus) 730-3999 or your local police department. This information will assist police in catching the suspects before they make another attempt.
If You Are Approached For Your Vehicle (Carjacking)
While this is a highly personal decision, we strongly recommend that you give up your keys immediately, and without protest. Avoid getting into the vehicle with the suspects if at all possible. If you do have to surrender your vehicle note the following:
- The race, sex, approximate height, and clothing of the suspect(s.)
- The direction that the suspects went.
- If they had weapons, and if so, what type.
- Report this information immediately by calling 911.
| | Author Canviz | Author Canviz | 10/24/2018 1:29 AM | |
