Course Descriptions and Objectives

CONST 177 - Structural Concrete I

1. Identify concrete types and their applications. [REASON]
2. Identify and distinguish the proper methods of handling, placing, finishing, curing and testing from those practices that result in inferior concrete. [REASON]
3. List the proper concrete management and inspection techniques for quality concrete construction. [REASON]
4. Define common terminology found in the concrete construction field. [COMMUNICATE]
5. Work as a member of a small group to research a method of concrete construction. [ACT]
6. Work as a member of a small group to give a presentation on a method of concrete construction. [ACT]

CONST 180 - Mechanical Codes

1. Define common terminology found in the International Mechanical Code and the International Fuel Gas Code. [REASON]
2. Interpret and apply code requirements to plans and drawings. [REASON]
3. Describe inspection techniques used in the various mechanical disciplines. [REASON]
4. Describe immediate and long term safety issues associated with mechanical and fuel systems. [REASON]

CONST 181 - Plumbing Codes

1. Demonstrate an understanding of terminology, definitions, and classifications found in the International Plumbing Code. [REASON]
2. Interpret and apply code requirements to plan review and field inspections. [REASON]
3. Identify immediate and long term safety and health issues associated with plumbing systems. [REASON]
4. Calculate pipe sizing, fixture unit determination, material application and layout with respect to code requirements and current acceptable installation methods. [REASON]

CONST 185 - Civil Construction

1. Demonstrate and discuss civil construction methods, materials, standards, and practices using interactive negotiation techniques. [REASON]
2. Discuss and analyze the WSDOT/APWA Standard Specification code book as a reference. [REASON]
3. Apply and interpret multiple code sections to determine resulting outcomes. [REASON]
4. Determine quantity of materials from civil plans and specifications. [REASON]
5. Demonstrate an understanding of the intent of specific codes requirements. [REASON]

CONST 200 - Basic Estimating

1. Create a process for screening potential clients. [REASON]
2. Utilize plans, specifications, and contracts in estimating exercises. [REASON]
3. Divide a job into work packages. [REASON]
4. Access pricing information. [REASON]
5. Perform a quantity survey for excavation and concrete. [REASON]
6. Compute estimated costs from pricing and quantity information. [REASON]
7. Organize an estimating worksheet to facilitate accuracy and retrieval of information. [REASON]
8. Summarize estimated costs in a complete estimate format. [REASON]
9. Describe how the estimate is used for cost control. [COMMUNICATE]
10. Describe how profit margin targets are determined. [COMMUNICATE]

CONST 201 - Commercial Estimating

CONST 202 - Online Plan Center

1. Successfully navigate within the BXWA website. [REASON]
2. Demonstrate how to locate the bid documents that are used in CONST 200. [REASON]
3. Demonstrate how to set scale and perform quantity take off exercises with the digitizer. [COMMUNICATE]
4. Demonstrate how to use a data base and Excel spreadsheet to perform a complete estimate. [COMMUNICATE]

CONST 220 - Scope and Quality Standards

1. Evaluate trade contracts based on a set of objective criteria. [REASON]
2. Create an acceptable scope of work definition for use in a trade contract agreement. [REASON]
3. Conduct research into product/system characteristics, acceptable construction methods, and causes of common system failures. [REASON]
4. Create acceptable quality standards for use in trade contracts. [REASON]

CONST 230 - Project Planning and Scheduling

1. Use a PC to obtain, store, organize and communicate planning and scheduling project information. [REASON]
2. Apply planning and scheduling fundamentals to a sample construction project. [REASON]
3. Create a work breakdown structure, sequence project tasks and assign accurate durations to the tasks using outside resources. [REASON]
4. Create a bar chart schedule. [REASON]
5. Create a Critical Path Method schedule using scheduling software. [REASON]
6. Manipulate and update a CPM schedule. [REASON]
7. Define and coordinate resources. [REASON]
8. Prepare a procurement schedule. [REASON]

CONST 241 - AutoCAD for Construction

Generate and modify Architectural drawings in AutoCAD using

1. Drawing Toolbar commands. [REASON]
2. Modify Toolbar commands. [REASON]
3. Layers Toolbar commands. [REASON]
4. Dimension Toolbar commands. [REASON]
5. Status Bar commands. [REASON]
6. Standard Toolbar commands. [REASON]
7. Pop-down menus. [REASON]

CONST 250 - Safety and Accident Prevention

1. Identify hazards common to construction job sites. [REASON]
2. Identify basic abatement techniques and procedures. [REASON]
3. Perform a job hazard analysis and write work rules for inclusion in a site specific Safety Plan. [REASON]
4. Use Washington State Safety Standards as a resource for performing all of the above. [REASON]

CONST 251 - Safety Plan Administration

1. Describe the liability issues associated with injuries and citations on multi-employer job sites. [REASON]
2. List the basic elements that must be addressed in a general contractor’s safety plan in order to prepare for an “affirmative defense” against WISHA citations. [REASON]
3. Describe techniques used to develop a site-specific focus in a safety plan. [REASON]
4. Critique a safety plan with respect to the “affirmative defense” elements. [REASON]
5. Evaluate insurance coverage and insurance certificates. [REASON]

CONST 260 - Project Management

1. Demonstrate the key tasks in construction project management. [REASON]
2. Lay out a job site to meet specified criteria. [REASON]
3. Manage a CPM schedule and non-production task scheduling. [REASON]
4. Describe change proposal format and changes procedures. [REASON]
5. Describe the elements of a quality control plan. [REASON]
6. Describe project close out procedures and issues. [REASON]

CONST 266 - Advanced Computers for Construction

1. Create and manage a cost data base using computer software. [REASON]
2. Perform quantity take off from architectural drawings. [REASON]
3. Use a relational data base program to compute costs. [REASON]
4. Develop and test formulae to calculate quantities and manpower productivity. [REASON]
5. Research and collect specific construction cost data. [REASON]

CONST 270 - Structural Design I

1. Determine and sum component forces in Vectors. [REASON]
2. Evaluate external forces on a body using Moments. [REASON]
3. Prepare Free Body Diagrams. [REASON]
4. Evaluate internal forces in a truss using the Method of Joints. [REASON]
5. Calculate the Centroid of a body. [REASON]
6. Calculate Stress and Thermal Deformation. [REASON]
7. Calculate forces in and size joists, beams, and rafters. [REASON]
8. Design steel beams. [REASON]
9. Design wood columns. [REASON]

CONST 280 - Building Codes I

1. Describe the history,evolution, development, and rationale of building codes. [REASON]
2. Calculate building plan review fees and building inspection fees. [REASON]
3. Describe the building code and the residential code and their application. [REASON]
4. Demonstrate an ability to correctly apply specific occupancy regulations and type of construction requirements, calculate area increases, identify and calculate means of egress. [REASON]
5. Demonstrate an ability to use the IBC code book as a resource to perform all of the above. [REASON]

CONST 281 - Building Codes II, Interpretation

1. Utilize an empirical and reasonable approach to the building plan review process. [REASON]
2. Describe the intent of specific code requirements by process of application. [REASON]
3. Apply multiple code sections for desired outcomes. [REASON]

CONST 282 - Building Codes III, Inspection

1. Describe the intent of specific code requirements by process of application. [REASON]
2. Apply multiple code sections for desired outcomes. [REASON]
3. Demonstrate an empirical and reasonable approach to building inspection process. [REASON]
4. Apply organized code process allowing multiple solutions to a singular problem. [REASON]

CONST 292 - Capstone Project Seminar

1. Identify professional goals. [REASON]
2. Develop a plan for achieving those goals. [REASON]
3. Describe their goals and objectives through group discussions. [COMMUNICATE]
4. Demonstrate mastery over selected construction management program objectives. [COMMUNICATE]

CONST 293 - Capstone Project

1. Collaborate with an industry partner to define project parameters and project objectives. [REASON]
2. Prepare a written report and oral presentation that describes an industry based project. [COMMUNICATE]
3. Demonstrate mastery of selected construction management program outcomes. [COMMUNICATE]

CONST 299 - Special Projects

1. Define project parameters. [REASON]
2. Demonstrate how project objectives align with program outcomes. [COMMUNICATE]
3. Demonstrate completion of the project through written and oral reports. [COMMUNICATE]

COPSY 101 - Personality and Communication

1. Describe basic psychological theory concerning personality traits and interpersonal relationships. [COMMUNICATE]
2. Assess personal communication skills and describe how these skills can be improved. [REASON]
3. Demonstrate listening techniques and empathy to facilitate communication. [COMMUNICATE]
4. Identify, examine, and express feelings productively and appropriately. [ACT]
5. Identify personality type preference characteristics and describe best communication approaches. [COMMUNICATE]
6. Describe components of Emotional Intelligence related to communication in relationships. [REASON]

COPSY 117 - Love and Power

1. Evaluate level of self-esteem using self-assessment tools. [EXPLORE]
2. Describe the basic theory that underlies love and various types of loving relationships. [REASON]
3. List characteristics of healthy and unhealthy relationships and apply knowledge to assess their own relationships. [REASON]
4. Use active listening, conflict management, and other communication techniques that enhance relationships. [COMMUNICATE]
5. Identify, examine, and express feelings productively and appropriately. [ACT]
6. Employ exercises to enhance mood, motivation, and self-esteem. [REASON]
7. Describe components of Emotional Intelligence related to communication in relationships. [COMMUNICATE]

COPSY 118 - The Personality Effect

1. Assess personality type preference using Myers-Briggs Type Indicator (MBTI) personality inventory and self-evaluation. [REASON]
2. Describe basic personality type theory and application and identify characteristics of the 16 MBTI personality types. [COMMUNICATE]
3. Select and apply appropriate type language to communicate with different personality types. [COMMUNICATE]
4. Analyze personality strengths and areas for improvement. [REASON]

COPSY 123 - Increasing Happiness

1. Assess mood and life satisfaction using self-assessment techniques. [EXPLORE]
2. Describe basic theory underlying Positive Psychology and cognitive psychology application. [REASON]
3. Identify and describe characteristics of happiness and unhappiness. [COMMUNICATE]
4. Demonstrate use of techniques that enhance positive emotions and life satisfaction. [ACT]

COPSY 155 - Special Topics

1. Demonstrate learning objectives as determined by the supervising instructor.

COPSY 255 - Special Topics

1. Demonstrate learning objectives as determined by the supervising instructor.

CLART 100 - Culinary Arts Orientation

1. Identify basic knife cuts and usage. [COMMUNICATE]
2. Demonstrate knowledge of safety and sanitation procedures in the hospitality industry. [REASON]
3. Identify kitchen equipment and utensils used in the hospitality industry. [REASON]
4. Outline the role of a food server in the industry. [REASON]

CLART 101 - Principles of Cooking

1. Discuss the history and development of the foodservice industry. [COMMUNICATE]
2. Describe how the foodservice industry in the US is influenced by global cuisine. [COMMUNICATE]
3. List the preparation and cooking techniques of meat, fish, shellfish, vegetable, and starch. [REASON]
4. Define and use appropriate culinary terminology. [COMMUNICATE]
5. Differentiate cuts, inspection yield grades, specifications and grading for meat, fish, and seafood. [REASON]
6. Identify herbs and spices. [REASON]
7. Define hospitality and the philosophy of the hospitality industry. [COMMUNICATE]
8. Demonstrate how to read and write a standard recipe. [COMMUNICATE]

CLART 102 - Beginning Baking Theory

1. Define and describe bakery terminology. [REASON]
2. Analyze ingredients and their function in a recipe. [REASON]
3. Describe and analyze various mixing methods. [REASON]
4. List tools and e in a bakery kitchen. [REASON]
5. Describe and analyze bakery procedures. [REASON]
6. Demonstrate how to read and write a standard recipe. [COMMUNICATE]

CLART 103 - Procurement

1. Identify purchasing guidelines for food. [REASON]
2. Analyze and compare purchasing techniques. [REASON]
3. Explain the vendor selection process. [COMMUNICATE]
4. Explain the common and proper receiving and storage practices in the Hospitality Industry. [COMMUNICATE]
5. Describe how relevant local and world issues affect the Hospitality Industry. [ACT]

CLART 105 - Introduction to Catering

1. Develop a business contract. [REASON]
2. Describe liability issues in the catering profession. [COMMUNICATE]
3. Develop a variety of menus. [REASON]
4. Describe the schedule of activities of an event from start to finish. [COMMUNICATE]
5. Describe the importance of customer service throughout a catering cycle. [COMMUNICATE]

CLART 110 - Beginning Baking

1. Demonstrate the ability to work as a member of a team. [ACT]
2. Prepare a variety of finished breakfast pastries. [REASON]
3. Apply the principle of mise en place for a bake shop. [REASON]
4. Demonstrate the proper use a pastry bag. [ACT]
5. Prepare the seven types of cookies. [REASON]
6. Prepare a variety of yeasted breads. [REASON]
7. Prepare sponges and doughs from a levain starters. [REASON]

CLART 111 - Cost Analysis

1. Demonstrate the proper cashiering functions on a point of sale system. [REASON]
2. Demonstrate the proper handling of receipts and of the cash drawers. [REASON]
3. Perform opening and closing procedures on a point of sale system. [REASON]
4. Design daily restaurant forms. [COMMUNICATE]
5. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]

CLART 112 - Purchasing/R and S

1. Outline and apply proper purchasing functions. [REASON]
2. Perform proper storage of perishable and non-perishable product. [REASON]
3. Perform proper receiving of perishable and non-perishable product. [COMMUNICATE]
4. Demonstrate the ability to work as a member of a team. [ACT]

CLART 120 - Intermediate Baking

1. Demonstrate the ability to work as a member of a team. [ACT]
2. Prepare a variety of European pastries using the lamination method. [REASON]
3. Produce pastry shells that feature American and European presentations. [ACT]
4. Create and apply an array of fillings, glaze, icings, creams, and ganache. [REASON]
5. Prepare a variety of classic and nouveau style cakes. [REASON]
6. Demonstrate the proper use a pastry bag. [ACT]
7. Demonstrate an awareness of correct baking procedures and terminology. [REASON]
8. Utilize procurement and mise en place procedures with scheduling in planning/preparing products where many components are required. [REASON]
9. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]

CLART 121 - Quantity Cooking Lab I

1. Apply principles of mise en place. [REASON]
2. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
3. Demonstrate proper ability to use appropriate cooking techniques/equipment for quantity cooking. [REASON]
4. Demonstrate the ability to work as a member of a team. [ACT]
5. Produce basic knife cuts. [REASON]

CLART 122 - Food Preparation

1. Apply principles of mise en place. [REASON]
2. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
3. Demonstrate proper ability to use appropriate cooking techniques/equipment for prep. [REASON]
4. Demonstrate the ability to work as a member of a team. [ACT]
5. Produce basic knife cuts. [REASON]

CLART 130 - Advanced Baking

1. Demonstrate a variety of cake decorating skills. [REASON]
2. Prepare a variety of creamy mixtures. [REASON]
3. Utilize fruits to create compotes, coulis, decor and confectionery. [REASON]
4. Produce frozen desserts. [REASON]
5. Demonstrate the ability to temper chocolate. [ACT]
6. Utilize sugar syrups in product and decor. [REASON]
7. Design and implement compelling individual desserts from simple to complex. [REASON]
8. Demonstrate the ability to lead a team. [REASON]

CLART 131 - Pantry Preparation I

1. Produce basic knife cuts. [REASON]
2. Demonstrate proper safety and sanitation procedures in the hospitality industry. [REASON]
3. Apply principles of mise en place. [REASON]
4. Demonstrate ability to use appropriate cooking techniques/equipment for pantry. [REASON]
5. Demonstrate the ability to work as a member of a team. [REASON]

CLART 132 - Pantry II

1. Produce basic knife cuts. [REASON]
2. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
3. Apply principles of mise en place. [REASON]
4. Demonstrate proper ability to use appropriate cooking techniques/equipment for the pantry station. [REASON]
5. Demonstrate the ability to read and understand incoming tickets and respond to orders called. [COMMUNICATE]
6. Demonstrate the ability to work as a member of a team. [ACT]

CLART 141 - Food Server I

1. Perform basic operations of the POS system. [REASON]
2. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
3. Apply principles of mise en place. [REASON]
4. Perform bussing techniques using appropriate trays. [REASON]
5. Demonstrate the ability to work as a member of a team. [ACT]

CLART 142 - Food Server II

1. Apply proper mise en place for dining room. [REASON]
2. Demonstrate the proper closing of a restaurant. [REASON]
3. Demonstrate basic operation of the P.O.S. system. [REASON]
4. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
5. Demonstrate proper sequence of service with the proper technique. [COMMUNICATE]

CLART 143 - Food Server III

1. Apply proper mise en place for a dining room. [REASON]
2. Demonstrate the proper closing of a restaurant. [REASON]
3. Demonstrate identification of table and guest position numbers. [REASON]
4. Demonstrate basic operation of the P.O.S. system. [REASON]
5. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
6. Demonstrate proper sequence of service with the proper technique. [COMMUNICATE]
7. Organize and implement a hands-on demonstration. [COMMUNICATE]
8. Demonstrate the ability to work as a member of a team. [ACT]

CLART 151 - Quantity Cooking Lab II

1. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
2. Apply principles of mise en place for a quick service line. [REASON]
3. Apply proper cooking techniques for a quick service restaurant. [REASON]
4. Demonstrate proper cooking technique in stone oven. [REASON]
5. Demonstrate the ability to work as a member of a team. [ACT]
6. Assess work flow and assign tasks. [COMMUNICATE]

CLART 155 - Special Topics

1. Explore areas of interest to the culinary arts industry.

CLART 161 - Stocks, Soups, and Sauces I

1. Produce basic knife cuts. [REASON]
2. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
3. Apply principles of mise en place. [REASON]
4. Describe and produce various stocks, soups, and sauces. [REASON]
5. Demonstrate the ability to work as a member of a team. [ACT]

CLART 162 - Stocks, Soups, and Sauces II

1. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
2. Apply principles of mise en place. [REASON]
3. Demonstrate the ability to direct production of stocks, soups and sauces. [REASON]
4. Demonstrate an understanding of the construction of sauces. [REASON]
5. Demonstrate the ability to lead a team. [ACT]

CLART 181 - Hot and Cold Sandwich Preparation

1. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
2. Apply principles of mise en place on a quick service line. [REASON]
3. Demonstrate ability to use appropriate cooking techniques/equipment for food preparation production. [REASON]
4. Demonstrate the ability to work as a member of a team. [ACT]

CLART 198 - Individual Project in Culinary Arts

1. Explore fields of interest in the culinary industry. [REASON]
2. Develop specific concepts or material relevant to Culinary Arts. [COMMUNICATE]
3. Create a comprehensive activity which supplements the existing Culinary Arts courses. [COMMUNICATE]
4. Develop and complete a total project adhering to established procedures and due dates. [COMMUNICATE]

CLART 202 - Intermediate Baking Theory

1. Describe and analyze a variety of creamy mixtures. [REASON]
2. Define and describe confectionery preparations. [REASON]
3. Describe the methods for preparing frozen desserts. [REASON]
4. Design and describe the creation and composition of individual desserts from simple to complex including decor. [REASON]
   

CLART 205 - Restaurant Operations

1. Organize and implement an oral presentation. [REASON]
2. Critique the feasibility of food service operation. [REASON]
3. Generate a marketing plan for a food service operation. [REASON]
4. Discuss control systems for a food service operation. [REASON]
5. Estimate a budget for a food service operation. [REASON]

CLART 206 - Food Service Nutrition

1. Identify and examine nutrients required for human health. [REASON]
2. Apply USDA guidelines for a healthy diet. [REASON]
3. Interpret nutrition information on food labels. [REASON]

CLART 207 - Food Service Sanitation

1. Identity and define organisms associated with food borne illnesses. [REASON]
2. Explore current food safety issues including the causes of food borne illness outbreaks and how to avoid them. [REASON]
3. Develop a HACCP (Hazardous Analysis Critical Control Point. [REASON]
4. Identify Center for Disease Controls 5 Known Risk Factors in Food Service Establishments. [REASON]
5. Identify and analyze local and national food codes. [REASON]

CLART 208 - Sustainable Foodservice

1. Describe and analyze an understanding of waste management in the food services. [REASON]
2. Demonstrate an understanding of the food production chain in our culture. [REASON]
3. Discuss energy consumption involved with food production, distribution, and restaurant management. [REASON]
4. Analyze the process of commercial fishery management and how it affects our food supply. [REASON]

CLART 212 - Introduction to Hospitality Beverages

.

Course Objectives
Upon successful completion of this course, students will be able to:

1. Identify local, state and federal laws pertaining to the purchase and service of alcoholic beverages. [REASON]
2. Explain the basic production process for fermentation. [REASON]
3. Describe wines by grape, country, growing region and production process. [REASON]
4. Evaluate the relationship of beverages to food. [REASON]
5. Identify levels of intoxication and methods to control excessive consumption by guests. [REASON]

CLART 214 - Supervision

1. Demonstrate the ability to manage a small restaurant. [REASON]
2. Demonstrate the ability to lead a team. [ACT]
3. Organize and implement a hands-on demonstration. [COMMUNICATE]
4. Demonstrate basic sanitation and safety procedure in all food service outlets. [REASON]
5. Apply proper mise en place. [REASON]

CLART 224 - Food Preparation Lead

1. Apply proper mise en place. [REASON]
2. Demonstrate ability to use appropriate cooking techniques/equipment for a prep station. [REASON]
3. Produce basic knife cuts. [REASON]
4. Demonstrate proper safety and sanitation procedures in the hospitality industry. [REASON]
5. Demonstrate the ability to lead a team. [ACT]

CLART 252 - Sauté Production

1. Produce basic knife cuts. [REASON]
2. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
3. Apply proper mise en place. [REASON]
4. Demonstrate proper ability to use appropriate cooking techniques/equipment in a a la minute environment. [REASON]
5. Demonstrate the ability to work as a member of a team. [ACT]

CLART 253 - Sauté Production Lead

1. Produce basic knife cuts. [REASON]
2. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
3. Apply principles of mise en place. [REASON]
4. Demonstrate proper ability to use appropriate cooking techniques/equipment in an a la minute environment. [REASON]
5. Demonstrate the ability to read and understand incoming tickets and respond to orders. [COMMUNICATE]
6. Demonstrate the ability to lead a team. [ACT]

CLART 255 - Special Topics

1. Explore fields of interest in the culinary industry. [REASON]

CLART 260 - Bread Production

1. Apply the principles of mise en place. [REASON]
2. Demonstrate the ability to work as a member of a team. [ACT]
3. Demonstrate proper safety and sanitation procedures in the hospitality. [REASON]
4. Demonstrate accuracy in measuring techniques for bread recipes. [REASON]
5. Demonstrate the ability to use appropriate bread-making equipment. [REASON]

CLART 261 - Pastry and Dessert Preparation

1. Proper principles of mise en place. [REASON]
2. Demonstrate the ability to use appropriate pastry and dessert techniques. [REASON]
3. Demonstrate the ability to work as a member of a team. [ACT]
4. Demonstrate proper safety and sanitation procedures in the hospitality industry. [REASON]
5. Demonstrate accuracy in measuring and portioning ingredients for basic pastry recipes. [REASON]

CLART 280 - Specialty Baking

1. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
2. Apply the principles of mise en place. [REASON]
3. Demonstrate advanced skill in the preparation of artisan breads. [REASON]
4. Apply refined finishing and piping techniques to custom cakes. [REASON]
5. Prepare miniature desserts and pastries. [REASON]
6. Create and display a line of specialty products. [REASON]

CLART 290 - Pastry Chef

1. Demonstrate basic sanitation and safety in the restaurant industry. [ACT]
2. Apply proper mise en place. [REASON]
3. Apply the principles of product production and flow for a bake shop. [REASON]
4. Utilize technical writing skills and industry standards in developing recipes for a bake shop. [REASON]
5. Apply knowledge of bakery operations including sustainable food practices. [ACT]
6. Prepare a specification for bake shop product. [REASON]

CLART 291 - Maître d’

1. Demonstrate basic operations on the POS system. [REASON]
2. Demonstrate basic sanitation and safety in the restaurant industry. [REASON]
3. Apply principles of mise en place for a dining room. [REASON]
4. Market menu items to guests and subordinates. [COMMUNICATE]
5. Organize and implement daily tasks of dining room manager. [REASON]
6. Organize and implement a hands-on demonstration & oral presentation. [COMMUNICATE]
7. Demonstrate the ability to lead a team. [ACT]

CLART 292 - Sous Chef I

1. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
2. Apply proper mise en place. [REASON]
3. Demonstrate proper ability to use appropriate cooking techniques/equipment in all areas of the kitchen. [REASON]
4. Generate a menu using industry language. [COMMUNICATE]
5. Organize and implement a hands-on demonstration and oral presentation. [COMMUNICATE]
6. Demonstrate the ability to lead a team. [ACT]
7. Demonstrate the ability to solve problems individually and in a team environment. [COMMUNICATE]

CLART 293 - Sous Chef II

1. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
2. Apply proper mise en place. [REASON]
3. Demonstrate proper ability to use appropriate cooking techniques/equipment in all areas of the kitchen. [REASON]
4. Organize and implement a hands-on demonstration and oral presentation. [COMMUNICATE]
5. Demonstrate the ability to lead a team. [ACT]
6. Demonstrate the ability to solve problems individually and in a team environment. [COMMUNICATE]

CLART 294 - Sous Chef III

1. Demonstrate proper sanitation and safety in the restaurant industry. [REASON]
2. Apply proper mise en place. [REASON]
3. Demonstrate proper ability to use appropriate cooking techniques/equipment in all areas of the kitchen. [REASON]
4. Organize and implement a hands-on demonstration and oral presentation. [COMMUNICATE]
5. Demonstrate the ability to lead a team. [ACT]
6. Demonstrate the ability to solve problems individually and in a team environment. [COMMUNICATE]
7. Organize and implement a menu for a restaurant. [ACT]

CLART 295 - Work Experience Seminar

1. Demonstrate the skills and knowledge necessary for job seeking and successful entry-level employment in industry. [REASON]
2. Demonstrate ability to use on-campus resources and/or Internet based resources to search for jobs and update resumes. [REASON]
3. Interview local industry professional regarding industry trends and hiring practices and present written findings. [EXPLORE]
4. Attend networking and/or industry-specific career events held on campus. [EXPLORE]

CLART 296 - Supervised Work Experience

1. Obtain and show successful work experience in the Food Service Industry.

CLART 298 - Individual Project in Culinary Arts

1. Develop specific concepts or material relevant to Culinary Arts. [REASON]
2. Create a comprehensive activity which supplements the existing Culinary Arts courses. [REASON]
3. Implement and complete a total project adhering to established procedures and due dates. [REASON]

DANCE 130 - Salsa Dance Styles

1. Define and apply vocabulary that is specific to salsa dancing and the cultural customs surrounding it. [COMMUNICATE]
2. Demonstrate and perform the basic step patterns of the salsa in all directions while maintaining balance and styling. [COMMUNICATE]
3. Demonstrate and perform leading and following techniques, foot and body style, spiral, pivot and spin technique, and independent foot syncopation techniques. [COMMUNICATE]

DANCE 135 - Swing Dance

1. Define and apply vocabulary that is specific to east and west coast swing dancing and the historical and cultural customs surrounding it. [COMMUNICATE]
2. Demonstrate and perform the basic step patterns of swing dancing in 6 and 8 count rhythms while maintaining balance and styling. [COMMUNICATE]
3. Demonstrate and perform leading and following techniques, foot and body style, rotation, spin and pivot technique, and independent foot syncopation techniques. [COMMUNICATE]

DANCE 140 - Latin Dance Styles

1. Define and apply vocabulary that is specific to Latin dancing and the cultural customs surrounding it. [COMMUNICATE]
2. Demonstrate and perform the basic step patterns of the Cha Cha and Rumba while maintaining balance and styling. [COMMUNICATE]
3. Demonstrate and perform leading and following techniques, foot and body style, pivot and spin technique, and independent foot syncopation techniques. [COMMUNICATE]
4. Create and develop amalgamations to the Cha Cha and Rumba. [EXPLORE]

DANCE 145 - Ballroom Dance

1. Define and apply vocabulary that is specific to ballroom dancing and the cultural customs surrounding it. [COMMUNICATE]
2. Demonstrate and perform the basic step patterns of the Waltz and Foxtrot dance styles while maintaining balance and styling. [COMMUNICATE]
3. Demonstrate and perform leading and following techniques, foot and body style, turning and spin technique, and rotation techniques. [COMMUNICATE]
4. Analyze and discuss the development of the Waltz and Foxtrot dance styles. [COMMUNICATE]

DANCE 150 - Introduction to Social Dance Styles

1. Define and apply vocabulary that is specific to social partnership dancing. [COMMUNICATE]
2. Research and discuss the development of social partnership dancing and the cultural customs that influence this style of dance. [EXPLORE]
3. Demonstrate and perform the basic steps and patterns in all directions for five dances. [COMMUNICATE]
4. Demonstrate and perform leading and following techniques, foot and body style, turns and spin technique, and independent foot syncopation techniques. [COMMUNICATE]

DIVST 100 - Introduction to Diversity Studies:CD

1. Define the characteristics and social patterns of diversity and pluralism. [REASON]
2. Explain, analyze and apply major perspectives, theories, and concepts in diversity studies. [REASON]
3. Define how identity is culturally constructed. [EXPLORE]
4. Demonstrate an understanding of the historical concepts of race, gender,class, power, privilege, and oppression in the United States. [EXPLORE]
5. Describe cultural identity and the way it shapes the perception of self and others. [ACT]
6. Identify and assess empirical research findings to critically analyze issues related to diversity. [REASON]

DIVST 115 - The Sociology of Gender:CD

1. Be able to apply micro and macro level theories (including symbolic interaction, labeling theory, conflict theory, structural functionalism) to gender roles. [REASON]
2. Acquire a basic knowledge of current empirical research findings regarding gender roles. [REASON]
3. Better understand basic societal structures and processes.[REASON]
4. Analyze the construction of gender roles in their own lives.[REASON]
5. Gain proficiency and confidence in their ability to sociologically analyze (through writing) social phenomena. [COMMUNICATE]
6. Gain knowledge of the range of cross-cultural variations in gender roles. [EXPLORE]
7. See how gender, race and class are integrated social forces. [EXPLORE]
8. Identify and articulate their personal values relevant to gender roles. [ACT]

DIVST 117 - African-American History to 1865:CD

1. Identify seminal events, movements, and institutions in European history during the period between the late Middle Ages and the end of the Napoleonic Wars, along with the key figures, groups, and ideas that contributed to their creation and development. [REASON]
2. Compare/contrast the philosophies, issues, and actions of different geographic regions, time periods, religions, races, and/or social status. [REASON]
3. Examine and evaluate historical information/arguments from different source forms. [REASON]
4. Express their findings in formal/informal writing, classroom discussion, online discussion, research projects, and/or oral presentation. [COMMUNICATE]
5. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 118 - African-American History from 1865-1945:CD

1. Identify seminal events, movements, and institutions in European history during the period between the end of the Napoleonic Wars until the present, along with the key figures, groups, and ideas that contributed to their creation and development. [REASON]
2. Compare/contrast the philosophies, issues, and actions of different geographic regions, time periods, religions, races, and/or social status. [REASON]
3. Examine and evaluate historical information/arguments from different source forms. [REASON]
4. Express their findings in formal/informal writing, classroom discussion, online discussion, research projects, and/or oral presentation. [COMMUNICATE]
5. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 119 - African-American History from 1945:CD

1. Identify seminal events, movements, and institutions in African-American history after World War II, along with the key figures, groups, and ideas that contributed to their creation and development. [EXPLORE]
2. Compare/contrast the philosophies, issues, and actions of different African-Americans from different regions, time periods, and/or social status. [REASON]
3. Compare/contrast the experiences of African-Americans with those of other diverse populations. [REASON]
4. Examine and evaluate historical information/arguments from different source forms. [REASON]
5. Express their findings in formal/informal writing, classroom discussion, online discussion, research projects, and/or oral presentation. [COMMUNICATE]
6. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 125 - Race and Ethnic Relations:CD

1. Apply major sociological perspectives, theories, and concepts to the analysis of issues related to race and ethnicity. [REASON]
2. Identify and assess empirical research findings to critically analyze issues related to race and ethnicity. [REASON]
3. Analyze and assess the ways in which people influence racial and ethnic relations and examine the role collective behaviors play in changing these relations. [REASON]
4. Analyze the ways in which race and ethnicity are part of social institutions and assess the impact of “Socialized” institutions on people’s lives. [REASON]
5. Describe and analyze the relationship between historical and contemporary inequality with respect to race and ethnicity. [REASON]
6. Explain and analyze the intersections of race and ethnicity with gender, social class, sexuality, and other social identities. [EXPLORE]
7. Explain and evaluate the ways in which individuals’ social positions and identities shape their attitudes and views regarding race and ethnicity. [EXPLORE]
8. In individual and group projects, communicate an understanding of sociological principles and their application to race and ethnicity both orally and in writing. [COMMUNICATE]
9. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 130 - American Religious Diversity:CD

1. Evaluate and apply social scientific (economic, psychological, sociological, and cultural) theories of religion. [REASON]
2. Examine and evaluate anthropological theories of ethnicity. [REASON]
3. Discuss diverse religious beliefs with peers in classroom. [COMMUNICATE]
4. Analyze religious communities using social scientific theories. [REASON]
5. Present, in writing and/or orally, results of theoretical analyses and ethnographic research. [COMMUNICATE]
6. Reflect on the connection between service and learning in service-learning project. [COMMUNICATE]
7. Examine and evaluate the historical impact of immigration, politics, economics and globalization on American religious experiences. [EXPLORE]
8. Compare and contrast the beliefs, growth, development, and success of American Indian, Christian, Jewish, Mormon, Muslim, Baha’i, Hindu, and/or Buddhist traditions in the Americas. [EXPLORE]
9. Conduct an ethnographic research project examining a religious community different from one’s own. [EXPLORE]
10. Conduct a service-learning project in partnership with a local religious community, government agency, tribe or non-profit. [ACT]
11. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 150 - Global Economic Development:CD

1. Describe the major obstacles to growth and modernization in emerging economies. [COMMUNICATE]
2. Apply theories of development and growth to various countries. [EXPLORE]
3. Analyze the main issues involved with central economic planning and socialist systems. [EXPLORE]
4. Describe comparative advantage and its role in foreign trade. [COMMUNICATE]
5. Demonstrate how global influences affect development, growth, and a variety of social indicators. [REASON]
6. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 151 - Health in Society:CD

1. Apply major sociological perspectives, theories and concepts to the analysis of issues related to health. [REASON]
2. Identify and assess empirical research findings to critically analyze issues related to health. [REASON]
3. Analyze and assess differences in patterns of health and illness related to nationality, race and ethnicity, social class, gender, and other social identities. [EXPLORE]
4. Explain and analyze the ways in which conceptualizations of health and illness differ according to cultural groups and socioeconomic backgrounds. [EXPLORE]
5. Explain and analyze how illness and its spread can be prevented or reduced in ways that are sensitive to cultural and economic differences between social groups. [REASON]
6. Compare and contrast health care systems across nations. [EXPLORE]
7. Explain and evaluate the ways in which individuals’ social positions and identities shape their attitudes and views regarding health. [EXPLORE]
8. In individual and group projects communicate an understanding of sociological principles and their application to health both orally and in writing. [COMMUNICATE]
9. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 200 - Introduction to Women’s Studies:CD

1. Apply key concepts and theories from the field of Women’s Studies to a broad spectrum of historical, political, international and social issues. [REASON]
2. Reason and think critically about gender relations and women’s positions from a wide variety of theoretical perspectives. [REASON]
3. Analyze and explore relationships between socio-political institutions and individual experience. [EXPLORE]
4. Explore overlapping meanings and constructions of race, class, gender, and sexuality. [EXPLORE]
5. Compare and contextualize the histories, stories, and current situations of different groups of women, by race, ethnicity, sexuality, class, and physical ability. [REASON]
6. Examine the ways that intersections of race, class, sexuality, and gender shape life experience and identity formation. [EXPLORE]
7. Identify and assess empirical research findings to critically analyze issues related to women’s positions and experiences. [REASON]

DIVST 215 - Francophone Cultures:CD

1. Acquire and enhance cultural sensitivity and competence of the French speaking world. [REASON]
2. Understand the impact of cultural differences within the French speaking nations. [EXPLORE]
3. Develop necessary foundation and tools to become culturally competent and acquire better understanding of the cultural and political challenges facing the French speaking world and multicultural workplaces. [EXPLORE]
4. Learn practical tools to reduce cross-cultural misunderstanding and encourage positive cross-cultural and working relationships. [REASON]
5. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

ECE 102 - S.T.A.R.S. Childcare Basics

1. Document beginning knowledge of child growth and development for children age birth to five years. [REASON]
2. Document foundational knowledge of developmentally appropriate practices for teachers of children birth to five years, including cultural, individual, and age-appropriate practices. [EXPLORE]
3. Document understanding of positive guidance strategies for children birth to five years of age. [COMMUNICATE]
4. Describe beginning knowledge of health and safety needs and concerns for young children ages birth to five years; including prevention, handling and reporting of illnesses and accidents. [REASON]
5. Document understanding of information that is required when making a report of suspected child abuse and/or neglect to Child Protective Services. [REASON]
6. Document beginning knowledge of the professionalism required to build quality early learning programs including maintaining licensing standards and working with families. [EXPLORE]

ECE 110 - Applied Child Development

1. Document a foundational knowledge of how the role as a child development specialist will influence and be applied as a teacher of young children, citing specific teaching approaches, strategies and tools for early education. [REASON]
2. Document understanding of the theoretical principles of Piaget, Vygotsky, and Erikson for application to the teacher’s role in planning children’s learning, designing a classroom environment, and guiding interactions with children. [REASON]
3. Document the importance of active learning, direct experiences, play, and a social context to children’s learning, based on developmental principles and professionally defined practices. [REASON]
4. Document the ability to understand the stages of development for the infant, toddler, preschool, and early school-age periods of development. [COMMUNICATE]
5. Demonstrate the ability to describe and apply developmental principles of Piaget, Vygosky and Erikson:in specific teaching strategies related to the individualized learning process and perspective of young children. [COMMUNICATE]
6. Demonstrate the ability to connect professionally-defined Developmentally Appropriate Practices to principles and stages of development. [ACT]
7. Demonstrate understanding of the relationship between social-emotional learning and development of the whole child. [EXPLORE]
8. Identify and interpret how multiple influences can affect a child’s growth and developmental process. [EXPLORE]

ECE 115 - Introduction to Early Childhood Education

1. Document an introductory definition of how the importance of a teacher’s knowledge of growth and developmental principles is connected to the major roles a teacher performs. [REASON]
2. Provide evidence of an increased personal and professional definition of what teaching during the early childhood education years requires and factors that influences a teacher’s levels of performance. [REASON]
3. Provide evidence thorough self-examination and reflective writing of their personal commitment to becoming a teacher of young children, or if they wish to pursue a different career choice. [EXPLORE]
4. Document the importance of reflective thinking, meaning making and decision making to the roles a teacher performs. [REASON]
5. Document how professionally defined practices provide teachers with guidance on how to foster children’s learning, design high-quality classroom environments, development curriculum, and documentation of children’s growth and learning. [ACT]
6. Document an understanding of the professionally defined characteristics of continual life-long learning and sources for on-going professional development that are involved in early childhood education. [ACT]

ECE 117 - Health and Safety

1. Document personal definition on ways teachers can protect the health and safety of young children. [EXPLORE]
2. Demonstrate ways of integrating goals for health and safety into an early childhood education curriculum and distinguish use of different teaching strategies to integrate health and safety in a classroom curriculum. [ACT]
3. Document personal definition on ways teachers can protect the health and safety of young children without limiting / inhibiting children’s need to explore, discover, and be independent learners. [EXPLORE ]
4. Demonstrate the skills to plan and evaluate policies of emergency preparedness (fire, earthquake, lock-down) in a child-focused manner. [COMMUNICATE]
5. Demonstrate skills at identifying how to reduce accidents and the spread of illness, the role of observation and taking action, and indicators of healthy/unhealthy characteristics of typical childhood diseases. [ACT]
6. Document personal definition of how a teachers’ own valuing of concerns for safe and healthy practices will influence decisions and actions. [EXPLORE]

ECE 120 - Mathematics for Early Childhood Education

1. Demonstrate understanding of the meaning, use, and connections of math operations: addition, multiplication, subtraction and division; add, subtract, multiply and divide whole numbers, fractions and decimals; convert decimals to percents and percents to decimals. [REASON]
2. Document a process of investigation, generalization and reasoning about patterns in number, space and data; read, write and understand the meaning and ordering of whole numbers, fractions, and decimals, with flexible movement between equivalent forms; use different strategies to analyze and solve word problems. [REASON]
3. Document understanding of probability based on experiments and analysis; plan and undertake data collection; represent and summarize data for interpretation and communication. [REASON]
4. Demonstrate ability to visualize, draw and model shapes and understand transformations. [COMMUNICATE]
5. Demonstrate the ability to read and write symbolic expressions with variables and their equivalent transformations; demonstrate the nature of variation and ability to use different forms of representation; provide evidence of ability to read, write and solve equations and problems regarding inequalities. [COMMUNICATE]
6. Document understanding of direct and indirect measurement and estimation skills to describe, compare, evaluate, plan and construct. [REASON]
7. Demonstrate the use of application and language of mathematics to situations that are not obviously mathematical; problem solve by using math strategies; identify relevant variables and pose questions to guide the investigation of a problem. [ACT]
8. Demonstrate understanding of mathematical origins in diverse cultures and their application in daily experiences. [EXPLORE]
9. Document an increased level of appreciation of, and confidence in, mathematics. [ACT]

ECE 130 - Science for Early Childhood Education

1. Document understanding of the role of science in everyday life for adults and young children. [REASON]
2. Demonstrate how scientific communication and investigation presents information to increase young children’s understanding of scientific principles. [COMMUNICATE]
3. Demonstrate scientific methods of inquiry, observation, exploration, hypothesis, data collection and analysis. [COMMUNICATE]
4. Investigate and interpret foundational elements of life sciences that apply to young children’s learning. [REASON]
5. Demonstrate beginning understanding of life processes of plants, animals and people and their interdependence. [ACT]
6. Demonstrate foundational knowledge (appropriate for young children) of conditions that sustain life on earth, and include explanations of air, heat, water, food, protection, and gravity. [REASON]
7. Demonstrate beginning knowledge (appropriate for adults and young children) of the spatial relationships that affect the sun, earth, and moon. [ACT]
8. Investigate and interpret how natural and processed materials are used and ways that materials can change. [ACT]
9. Demonstrate knowledge of similarities and differences between common sources of energy: electricity, heat, motion, sound, light, magnetism and chemistry. [REASON]
10. Document a personal and professional perspective of the value of integrating of foundational knowledge of science into the practice of teaching young children. [EXPLORE]

ECE 134 - Workshop in Early Childhood Education

1. Provide evidence of self-reflection concerning the focus topic, goals, and format of workshop. [ACT]
2. Document knowledge of the topic and related issues. [COMMUNICATE]
3. Demonstrate how the topic applies to early childhood educators and children. [REASON]
4. Document experiences and resources that support children’s and teachers’ learning of the topic. [REASON]

ECE 140 - Special Topics

1. Demonstrate understanding of course goals and format as related to professional development in early childhood education. [REASON]
2. Demonstrate application for course focus to an educational setting for young children and their families. [ACT]
3. Identify elements of course content that support best practices in early childhood. [COMMUNICATE]
4. Identify strategies and resources relevant to professional roles. [EXPLORE]

ECE 155 - Special Topics

1. Demonstrate understanding of course goals and format as related to early childhood settings. [COMMUNICATE]
2. Demonstrate knowledge of course concepts. [REASON]
3. Identify strategies and experiences for application to the professional role as an educator of young children. [EXPLORE]
4. Demonstrate understanding of the topic to professional best practices. [ACT]
5. Identification of resources that reinforce concepts and teaching practice. [COMMUNICATE]

ECE 208 - Early Childhood Field Practicum

1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation. [REASON]
2. Utilize a continuum of teaching strategies based on a professional knowledge-base that is adapted to developmental, individual, and cultural characteristics. [ACT]
3. Construct connections between what has been learned in completed courses and past experiences in active work with young children and families. [REASON]
4. Demonstrate the foundational teaching strategies of developmental principles: reciprocal learning, play as a leading activity of development, scaffolding, planning an environment and experiences in all developmental domains, encouraging learning through child-child and child-adult relationships. [COMMUNICATE]
5. Provide evidence of being a reflective thinker to guide planning of experiences and the environment, teaching roles, interactions, and decision making, based on children’s responses, ideas and interests. [REASON]
6. Demonstrate teaching practices in professionally defined content areas. [ACT]
7. Use the process of self-assessment to define: knowledge of themselves as individuals and developing teachers; knowledge of children and how they grow, develop and learn; role as teacher in ensuring inclusiveness and respect for children and families; and teaching skills and strategies practiced throughout the practicum experience. [REASON]

ECE 209 - Early Childhood Practicum

1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation. [REASON]
2. Utilize a continuum of teaching strategies and curriculum planning based on a professional knowledge-base that is adapted to development and individual, family and cultural characteristics. [ACT]
3. Demonstrate knowledge of connections between what has been learned in ECE courses and past experiences about teaching young children through an instructor’s use of knowledge, observations, and interactions to plan classroom experiences; apply research findings, curriculum content guidance and defined best practices; and understand the role of teacher as developmental specialist. [REASON]
4. Demonstrate teaching strategies of supporting children’s learning in: all domains of development; children’s construction of meaning; exploration, inquiry and play as leading experiences of development; planning a weeklong curriculum and environment from a child-centered approach; and, using intentional interactions, scaffolding and reciprocal learning. [ACT]
5. Apply professional knowledge and skills in a leadership role in an early learning classroom. [REASON]
6. Provide evidence of being a reflective thinker to understand and analyze themselves and children and to use reflection as a basis for planning. [COMMUNICATE]
7. Use the process of self-assessment to define knowledge of themselves as individuals and developing teachers; knowledge about children and how they grow, develop and learn; understanding of the role as a teacher in ensuring inclusiveness and respect of diversity in children and families; and, teaching skills and professionally defined teaching practices used throughout the quarter practicum experience. [REASON]

ECE 210 - Early Childhood Practicum

1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation in the teaching role in an early childhood program. [REASON]
2. Demonstrate a continuum of teaching strategies based on a professional knowledge-base that is adapted to development, individual, and cultural characteristics. [ACT]
3. Demonstrate assimilation of what has been learned in completed ECE courses, previous practicums, past experiences and personal teaching philosophy in work with young children and families. [REASON]
4. Articulate the reasoning and professional principles upon which the teaching of young children is based. [COMMUNICATE]
5. Demonstrate competence using multiple teaching strategies that are responsive to children’s ideas, interests and directions in learning. [ACT]
6. Plan a classroom environment, regular experiences, and a two week long curriculum from a developmental and child-centered approach in a professional and personal framework. [REASON]
7. Apply professional knowledge and skills in a leadership role in an early childhood classroom in interactions with children, parents and other professionals. [EXPLORE]
8. Provide evidence of using reflective thought as a basis for decision-making and teaching practices. [COMMUNICATE]
9. Demonstrate teaching practices in professionally defined content areas that are integrated throughout student created curriculum. [REASON]
10. Document the process of self-assessment for creating a personal and professional teaching philosophy that demonstrates being inclusive and respectful of children and families in a diverse community. [ACT]