Course Descriptions and Objectives

ESL 020 - English as a Second Language Level 2

1. Demonstrate comprehension of short, simple paragraphs about familiar topics using phonemic awareness, vocabulary knowledge, grammar knowledge, and other strategies. [COMMUNICATE]
2. Write and make simple edits of simple sentences using level-appropriate grammar and writing conventions. [COMMUNICATE]
3. Demonstrate understanding of and appropriately respond to classroom instructions, personal information, and statements and questions about a number of simple, everyday topics. [COMMUNICATE]
4. Speak using learned phrases and short sentences about familiar topics in predictable, straightforward situations. [COMMUNICATE]
5. Accurately use level-appropriate grammar in reading, writing, listening, and speaking. [COMMUNICATE]

ESL 030 - English as a Second Language Level 3

1. Demonstrate comprehension of reading passages of 1-3 paragraphs using decoding skills, vocabulary development skills, grammar knowledge, and other reading strategies. [COMMUNICATE]
2. Write and edit simple and basic compound sentences and 3-7 sentence paragraphs using level-appropriate grammar and English writing conventions. [COMMUNICATE]
3. Demonstrate understanding of explanations, conversations, instructions, and narratives of modest length and on familiar topics. [COMMUNICATE]
4. Respond appropriately in everyday situations (including phone conversations) to keep a conversation going, including altering language when not understood and asking for clarification when unable to understand. [COMMUNICATE]
5. Carry on a conversation and participate in a group discussion relating to familiar, predictable, everyday topics and personal experience using somewhat limited vocabulary and basic awareness of appropriate register. [COMMUNICATE]
6. Speak with enough fluency, grammatical accuracy, and pronunciation control to make oneself understood, possibly with difficulty, by a skilled, supportive listener. [COMMUNICATE]
7. Accurately use level-appropriate grammar in reading, writing, listening, and speaking. [COMMUNICATE]

ESL 040 - English as a Second Language Level 4

1. Demonstrate comprehension of short- to medium-length reading passages (and multiple pages of simple text) on common, high-interest topics using prior knowledge, knowledge of word parts and parts of speech, and other strategies. [COMMUNICATE]
2. Demonstrate ability when writing to draft and organize support around a single idea, according to a given, highly structured plan (steps, instructions, commands, or a paragraph). [COMMUNICATE]
3. Reread and revise writing to conform with level-appropriate grammar and English writing conventions, using tools such as simplified dictionaries and checklists. [COMMUNICATE]
4. Demonstrate understanding of somewhat complex explanations, conversations, instructions, and short narratives on familiar topics which may be conveyed on the phone or through electronic media. [COMMUNICATE]
5. Repair gaps in understanding when listening and use strategies such as note-taking, summarizing, and sharing with others to determine a speaker’s intent. [COMMUNICATE]
6. Participate effectively in classroom situations and other familiar settings using level-appropriate grammar and some rephrasing when not understood. [COMMUNICATE]
7. Self-monitor when speaking and use strategies such as changing pace and correcting some pronunciation errors to be understood by a skilled, supportive listener. [COMMUNICATE]
8. Accurately use level-appropriate grammar in reading, writing, listening, and speaking. [COMMUNICATE]

ESL 050 - English as a Second Language Level 5

1. Demonstrate comprehension of adapted and some authentic reading passages up to a few pages in length which contain some unfamiliar and specialized words, using strategies such as word analysis, inference, adjusted pace, and restatement. [COMMUNICATE]
2. Organize a limited number of ideas in writing to support a single purpose in a few short paragraphs or steps/instructions/commands. [COMMUNICATE]
3. Revise multiple drafts for clarity, descriptiveness, sentence structure, grammar, and English writing conventions using tools such as simplified dictionaries and checklists. [COMMUNICATE]
4. Demonstrate understanding when listening to authentic extended explanations and narratives, detailed instructions, and complex conversations with varied speakers and in varied contexts. [COMMUNICATE]
5. Repair gaps in understanding and respond appropriately using strategies such as comparing, integrating, and categorizing information for others to determine a speaker’s literal and implied intent. [COMMUNICATE]
6. Speak with sufficient vocabulary (including idioms), grammar control, sentence variety, and appropriate register in familiar and somewhat unfamiliar or unpredictable tasks, using strategies such as selecting and organizing information and self-monitoring. [COMMUNICATE]
7. Accurately use level-appropriate grammar in reading, writing, listening, and speaking. [COMMUNICATE]

ESL 060 - English as a Second Language Level 6

1. Demonstrate comprehension of authentic reading passages up to several pages in length using a variety of advanced reading strategies. [COMMUNICATE]
2. Produce writing of different lengths, register, and formats that demonstrates attention to the purpose for writing and the audience. [COMMUNICATE]
3. Select and use a variety of advanced strategies to improve and edit one’s own writing. [COMMUNICATE]
4. Select and use appropriate strategies to understand and respond appropriately to most discourse. [COMMUNICATE]
5. Demonstrate the ability to discuss common issues, current events, and contemporary topics in familiar and unfamiliar settings, using a variety of advanced strategies to enhance the effectiveness of communication. [COMMUNICATE]
6. Accurately use level-appropriate grammar in reading, writing, listening, and speaking. [COMMUNICATE]
7. Use online course software to effectively communicate with peers and the instructor. [COMMUNICATE]

ESL 062 - English as a Second Language Level 6 Prep for Allied Health Education

1. Recognize and interpret healthcare vocabulary using word analysis and inference. [REASON]
2. Select and use a range of strategies to read, interpret, and analyze healthcare-related texts. [REASON]
3. Access resources online to learn about college programs, developing understanding of healthcare topics, and research current events in healthcare. [REASON]
4. Select and use a range of strategies to produce a legible and comprehensible draft of writing using vocabulary, language, and style suited to a college-level audience. [REASON]
5. Apply linguistic, socio-cultural, and other background knowledge and strategies to understand the intent of the speaker, to respond appropriately, and to meet the listening purpose, especially in a college classroom or medical setting. [EXPLORE]
6. Communicate effectively with peers and the instructor in small and large group discussions and projects as well as through online course management software. [COMMUNICATE]
7. Recall and use a range of everyday and healthcare vocabulary in a variety of complex sentences and a range of communicative tasks. [COMMUNICATE]
8. Apply knowledge of pronunciation patterns and rules, including intonation, rhythm, and stress, to enhance intelligibility in college classroom and medical settings. [COMMUNICATE]
9. Select and use a range of strategies to close gaps in understanding, ask questions to deepen understanding, and give appropriate feedback in college classroom and medical settings. [EXPLORE]

ESL 063 - ESL Level 6 Preparation for Early Childhood Education

1. Recognize and interpret early childhood education vocabulary using word analysis and inference. [REASON]
2. Select and use a range of strategies to read, interpret, and analyze early childhood education texts. [REASON]
3. Access resources online to learn about college programs, developing understanding of early childhood education topics, and research current events in early childhood education. [REASON]
4. Select and use a range of strategies to produce a legible and comprehensible draft of writing using vocabulary, language, and style suited to a college-level audience. [REASON]
5. Apply linguistic, socio-cultural, and other background knowledge and strategies to understand the intent of the speaker, to respond appropriately, and to meet the listening purpose, especially in a college classroom or an early childhood education setting. [EXPLORE]
6. Communicate effectively with peers and the instructor in small and large group discussions and projects. [COMMUNICATE]
7. Recall and use a range of everyday and early childhood education vocabulary in a variety of complex sentences and a range of communicative tasks. [COMMUNICATE]
8. Apply knowledge of pronunciation patterns and rules, including intonation, rhythm, and stress, to enhance intelligibility in college classroom and early childhood education settings. [COMMUNICATE]
9. Selecting and using a range of strategies to close gaps in understanding, ask questions to deepen understanding, and give appropriate feedback in college classroom and early childhood education settings. [EXPLORE]
    

ESL 073 - English as a Second Language Skills Lab

1. Identify areas of strength and weakness in their English abilities, and identify methods of improving areas of weakness. [REASON]
2. Demonstrate progress in one or more English skill areas. [COMMUNICATE]

ESL 075 - English as a Second Language - Language Lab

1. Identify areas of strength and weakness in their English abilities, and identify methods of improving areas of weakness. [REASON]
2. Demonstrate progress in one or more English skill areas. [COMMUNICATE]
3. Use online course software to effectively communicate with peers and the instructor. [COMMUNICATE]
4. Use computer software and the internet to improve English language skills and access community resources. [COMMUNICATE]

ESL 095 - English as a Second Language Introduction to College

1. Find information about educational programs in the community and college technical system. [COMMUNICATE]
2. Access resources and services in the college system, learn the steps to enroll in college, and use that information to set realistic training and education goals. [REASON]
3. Articulate requirements of college programs of study such as pre-requisites and assessment procedures. [COMMUNICATE]
4. Determine whether they have the language skills necessary to transition to the college classes they are interested in. [REASON]
5. Identify personal strengths, barriers, and supports for transitioning to college. [REASON]

EAP 090 - Grammar for College Success

1. Practice analyzing the function and location of word forms and verb forms at the developmental level. [REASON]
2. Apply knowledge of verb tenses in preparation for college-level reading and writing. [REASON]
3. Recognize and demonstrate correct sentence structure at the developmental level. [REASON]
4. Synthesize and increase passive academic vocabulary to improve reading comprehension. [REASON]

*We have a curriculum that offers a variety of skill areas, each typically worth one or two credits. Each skill area has different levels and approaches, depending on the student’s needs, level and learning style. Students may work in one or more of these skill areas depending upon the number of credits they register for and their goals for taking the course.

EAP 094 - Pronunciation

1. Develop a self-monitor for pronunciation in order to be understood. [COMMUNICATE]
2. Apply strategies to modify pronunciation in order to be understood. [COMMUNICATE]
    

EAP 097 - Reading and Writing for College English I

1. Demonstrate comprehension of developmental reading material by employing reading strategies and summarizing. [REASON]
2. Synthesize and paraphrase developmental reading material into summary and short answers. [COMMUNICATE]
3. Practice ability to analyze, revise, and edit student-produced writing. [REASON]
4. Apply an increase in active academic vocabulary in writing and passive academic vocabulary in reading. [COMMUNICATE]
5. Practice and demonstrate effective group interaction skills as they apply to written and oral communication. [ACT]
6. Employ college success strategies by identifying, understanding and following basic directions. [ACT]
7. Compare the diversity of cultures. [EXPLORE]
8. Use campus resources to develop personal, academic, and career goals. [COMMUNICATE]

EAP 098 - Interactions in English

1. Demonstrate comprehension of developmental reading material by employing reading strategies and summarizing. [REASON]
2. Synthesize and paraphrase developmental reading material into summary and short answers. [COMMUNICATE]
3. Practice ability to analyze, revise, and edit student-produced writing. [REASON]
4. Apply an increase in active academic vocabulary in writing and passive academic vocabulary in reading. [COMMUNICATE]
5. Practice and demonstrate effective group interaction skills as they apply to written and oral communication. [ACT]
6. Employ college success strategies by identifying, understanding and following basic directions. [ACT]
7. Compare the diversity of cultures. [EXPLORE]
8. Use campus resources to develop personal, academic, and career goals. [COMMUNICATE]

EAP 099 - Reading and Writing for College English II

1. Demonstrate comprehension of college-level reading material by employing reading strategies and summarizing. [REASON]
2. Synthesize and paraphrase college-level reading material into summary and short answers. [COMMUNICATE]
3. Demonstrate ability to analyze, revise, and edit student-produced writing. [REASON]
4. Illustrate an increase in active academic vocabulary in writing and passive academic vocabulary in reading. [COMMUNICATE]
5. Practice effective group interaction skills as they apply to written and oral communication. [ACT]
6. Employ college success strategies by understanding and following directions. [ACT]
7. Navigate online course delivery system to access necessary class components. [COMMUNICATE]
8. Compare the diversity of cultures. [EXPLORE]
    

EAP 100 - Communication for College

1. Demonstrate comprehension of college-level reading material by employing reading strategies and summarizing. [REASON]
2. Synthesize and paraphrase college-level reading material into summary and short answers. [COMMUNICATE]
3. Demonstrate ability to analyze, revise, and edit student-produced writing. [REASON]
4. Illustrate an increase in active academic vocabulary in writing and passive academic vocabulary in reading. [COMMUNICATE]
5. Practice effective group interaction skills as they apply to written and oral communication. [ACT]
6. Employ college success strategies by understanding and following directions. [ACT]
7. Navigate online course delivery system to access necessary class components. [COMMUNICATE]
8. Compare the diversity of cultures. [EXPLORE]

EAP 101 - College Reading and Writing

1. Demonstrate comprehension of college-level reading material by employing reading strategies and summarizing. [REASON]
2. Synthesize and paraphrase college-level reading material into summary and short answers. [COMMUNICATE]
3. Demonstrate ability to analyze, revise, and edit student-produced writing. [REASON]
4. Illustrate an increase in active academic vocabulary in writing and passive academic vocabulary in reading. [COMMUNICATE]
5. Practice effective group interaction skills as they apply to written and oral communication. [ACT]
6. Employ college success strategies by understanding and following directions. [ACT]
7. Navigate online course delivery system to access necessary class components. [COMMUNICATE]
8. Compare the diversity of cultures. [EXPLORE]

EAP 102 - Reading/Grammar for College Success

1. Demonstrate comprehension of college-level reading material by employing reading strategies. [REASON]
2. Practice analyzing the function and location of word forms and verb forms at the college level. [REASON]
3. Apply knowledge of verb tenses in college-level reading and writing. [REASON]
4. Recognize and demonstrate correct sentence structure at the college level. [REASON]
5. Synthesize and increase passive academic vocabulary to read at college level. [REASON]

*We have a curriculum that offers a variety of skill areas, each typically worth one or two credits. Each skill area has different levels and approaches, depending on the student’s needs, level and learning style. Students may work in one or more of these skill areas depending upon the number of credits they register for and their goals for taking the course.

EAP 103 - Reading/Grammar for College Success

1. Demonstrate comprehension of college-level reading material by employing reading strategies. [REASON]
2. Practice analyzing the function and location of word forms and verb forms at the college level. [REASON]
3. Apply knowledge of verb tenses in college-level reading and writing. [REASON]
4. Recognize and demonstrate correct sentence structure at the college level. [REASON]
5. Synthesize and increase passive academic vocabulary to read at college level. [REASON]

*We have a curriculum that offers a variety of skill areas, each typically worth one or two credits. Each skill area has different levels and approaches, depending on the student’s needs, level and learning style. Students may work in one or more of these skill areas depending upon the number of credits they register for and their goals for taking the course.

EAP 104 - Oral Communication: Academic and Workplace

1. Employ English conversation strategies to interact in paired and small group discussions in business and academic settings. [COMMUNICATE]
2. Demonstrate awareness of cultural influences on oral communication. [EXPLORE]
3. Develop a self-monitor for pronunciation in order to be understood. [COMMUNICATE]
4. Apply strategies to modify pronunciation in order to be understood. [COMMUNICATE]

EAP 106 - Word Forms for College Success

1. Demonstrate understanding of nouns in relation to the function of different parts of speech in English. [REASON]
2. Reduce word form errors in college-level writing. [COMMUNICATE]

EAP 108 - Verbs for College Success

1. Demonstrate understanding of verbs in relation to the function of different parts of speech in English. [REASON]
2. Reduce verb form errors in college-level writing. [COMMUNICATE]
3. Utilize a wider verb vocabulary to strengthen their writing. [COMMUNICATE]
4. Analyzing verbs used in assessment directions in order to respond accurately. [REASON]

EAP 121 - Composition for College

1. Utilize targeted steps to develop a writing process and produce basic essays. [COMMUNICATE]
2. Employ American rhetorical strategies when writing college-level essays. [REASON]
3. Practice editing strategies to reduce ESL sentence-level errors. [COMMUNICATE]
4. Analyze reader input for revision purposes. [ACT]
5. Compare the diversity of cultures. [EXPLORE]

EAP 131 - College Editing

1. Identify and correct students’ individual patterns of ESL sentence-level errors. [COMMUNICATE]
2. Apply editing strategies. [REASON]
3. Understand and incorporate grammatical constructs. [REASON]
4. Compare diversity of cultures. [EXPLORE]

ENVS& 101 - Introduction to Environmental Science

1. Demonstrate a critical understanding of general scientific principles, with an emphasis on environmental science scientific principles. [REASON]
2. Clearly communicate the fundamental knowledge particular to environmental science with their peers using the appropriate vocabulary. [COMMUNICATE]
3. Apply the concepts and information in environmental science to problems that affect their lives, in particular, and our society, in general. [REASON]
4. Demonstrate the use of mathematics appropriate to environmental science and perform calculations appropriate to the task. [REASON]
5. Make reliable measurements and perform analysis appropriate for environmental science. [REASON]

ENVS 105 - Weather

1. Demonstrate a critical understanding of general scientific principles, with an emphasis on meteorological scientific principles. These include the principles underlying the theories and processes underlying scientific discovery and the nature of scientific evidence upon which such contemporary scientific theories are based. [REASON]
2. Apply the concepts and information in meteorology to problems that affect their lives, in particular and our society, in general. [REASON]
3. Use mathematics appropriate to meteorology and perform calculations appropriate to the task. [REASON]
4. Clearly communicate the fundamental knowledge particular to meteorology with their peers using the appropriate vocabulary. [COMMUNICATE]
5. Make reliable measurements and perform analysis appropriate for meteorologists, including weather forecasting. [COMMUNICATE]

ENVS 199 - Special Projects

1. Develop a project proposal, in conjunction with a faculty sponsor from the Natural Science and Mathematics Division, and successfully present it for approval at a meeting of the Science and Mathematics Division. [COMMUNICATE]
2. Demonstrate that the special project deals with a topic directly or indirectly related to the natural sciences. [REASON]
3. Demonstrate that college level learning was required to complete the proposed project to the satisfaction of the faculty sponsor. [COMMUNICATE]

ENVS 299 - Special Projects

1. Develop a project proposal, in conjunction with a faculty sponsor from the Natural Science and Mathematics Division, and successfully present it for approval at a meeting of the Science and Mathematics Division. [COMMUNICATE]
2. Demonstrate that the special project deals with a topic directly or indirectly related to the natural sciences. [REASON]
3. Demonstrate that college level learning was required to complete the proposed project to the satisfaction of the faculty sponsor. [COMMUNICATE]

EVPL 240 - Event Planning/Risk Management

1. Analyze the nature of risk and risk factors typical to meetings and events. [REASON]
2. Formulate a response plan appropriate to identified risks in event planning. [REASON]
3. Identify and discuss key laws and regulations that impact events. [REASON]
4. Identify the types of insurance appropriate for particular events. [REASON]
5. Describe and analyze key components of typical event contracts. [REASON]
6. Provide standard and customary ethical, legal, risk management, safety, and security analysis for an event. [REASON]

EVPL 245 - Sustainable/Green Events

1. Define and describe the terms sustainability and sustainable business practices and their effect on the role and scope of event coordination. [REASON]
2. Describe policies, procedures, and best practices for purchasing sustainable products for events. [COMMUNICATE]
3. Critically analyze a sustainable event’s strengths, weaknesses, opportunities and threats using an SWOT analysis. [REASON]
4. Analyze the recent history and organization of the green event planning movement. [REASON]
5. Explore and implement recommended “Green Meeting Guidelines” developed by the Convention Industry Council to include: Meeting and Venue selection, Food and Beverage, and Transportation. [REASON]

EVPL 250 - Event Coordination

1. Describe and discuss the role and scope of event coordination as it is practiced in the various event genres. [EXPLORE]
2. Conduct a thorough assessment of event needs and resources. [REASON]
3. Identify and incorporate the appropriate event elements and services to meet the goals and objectives of an event. [REASON]
4. Implement efficient, effective and safe logistical operations on site for an event. [REASON]
5. Create exciting production design elements to enhance the event purpose and theme. [EXPLORE]
6. Analyze the appropriate support services and supplementary programs for an event. [REASON]
7. Develop a mid- and post-event evaluation process. [REASON]

EVPL 265 - Event Planning/Best Practices

1. Differentiate between event management and event leadership. [REASON]
2. Calculate cost analysis for an event. [REASON]
3. Analyze an event strategic marketing plan. [REASON]
4. Create a comprehensive personal career plan. [REASON]
5. Analyze event case studies to determine best practices. [REASON]

EVPL 266 - Virtual Event Planning

1. Develop and structure an event plan in a team setting. [ACT]
2. Analyze and synthesize an RFP (Request for Proposal) for an event. [REASON]
3. Apply effective principles of onsite coordination and management. [REASON]
4. Develop, organize and analyze a comprehensive event marketing and sales plan. [REASON]
5. Develop an event budget. [REASON]
6. Craft and present a formal event presentation to a potential client/employer. [REASON]

EVPL 270 - Event Planning Practicum

1. Research and secure practicum employment for a minimum of 90 hours of practical industry experience. [REASON]
2. Recognize and apply workplace skills appropriate to the Event Planning industry. [ACT]
3. Demonstrate knowledge and skills in a practical event environment. [REASON]
4. Analyze and demonstrate the skills required to research, design, plan, coordinate, and evaluate an actual event through the documentation and submission of a portfolio. [COMMUNICATE]

EVPL 275 - Event Planning-Wedding Planning/Coordination

1. Analyze various practices for designing and decorating different types and styles of weddings, ceremonies, and receptions. [REASON]
2. Develop a comprehensive wedding plan from start to finish. [COMMUNICATE]
3. Describe and analyze the risk factors typical of weddings. [REASON]
4. Plan and conduct informational interviews or job shadows with a wedding industry professional. [EXPLORE]
5. Research and discuss sustainable practices in wedding planning. [REASON]
6. Research and analyze components of a well designed wedding planning/consulting website. [COMMUNICATE]

EVPL 276 - Event Planning/Entertainment and Production

1. Describe established regulations and requirements of agencies and regulating organizations for the music and entertainment industry. [COMMUNICATE]
2. Analyze the planning and management issues associated with technical equipment, production elements, and special effects included in an event. [REASON]
3. Identify and describe copyright and trademark protection requirements associated with media-oriented event planning. [REASON]
4. Describe the differences between agents, managers, and entertainment companies and how they interact with headline entertainment. [REASON]
5. Identify and describe a variety of insurance coverages that are appropriate for a media event. [REASON]
6. Identify employment opportunities in the event planning entertainment and production fields. [REASON]

EVPL 277 - Event Planning/Destination Management

1. Describe and analyze all aspects of the Destination Management company profession. [REASON]
2. Identify and analyze what services the DMC offer to their client. [REASON]
3. Identify the skills needed by a DMC to support the production of a successful meeting, event or conference. [REASON]
4. Develop an evaluation process to identify the effectiveness of a DMC event. [REASON]

FLED 010 - Parenting Education/Parents and Infants

1. Identify reliable parenting information sources. [COMMUNICATE]
2. Supervise infants in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Discuss developmentally appropriate behaviors for infants. [REASON]
5. Examine appropriate expectations for infants. [REASON]
6. Describe characteristics of secure attachment. [REASON]
7. Explain awareness of culture and diversity impacting family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 011 - Parenting Education/Parents and Toddlers

1. Identify reliable parenting information sources. [COMMUNICATE]
2. Supervise toddlers in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Discuss developmentally appropriate behaviors for toddlers. [REASON]
5. Examine appropriate expectations for toddlers. [REASON]
6. Describe connection between play and learning. [REASON]
7. Explain awareness of culture and diversity impacting family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 014 - Parenting Education/Parents and Four Year Olds

1. Describe positive rapport modeled with 4-5 year old children in a lab setting. [COMMUNICATE]
2. Describe positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 4-5 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Identify appropriate problem solving strategies. [ACT]
6. Discuss developmentally appropriate behaviors for 4-5 year old children. [REASON]
7. Examine appropriate expectations for 4-5 year old children. [REASON]
8. Examine different parenting styles. [REASON]
9. Describe connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 020 - Parent-Infant Program

1. Identify reliable parenting information sources. [COMMUNICATE]
2. Supervise infants in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Discuss developmentally appropriate behaviors for infants 1 to 12 months. [REASON]
5. Examine appropriate expectations for infants 1 to 12 months. [REASON]
6. Describe characteristics of secure attachment. [REASON]
7. Explain awareness of culture and diversity impacting family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 021 - Parenting Education/Parents and Toddlers

1. Identify reliable parenting information sources. [COMMUNICATE]
2. Supervise toddlers in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Discuss developmentally appropriate behaviors for toddlers 12 to 36 months. [REASON]
5. Examine appropriate expectations for toddlers 12 to 36 months. [REASON]
6. Describe connection between play and learning. [REASON]
7. Explain awareness of culture and diversity impacting family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 022 - Parenting Education/Parents and Two Year Olds

1. Describe positive rapport modeled with 2-3 year old children in a lab setting. [COMMUNICATE]
2. Describe positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 2-3 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Identify appropriate problem solving strategies. [ACT]
6. Discuss developmentally appropriate behaviors for 2-3 year old children. [REASON]
7. Examine appropriate expectations for 2-3 year old children. [REASON]
8. Examine different parenting styles. [REASON]
9. Describe connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 023 - Parenting Education/Parents and Three Year Olds

1. Describe positive rapport modeled with 3-4 year old children in a lab setting. [COMMUNICATE]
2. Describe positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 3-4 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Identify appropriate problem solving strategies. [ACT]
6. Discuss developmentally appropriate behaviors for 3-4 year old children. [REASON]
7. Examine appropriate expectations for 3-4 year old children. [REASON]
8. Examine different parenting styles. [REASON]
9. Describe connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 024 - Parenting Education/Parents and Four Year Olds

1. Describe positive rapport modeled with 4-5 year old children in a lab setting. [COMMUNICATE]
2. Describe positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 4-5 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Identify appropriate problem solving strategies. [ACT]
6. Discuss developmentally appropriate behaviors for 4-5 year old children. [REASON]
7. Examine appropriate expectations for 4-5 year old children. [REASON]
8. Examine different parenting styles. [REASON]
9. Describe connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 025 - Parenting Education/Variation on Coop Model

1. Describe positive rapport modeled with children in a lab setting. [COMMUNICATE]
2. Describe positive and effective communication with children in a lab setting. [COMMUNICATE
3. Supervise children. [ACT]
4. Maintain a safe environment. [ACT]
5. Identify appropriate problem solving strategies. [ACT]
6. Discuss developmentally appropriate behaviors for children. [REASON]
7. Examine appropriate expectations for children. [REASON]
8. Describe connection between play and learning. [REASON]
9. Explain awareness of culture and diversity impacting family life. [EXPLORE]
10. Recognize individual differences of children and families. [EXPLORE]

FLED 030 - Parenting Education/Parent-Infant Program

1. Examine reliable parenting information sources. [COMMUNICATE]
2. Supervise infants in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Identify developmentally appropriate behaviors for infants. [REASON]
5. Identify appropriate expectations for infants. [REASON]
6. Describe characteristics of secure attachment. [REASON]
7. Describe how culture and diversity impact family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 031 - Parenting Education/Parents and Toddlers

1. Examine reliable parenting information sources. [COMMUNICATE]
2. Supervise toddlers in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Identify developmentally appropriate behaviors for toddlers. [REASON]
5. Identify appropriate expectations for toddlers. [REASON]
6. Explore connection between play and learning. [REASON]
7. Describe how culture and diversity impact family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 032 - Parenting Education/Parents and Two Year Olds

1. Practice positive rapport with 2-3 year old children in a lab setting. [COMMUNICATE]
2. Practice positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 2-3 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Practice appropriate problem solving strategies. [ACT]
6. Identify developmentally appropriate behaviors for 2-3 year old children. [REASON]
7. Identify appropriate expectations for 2-3 year old children. [REASON]
8. Explain of results of different parenting styles. [REASON]
9. Explore connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 033 - Parenting Education/Parents and Three Year Olds

1. Practice positive rapport with 3-4 year old children in a lab setting. [COMMUNICATE]
2. Practice positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 3-4 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Practice appropriate problem solving strategies. [ACT]
6. Identify developmentally appropriate behaviors for 3-4 year old children. [REASON]
7. Identify appropriate expectations for 3-4 year old children. [REASON]
8. Explain results of different parenting styles. [REASON]
9. Explore connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 034 - Parenting Education/Parents and Four Year Olds

1. Practice positive rapport with 4-5 year old children in a lab setting. [COMMUNICATE]
2. Practice positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 4-5 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Practice appropriate problem solving strategies. [ACT]
6. Identify developmentally appropriate behaviors for 4-5 year old children. [REASON]
7. Identify appropriate expectations for 4-5 year old children. [REASON]
8. Explain of results of different parenting styles. [REASON]
9. Explore connection between play and learning. [REASON]
10. Describe how culture and diversity impact family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 035 - Parenting Education/Variation on Coop Model

1. Practice positive rapport with children in a lab setting. [COMMUNICATE]
2. Practice positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise children. [ACT]
4. Maintain a safe environment. [ACT]
5. Practice appropriate problem solving strategies. [ACT]
6. Identify developmentally appropriate behaviors for children. [REASON]
7. Identify appropriate expectations for children. [REASON]
8. Explore connection between play and learning. [REASON]
9. Describe how culture and diversity impacting family life. [EXPLORE]
10. Recognize individual differences of children and families. [EXPLORE]

FLED 040 - Parenting Education/Parents and Infants

1. Describe reliable parenting information sources. [COMMUNICATE]
2. Supervise infants in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Continue to identify developmentally appropriate behaviors for infants 1 to 12 months. [REASON]
5. Adjust personal expectations for infants 1 to 12 months. [REASON]
6. Describe characteristics of secure attachment. [REASON]
7. Describe how culture and diversity impact family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 041 - Parenting Education/Parents and Toddlers

1. Describe reliable parenting information sources. [COMMUNICATE]
2. Supervise toddlers in a lab setting. [ACT]
3. Maintain a safe classroom environment. [ACT]
4. Continue to identify developmentally appropriate behaviors for toddlers 12 to 36 months. [REASON]
5. Adjust personal expectations for toddlers 12 to 36 months. [REASON]
6. Describe the connection between play and learning. [REASON]
7. Explain awareness of culture and diversity impacting family life. [EXPLORE]
8. Recognize individual differences of children and families. [EXPLORE]

FLED 042 - Parenting Education/Parents and Two Year Olds

1. Integrate positive rapport with 2-3 year old children in family life. [COMMUNICATE]
2. Demonstrate positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 2-3 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Utilize appropriate problem solving strategies in family life. [ACT]
6. Continue to identify developmentally appropriate behaviors for 2-3 year old children. [REASON]
7. Adjust personal expectations for 2-3 year old children. [REASON]
8. Adjust personal parenting style to meet the needs of individual children. [REASON]
9. Describe the connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 043 - Parenting Education/Parents and Three Year Olds

1. Integrate positive rapport with 3-4 year old children in family life. [COMMUNICATE]
2. Demonstrate positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 3-4 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Utilize appropriate problem solving strategies in family life. [ACT]
6. Continue to identify developmentally appropriate behaviors for 3-4 year old children. [REASON]
7. Adjust personal expectations for 3-4 year old children. [REASON]
8. Adjust personal parenting style to meet the needs of individual children. [REASON]
9. Describe the connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 044 - Parenting Education/Parents and Four Year Olds

1. Integrate positive rapport with 4-5 year old children in family life. [COMMUNICATE]
2. Demonstrate positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise 4-5 year old children. [ACT]
4. Maintain a safe classroom environment. [ACT]
5. Utilize appropriate problem solving strategies in family life. [ACT]
6. Continue to identify developmentally appropriate behaviors for 4-5 year old children. [REASON]
7. Adjust personal expectations for 4-5 year old children. [REASON]
8. Adjust personal parenting style to meet the needs of individual children. [REASON]
9. Describe the connection between play and learning. [REASON]
10. Explain awareness of culture and diversity impacting family life. [EXPLORE]
11. Recognize individual differences of children and families. [EXPLORE]

FLED 045 - Parenting Education/Variation on Coop Model

1. Integrate positive rapport with children in family life. [COMMUNICATE]
2. Demonstrate positive and effective communication with children in a lab setting. [COMMUNICATE]
3. Supervise children. [ACT]
4. Maintain a safe environment. [ACT]
5. Utilize appropriate problem solving strategies in family life. [ACT]
6. Continue to identify developmentally appropriate behaviors for children. [REASON]
7. Adjust personal expectations for children. [REASON]
8. Describe the connection between play and learning. [REASON]
9. Explain awareness of culture and diversity impacting family life. [EXPLORE]
10. Recognize individual differences of children and families. [EXPLORE]

FLED 155 - Special Topics

1. Summarize topic. [COMMUNICATE]
2. Discuss related issues. [COMMUNICATE]
3. Identify implications for parents and children. [REASON]
4. Identify resource. [ACT]

FLED 180 - Selected Topics/Family Life

1. Describe current information and issues related to the seminar topic. [REASON]
2. Discuss seminar topic and related issues for parents ans children. [COMMUNICATE]
3. Explain implications and application for parents and children. [REASON ]
4. Identify related resources for further exploration or use with families. [ACT]

FLED 198 - Individual Project in Family Life Education

1. Demonstrate independent exploration and expression on a focused area of interest or need. [ACT]
2. Develop specific concepts or materials relevant to parenting. [REASON]
3. Develop a comprehensive activity which supplements the existing Family Life Education courses. [REASON]

FLED 209 - Family Life Education Workshop

1. Describe an overview of topic and related issues. [COMMUNICATE]
2. Identify implications for parents and children. [REASON]
3. Identify related resources. [ACT]

FLED 255 - Special Topics

1. Summarize topic. [COMMUNICATE]
2. Explain and/or demonstrate related issues. [COMMUNICATE]
3. Discuss implications for parents and children. [REASON]
4. Identify and compare resources. [ACT]

FLED 298 - Individual Project in Family Life Education

1. Demonstrate independent exploration and expression on a focused area of interest or need. [ACT]
2. Develop specific concepts or materials relevant to parenting. [REASON]
3. Develop a comprehensive activity which supplements the existing Family Life Education courses. [REASON]

FSS 125 - Parent Leadership Training

1. Identify “change agency” strategies for parents. [ACT]
2. Articulate and analyze opportunities and challenges for parent leaders. [REASON]
3. Examine how community structures function and identify a role for the parent/citizen participation. [REASON]
4. Identify and analyze community resources available to support diverse parent leaders. [EXPLORE]
5. Identify and articulate strategies to build confidence and self-awareness in parent leaders. [COMMUNICATE]
6. Develop personal support practices for parent leaders. [ACT]
7. Analyze and assess personal strengths and leadership skills. [REASON]

FSS 126 - Conflict Resolution

1. Identify common causes of conflict between parents, schools and other human services. [REASON]
2. Describe and examine roles and behaviors that promote conflict. [REASON]
3. Describe ways to manage and measure personal responses to anger. [ACT]
4. Discover and develop personal communication and listening skills. [COMMUNICATE]
5. Identify common cross-cultural misunderstandings when working with families and public systems. [EXPLORE]
6. Develop and describe plans for conflict resolution using a multi-step approach. [REASON]

FSS 127 - Education Translation Basics

1. Review and practice skills for quality translations of school documents for parents. [ACT]
2. Review and communicate common vocabulary and terminology used in education settings. [COMMUNICATE]
3. Practice and demonstrate translation skills by completing sample translations. [REASON]
4. Develop interpreting skills including analyzing, summarizing, paraphrasing, note taking and listening skills. [REASON]
5. Review and analyze the ethics and current practices for successful interpretation of school rules, regulations and general information. [EXPLORE]
6. Practice interpretation skills in a typical human services setting. [ACT]
7. Research and describe career opportunities as education translators and interpreters. [REASON]

FSS 128 - Understanding School Systems

1. Describe and analyze how school boards function and the role of the school board member. [COMMUNICATE]
2. Describe how public schools are financed. [COMMUNICATE]
3. Develop public speaking skills and confidence to present an issue to a School Board. [COMMUNICATE]
4. Identify and describe the leadership structure of a typical school district. [ACT]
5. Develop strategies to assist parents to plan for meaningful parent/teacher conferences. [ACT]
6. Describe and analyze gateways and challenges for parent leaders as they help parents understand the system. [REASON ]
7. Develop problem solving skills to help parents appropriately advocate for their children. [ACT]
8. Develop strategies to help parents understand their rights and responsibilities in our schools. [REASON]

FSS 155 - Special Topics

1. Communicate the goals of the workshop. [COMMUNICATE]
2. Identify culturally appropriate, mutually respectful, interventions and that support and strengthen families in any setting. [REASON]

FSS 175 - Introduction to Family Support

1. Identify best practices of family support principles and premises. [ACT]
2. Articulate how families support programs differ from traditional human services. [COMMUNICATE]
3. Identify key services that can be found in family support programs. [REASON]
4. Analyze the continuum of family support services ranging from prevention to intervention. [REASON]
5. Describe the processes used to establish mutually respectful relationships with families. [COMMUNICATE]
6. Identify the cross cultural communication skills needed by a family support practitioner. [EXPLORE]
7. Review formal and informal assessment activities and strategies to measure specific needs of families. [REASON]
8. Identify policies and laws that support the healthy development of families and their dependents. [ACT]

FSS 185 - Parent Development: Working with Groups:CD

1. Develop a personal theoretical framework for teaching or sharing parenting information and skills. [REASON]
2. Review and critique several parenting education curricula for use with diverse families. [ACT]
3. Compare diverse child-rearing styles, perspectives and family lifestyles. [EXPLORE]
4. Articulate the role of parenting education for effective use in family support programming. [COMMUNICATE]
5. Identify theories of Parenting education that promote mutually respectful relationships for families and programs. [ACT]
6. Identify culturally appropriate skills and knowledge to parenting practices for working with diverse families. [EXPLORE]
7. Describe multiple viewpoints and perspectives in parenting education. [EXPLORE]

FSS 186 - Home Visiting Skills

1. Describe key components of effective home visiting programs in two case studies. [ACT]
2. Compare different models of home visiting to be used appropriately in diverse communities. [EXPLORE]
3. Identify personal strengths and describe skills to develop mutually respectful relationships in the practice of home visiting. [COMMUNICATE ]
4. Identify and demonstrate qualities of a competent home visitor. [ACT]
5. Identify common ethical and cultural issues in home visiting. [REASON ]
6. Demonstrate understanding of family support practices and apply them to home visiting. [ACT]
7. Identify safe practices to use when home visiting. [ACT]

FSS 195 - Building Partnerships

1. Define and identify key elements of effective collaborations and partnerships. [REASON]
2. Compare and contrast collaboration, coordination and cooperation. [REASON]
3. Identify barriers to collaboration and strategies to address these barriers. [REASON]
4. Identify collaborations for empowerment and collaborations for betterment. [COMMUNICATE]
5. Effectively communicate observations and analysis of collaboration efforts logically and to a group. [COMMUNICATE]
6. Demonstrate an understanding of capacity building and community asset building processes. [COMMUNICATE]
7. Identify preferred communication styles for working in groups. [COMMUNICATE]
8. Consider and identify the effectiveness of local collaborations to reach culturally and linguistically diverse community members. [EXPLORE]
9. Identify unique, non-traditional methods used to lead community partnerships. [EXPLORE]
10. Describe group process skills and be able to demonstrate how parents can apply these skill to become equal partners in community collaboration efforts. [ACT]
11. Identify help-giving behaviors that will allow less advantaged community members to play an equal role in decision making processes. [ACT]

FSS 198 - Individual Project in Family Support

1. Develop specific concepts or materials relevant to the future work of a Family Support professional. [REASON]
2. Create a comprehensive activity which meets the course requirements of an existing family support studies course. [ACT]
3. Assemble a completed project that incorporates the required course objectives. [ACT]

FSS 210 - Leadership

1. Identify effective leadership behaviors and actions. [REASON]
2. Assess personal styles and leadership skills. [COMMUNICATE]
3. Demonstrate knowledge of varying interactive leadership styles. [ACT]
4. Demonstrate knowledge of five models of leadership. [REASON]
5. Observe and describe a leader in the community, at work or on campus. [COMMUNICATE]
6. Explore the connections between values, culture and leadership styles. [EXPLORE]
7. Identify mutually respectful, leadership skills that facilitate community collaboration relationships in multi-ethnic, multicultural settings. [REASON]
8. Examine how to promote natural leaders in communities. [REASON]

FSS 215 - Family Systems:CD

1. Demonstrate how an individual’s social and economic environment shapes an understanding of their community. [REASON]
2. Describe how family support programs incorporate an ecological perspective of the family. [REASON]
3. Demonstrate case management skills that help families become resources to themselves and to others. [ACT]
4. Describe how the interconnectedness of individuals, families, community settings, social institutions, structures and cultural values influences the family. [EXPLORE]
5. Articulate how the “language of access” is required to receive services and supports from most institutions. [COMMUNICATE]
6. Explore strategies to map community assets and explore community demographics. [ACT]
7. Demonstrate culturally competent, relevant and flexible skills and knowledge to work with diverse families. [EXPLORE]
8. Describe strategic planning processes, program self-assessment instruments and other efforts to improve services to families. [COMMUNICATE]

FSS 220 - Family Support Field Practicum

1. Demonstrate proficiency in selected competencies chosen by the student and approved by the site supervisor and instructor. [ACT]
2. Apply the nine principles of family support to their internship in the field of family support, early care and education, or other social/human services. [REASON]
3. Conduct work assigned by their site supervisor in a professional manner. [ACT]
4. Maintain records and develop a complete portfolio of their learning experience. [COMMUNICATE]

FSS 255 - Special Topics

1. Communicate the goals of the workshop. [COMMUNICATE]
2. Identify culturally appropriate, mutually respectful, interventions and that support and strengthen families in any setting. [EXPLORE]
3. Demonstrate knowledge and skills addressed in the workshop. [REASON]

FSS 298 - Advanced Individual Project in Family Support

1. Develop specific concepts or materials relevant to the future Family Support professional. [REASON]
2. Create a comprehensive activity which meets the course requirements of an existing family support education course. [ACT]
3. Assemble a completed project for submission. [REASON]
4. Measure their success on stated outcomes for this course. [ACT]

FOD 101 - Fire Officer I

1. Explain the role of a company level fire officer. [REASON]
2. Demonstrate effective report writing skills. [COMMUNICATE]
3. Describe the cultural diversity issues within the fire service and identify the techniques for effectively managing them. [EXPLORE]
4. Identify and describe the principles of quality assurance programming from a budgetary and customer service perspective. [REASON]
5. Demonstrate knowledge of fire officer’s role in supervising fire department operations at the company level. [ACT]
6. Identify and describe the building code, fire characteristics, and hazard analysis items associated with pre-incident planning. [REASON]
7. Identify and describe the fire officer’s role in determining fire cause and the investigation process. [REASON]
8. Identify and describe the principles of emergency service communications and interagency operations. [COMMUNICATE]
9. Identify and describe the fire officer’s responsibility with compliance and accountability issues. [ACT]
10. Identify the fire officer’s role within the Incident Management System as well as the development and application of this system. [REASON]
11. Describe the process for developing pre-incident strategic and tactical action plans. [REASON]
12. Identify the elements of conducting a size-up and determining resource requirements. [REASON]
13. Apply the principles of incident action planning during simulated exercises. [REASON]
14. Describe the Public Information Officer’s function and role while interfacing with the community and media. [COMMUNICATE]

FOD 110 - Fire Service Leadership

1. Describe the challenges faced by the company officer when managing multiple roles. [ACT]
2. Define the importance of fostering workplace creativity. [COMMUNICATE]
3. Demonstrate the various forms / methods for enhancing personal power. [ACT]
4. Describe the company officer’s relationship with maintaining workplace ethics and discipline. [ACT]
5. Identify and describe the importance of utilizing various decision-making styles. [REASON]
6. Identify and describe the application of various problem-solving techniques. [REASON]
7. Identify the characteristics and techniques for running an effective meeting. [COMMUNICATE]
8. Demonstrate the principles and techniques of applying situational leadership as well as delegating responsibilities to others and coaching subordinate personnel. [ACT]
9. Develop their own personal leadership philosophy including the importance of relationship building and the skills and abilities needed to lead others and organizations. [ACT]

FOD 131 - Fire Service Instructor I

1. Identify the challenges associated with emergency services instruction. [REASON]
2. Apply the skills needed to effectively speak before a group. [COMMUNICATE]
3. Describe the instructor’s role with workplace safety. [ACT]
4. Identify and describe the legal considerations of fire service instruction to include the types of laws, tort liability and copyright laws. [ACT]
5. Identify and describe the psychology of student learning to include learning process, learning and remembering, and learner characteristics. [REASON]
6. Describe the elements of instructional delivery to include managing behavior, the physical setting and methods of delivery. [ACT]
7. Describe the principles of managing practical training evolutions. [REASON]
8. Demonstrate knowledge and use of various types of available instructional media. [COMMUNICATE]
9. Describe the importance and process of testing and evaluating student performance. [REASON]

FOD 135 - Fire and Life Safety Educator I

1. Describe the role of fire and life safety education within the fire service organization’s mission, scope of operation, and organizational structure. [COMMUNICATE]
2. Identify the five most common causes of unintentional injury and identify strategies for their prevention. [REASON]
3. Explain how fire spreads, the methods used to protect occupants from the hazards associated with fire. [REASON]
4. Present information appropriate to the audience while maintaining a positive learning environment and incorporating the use of audiovisual equipment. [COMMUNICATE]
5. Identify the various means of distributing informational materials and explain the associated legal requirements. [COMMUNICATE]
6. Use appropriate instructional techniques to effectively cover all of the lesson plan’s components. [COMMUNICATE]
7. Prepare a press release for media distribution. [COMMUNICATE]
8. Document delivery of a fire and life safety educational segment. [ACT]
9. Complete a written report of an educational program. [COMMUNICATE]
10. Develop a work schedule. [REASON]

FOD 137 - Fire Protection Systems

1. Explain the benefits of fire protection systems in various types of structures. [REASON]
2. Describe the basic elements of a public water supply system including sources, distribution networks, piping, and hydrants. [REASON]
3. Explain why water is a commonly used extinguishing agent. [REASON]
4. Identify the different types and components of sprinkler, standpipe, and foam systems. [REASON]
5. Review residential and commercial sprinkler legislation. [REASON]
6. Identify the different types of non-water based fire suppression systems. [REASON]
7. Explain the basic components of a fire alarm system. [REASON]
8. Identify the different types of detectors and explain how they detect fire. [REASON]
9. Describe the hazards of smoke and list the four factors that can influence smoke movement in a building. [REASON]
10. Discuss the appropriate application of fire protection systems. [REASON]
11. Explain the operation and appropriate application for the different types of portable fire protection systems. [REASON]

FOD 140 - Incident Safety Officer

1. Describe the historical origin, trends, and need for an Incident Safety Officer including duties and responsibilities. [REASON]
2. Describe the concepts associated with managing emergency scene safety. [REASON]
3. Identify the key elements to designing an effective Incident Safety Officer system. [REASON]
4. Identify and describe the factors that commonly affect firefighter safety. [REASON]
5. Describe the principle elements of the Incident Safety Officer’s action model. [REASON]
6. Describe the process for evaluating the resources of time, personnel, equipment and effective risk management. [REASON]
7. Describe the process of evaluating incident operations in the context of managing hazards for the purpose of effective scene safety. [REASON]
8. Describe the Incident Safety Officer’s process of critical thinking, decision-making, and taking action. [REASON]
9. Document the process of accident investigation and post-incident analysis. [REASON]

FOD 152 - Building Construction

1. Identify and describe the five main building classifications including the forces and loads that affect building construction and materials. [REASON]
2. Define basic building construction terminology. [REASON]
3. Identify and describe fire resistive assemblies and components. [REASON]
4. Demonstrate an understanding of basic concepts of fire protection. [REASON]
5. Recognize and describe the various floor, roof and wall designs and the components of lightweight construction. [REASON]
6. Identify and analyze how structural systems react when exposed to fire including building collapse. [REASON]
7. Recognize and describe characteristics of specific occupancies. [REASON]

FOD 155 - Special Topics

1. Meet the learning outcomes specified by the specific training and document that those objectives have been met. [REASON]

FOD 160 - Tactics

1. Describe the components of the fire suppression organization in the authority having jurisdiction including the authority and responsibility of each component. [REASON]
2. Define the lines of authority within the department. [COMMUNICATE]
3. Describe the fire hazard characteristics of various classes of materials including classes A, B, C, and D. [REASON]
4. Identify the leading causes of fire and fire spread as established by NFPA, local and state statistics where available. [REASON]

FOD 190 - International Code and Inspection Procedures

1. Define the national fire problem and role of fire prevention. [REASON]
2. Identify and describe fire prevention organizations and associations. [REASON]
3. Define and apply provisions of laws, rules, regulations, and codes and identify those relevant to fire prevention and building construction of the authority having jurisdiction. [REASON]
4. Define the functions of a department of fire prevention. [REASON]
5. Describe inspection practices and procedures. [REASON]
6. Identify and describe the standards as well as listing opportunities in career development for professional qualifications for Fire Marshall, Plans Examiner, Fire Inspector, Fire and Live Safety Educator, and Fire Investigator. [REASON]
7. Describe the history and philosophy of fire prevention. [REASON]
8. Explain the function and procedures of a model occupancy and incident reporting database. [REASON]
9. Determine what is required to provide the minimum degree of safety. [REASON]
10. Determine adequate exit facilities. [REASON]
11. Describe when automatic fire extinguishing systems and fire extinguishers must be installed and maintained. [REASON]
12. Determine where fire alarm systems are required. [REASON]
13. Explain the code as it applies to flammable and combustible liquids, compressed gases, hot work and other hazardous storage and processes. [REASON]
14. Demonstrate knowledge of the legal aspects of code enforcement by citing and explaining examples. [REASON]
15. Describe the role fire prevention plays in society. [REASON]

FOD 201 - Fire Officer II

1. Identify the Incident Management System’s components and operating principles. [REASON]
2. Describe the incident management procedures associated with incident scene safety including pre-incident planning. [REASON]
3. Describe the procedures for maintaining personnel accountability. [ACT]
4. Describe the procedures for managing resource allocation during expanded incidents. [REASON]
5. Describe the importance and critical nature of incident management decision-making. [REASON]
6. Describe the procedure for establishing and operating a command post for managing expanded incident operation. [REASON]
7. Describe the procedures for managing effective emergency scene communications. [REASON]
8. Describe the procedures for conducting a post-incident analysis. [REASON]
9. Apply the principles of managing expanded operations during a series of scenarios. [REASON]

FOD 210 - Incident Management-MCO

 

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

1. Identify the Incident Management System’s components and operating principles. [REASON]
2. Describe the incident management procedures associated with incident scene safety. [COMMUNICATE]
3. Describe the procedures for maintaining personnel accountability. [COMMUNICATE]
4. Describe the elements of pre-incident planning. [COMMUNICATE]
5. Describe the procedures for managing resource allocation during expanded incidents. [COMMUNICATE]
6. Describe the importance and critical nature of incident management decision making. [REASON]
7. Describe the procedures for establishing and operating a command post for managing expanded incident operations. [COMMUNICATE]
8. Describe the procedures for managing effective emergency scene communications. [COMMUNICATE]
9. Describe the procedures for conducting a post-incident analysis. [REASON]
10. Apply the principles of managing expanded operations during a series of scenarios. [REASON]

FOD 215 - Hazardous Materials Incident Management

1. Describe the components of the Hazardous Materials Incident Management System. [REASON]
2. Identify the seven types of harm created by exposure to hazardous materials and their effects on the human body. [REASON]
3. Describe five external and/or political issues, which may influence the management of a hazmat incident. [REASON]
4. Define Site Management and Control. [REASON]
5. Describe the principles of recognition, identification, classification and verification as they apply to a hazardous materials emergency. [REASON]
6. Describe the concept of hazard assessment and risk evaluation. [REASON]
7. Identify the process and factors to be considered in selecting the proper level of protective equipment at a hazmat incident. [REASON]
8. Describe the types of information required to safely and effectively manage a hazmat incident. [REASON]
9. Describe the process of size-up as a method of determining the strategic and tactical options available to produce a favorable outcome at a hazardous materials incident. [REASON]
10. Identify the advantages and limitations of decontamination. [REASON]

FOD 220 - Fire Investigation

1. Identify the thirteen basic steps as a guideline for a fire investigator to follow from start to finish on a fire investigation in the field including interpretations of fire scenes (structure, vehicle, woodland). [REASON]
2. Identify the legal and scientific requirements of the fire scene including the basic requirements involving Rule of Law warrant searches, photography of the fire scene, and collection of evidence. [REASON]
3. Describe the proper methods used to interview witnesses and suspects including the problem(s) associated with witness perception. [COMMUNICATE]
4. Demonstrate the procedures and proper actions when giving testimony in a court of law including courtroom demeanor. [COMMUNICATE]
5. Describe the provisions to RCW Title 9A.48. [REASON]
6. Record information which will enable them to complete fire incident information needed to formulate the final written report and all necessary documentation. [COMMUNICATE]
7. Identify a fire investigator’s field notebook and describe how it is used. [COMMUNICATE]
8. Demonstrate the use of tools and methods demonstrated in the classroom to complete a simple field sketch of the fire scene. [REASON]
9. Identify and describe the chemistry of combustion with its properties and the behavior of fire. [REASON]
10. Identify the seven motives of the fire setter and the implication for the fire service. [REASON]

FOD 231 - Fire Service Instructor II

1. Examine and compare planning models and process for developing instructional programs. [REASON]
2. Analyze a group’s needs and develop a program based on the needs analysis. [REASON]
3. Develop complete course objectives and a task analysis. [REASON]
4. Discuss the purpose, components and possible formats of a lesson plan and use them to develop a lesson plan. [REASON]
5. Modify and develop a lesson plan, including appropriate support and application activities. [REASON]
6. Deliver a presentation from a prepared lesson plan and participate in a critique. [COMMUNICATE]
7. Create examples of each type of written and skills performance test and evaluate their effectiveness in measuring lesson objectives. [REASON]
8. Describe the training manager’s tasks and responsibilities for managing and supervising training programs. [REASON]

FOD 255 - Special Topics

1. Meet the learning outcomes specified by the specific training and document that those objectives have been met.

FRCH 100 - Basic French Grammar: Lab

1. Compare and contrast target language grammar to your own. [EXPLORE]
2. Improve accuracy and fluency as writers and speakers. [COMMUNICATE]
3. Use proper syntax and grammar with attention given to word choice and organization in the target language. [COMMUNICATE]
4. Acquire strategies for self-editing in the target language. [REASON]
5. Test and make use of analytical skills and critical thinking in the target language [REASON]

FRCH& 121 - French I

1. Comprehend content communicated orally to them in the target language. [COMMUNICATE]
2. Communicate basic messages, thoughts, opinions and points of view with clarity in the target language. [COMMUNICATE]
3. Read for comprehension and make use of analytical skills and critical thinking. [REASON]
4. Demonstrate understanding of vocabulary, grammar structures by writing short essays in target language. [COMMUNICATE]
5. Demonstrate general knowledge of the literature, traditions, institutions and geography of the target language and culture. [ACT]
6. Compare and contrast to your own culture. [EXPLORE]

*Students enrolled in French 121 will complete the above objectives at an introductory level.

FRCH& 122 - French II

1. Comprehend content communicated orally to them in the target language. [COMMUNICATE]
2. Communicate basic messages, thoughts, opinions and points of view with clarity in the target language. [COMMUNICATE]
3. Read for comprehension and make use of analytical skills and critical thinking. [REASON]
4. Demonstrate understanding of vocabulary, grammar structures by writing short essays in target language. [COMMUNICATE]
5. Demonstrate general knowledge of the literature, traditions, institutions and geography of the target language and culture. [ACT]
6. Compare and contrast to your own culture. [EXPLORE]

*Students enrolled in French 122 will complete the above objectives at a reinforcement level.

FRCH& 123 - French III

1. Comprehend content communicated orally to them in the target language. [COMMUNICATE]
2. Communicate basic messages, thoughts, opinions and points of view with clarity in a more advanced target language. [COMMUNICATE]
3. Read for comprehension and make use of analytical skills and critical thinking. [REASON]
4. Demonstrate understanding of vocabulary, grammar structures by writing short essays in target language. [COMMUNICATE]
5. Demonstrate general knowledge of the literature, traditions, institutions and geography of the target language and culture. [ACT]
6. Compare and contrast to your own culture. [EXPLORE]

*Students enrolled in French 123 will complete the above objectives at a mastery level.

FRCH 198 - Individual Project in French

1. Demonstrate objectives as determined by supervision instructor.