Course Descriptions and Objectives

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.
2. Identify and assess empirical research findings to critically analyze issues related to race and ethnicity.
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.
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.
5. Describe and analyze the relationship between historical and contemporary inequality with respect to race and ethnicity.
6. Explain and analyze the intersections of race and ethnicity with gender, social class, sexuality, and other social identities.
7. Explain and evaluate the ways in which individuals’ social positions and identities shape their attitudes and views regarding race and ethnicity.
8. In individual and group projects, communicate an understanding of sociological principles and their application to race and ethnicity both orally and in writing.
9. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity.

DIVST 130 - American Religious Diversity:CD

1. Evaluate, analyze, and apply social scientific theories of religion and ethnicity.
2. Discuss diverse religious beliefs with peers in classroom.
3. Present, in writing and/or orally, results of theoretical analyses, reading, and/or ethnographic research.
4. Examine and evaluate the historical impact of colonialism, immigration, politics, racism, economics, and globalization on American religious experiences.
5. Compare and contrast the beliefs, growth, development, and success of American Indian, Christian, Jewish, Mormon, Muslim, Baha’i, Hindu, Buddhist, and/or other traditions in the Americas.
6. Conduct and reflect upon a service-learning project in partnership with a local religious community, government agency, tribe, or nonprofit.
7. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity.
8. Critically evaluate and responsibly use and cite library and online resources.

DIVST 150 - Global Economic Development:CD

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

DIVST 151 - Health in Society:CD

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

DIVST 156 - Special Topics: Social Science:CD

1. Demonstrate knowledge and skills in learning objectives, as determined by the supervising instructor.

DIVST 157 - Special Topics: Humanities:CD

1. Demonstrate knowledge and skills in learning objectives, as determined by the supervising instructor.

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.
2. Reason and think critically about gender relations and women’s positions from a wide variety of theoretical perspectives.
3. Analyze and explore relationships between sociopolitical institutions and individual experience.
4. Explore overlapping meanings and constructions of race, class, gender, and sexuality.
5. Compare and contextualize the histories, stories, and current situations of different groups of women, by race, ethnicity, sexuality, class, and physical ability.
6. Examine the ways that intersections of race, class, sexuality, and gender shape life experience and identity formation.
7. Identify and assess empirical research findings to critically analyze issues related to women’s positions and experiences.

DIVST 210 - Masculinities in the U.S.:CD

1. Contrast constructions of ‘sex’ (biological origins) with constructions of ‘gender’ (social origins).
2. Define and analyze constructs of masculinity in contrast to constructs of femininity.
3. Analyze institutional and structural inequality with respect to gender and sexuality.
4. Define and analyze constructs of masculinity and homophobia in American culture.
5. Analyze the impact of changing family patterns on the family structure in American culture.
6. Demonstrate a critical understanding of how masculine identities develop, how they are changing, and how they affect individuals and groups.

DIVST 215 - Francophone Cultures:CD

1. Acquire and enhance cultural sensitivity and competence of the French speaking world.
2. Understand the impact of cultural differences within the French speaking nations.
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.
4. Learn practical tools to reduce cross-cultural misunderstanding and encourage positive cross-cultural and working relationships.
5. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity.

DIVST 256 - Special Topics: Social Science:CD

1. Demonstrate knowledge and skills in learning objectives, as determined by the supervising instructor.

DIVST 257 - Special Topics: Humanities:CD

1. Demonstrate knowledge and skills in learning objectives, as determined by the supervising instructor.

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; and convert decimals to percents and percents to decimals.
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; and use different strategies to analyze and solve word problems.
3. Document understanding of probability based on experiments and analysis; plan and undertake data collection; and represent and summarize data for interpretation and communication.
4. Demonstrate ability to visualize, draw, and model shapes and understand transformations.
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.
6. Document understanding of direct and indirect measurement and estimation skills to describe, compare, evaluate, plan, and construct.
7. Demonstrate the use of application and language of mathematics to situations that are not obviously mathematical; problem solve by using math strategies; and identify relevant variables and pose questions to guide the investigation of a problem.
8. Demonstrate understanding of mathematical origins in diverse cultures and their application in daily experiences.
9. Document an increased level of appreciation of, and confidence in, mathematics.

ECE 130 - Science for Early Childhood Education

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

ECE 134 - Workshop in Early Childhood Education

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

ECE 140 - Special Topics: Early Childhood Education

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

ECE 155 - Special Topics: Early Childhood Education

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

ECE 208 - Early Childhood Field Practicum

1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation.
2. Utilize a continuum of teaching strategies based on a professional knowledge base that is adapted to developmental, individual, and cultural characteristics.
3. Construct connections between what has been learned in completed courses and past experiences in active work with young children and families.
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, and encouraging learning through child-child and child-adult relationships.
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.
6. Demonstrate teaching practices in professionally defined content areas.
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.

ECE 209 - Early Childhood Practicum

1. Demonstrate competencies in applying principles of child development and current research to effective curriculum planning and implementation.
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.
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.
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.
5. Apply professional knowledge and skills in a leadership role in an early learning classroom.
6. Provide evidence of being a reflective thinker to understand and analyze themselves and children and to use reflection as a basis for planning.
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.

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.
2. Demonstrate a continuum of teaching strategies based on a professional knowledge base that is adapted to development, individual, and cultural characteristics.
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.
4. Articulate the reasoning and professional principles upon which the teaching of young children is based.
5. Demonstrate competence using multiple teaching strategies that are responsive to children’s ideas, interests, and directions in learning.
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.
7. Apply professional knowledge and skills in a leadership role in an early childhood classroom in interactions with children, parents, and other professionals.
8. Provide evidence of using reflective thought as a basis for decision making and teaching practices.
9. Demonstrate teaching practices in professionally defined content areas that are integrated throughout student created curriculum.
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.

ECE 236 - Creative Expression

1. Demonstrate the teacher’s role in supporting creative expression in young children in early learning settings.
2. Document a beginning understanding of how different curricular models support the development of creative expression.
3. Communicate and relate how creative expression integrates with all domains of development and is a leading activity for growth in multiple areas.
4. Demonstrate the role of the teacher as a child-development specialist in guiding meaning and decision making in the development of creative expression.
5. Demonstrate the teaching strategies that support children’s construction of knowledge through creative expression and that respect the children’s point of view in the expression of creative thought, actions, and use of materials.
6. Demonstrate ability to plan creative-expression activities in the areas of visual art, movement, sculpture, music, and drama, as a regular part of early learning curriculum for young children.

ECE 237 - Math for Young Children

1. Document a contextual knowledge of how children learn mathematics and science based on defined developmentally appropriate practices, the importance of play, active learning and a constructivist approach to learning.
2. Provide evidence of understanding the central concepts and professionally defined standards for mathematics for young children.
3. Document foundational knowledge of young children’s mathematical development.
4. Provide evidence of the ability to use teaching strategies to support natural exploration of materials, space, quantities, and physical relationships that is foundational to mathematical learning.
5. Demonstrate strategies of interaction that will enhance children’s natural interest in mathematics and making sense of their physical and social worlds through play.
6. Document foundational knowledge of the central concepts and professionally defined concepts for science.
7. Provide evidence of the ability to design an active learning environment that supports children’s scientific development.
8. Document an understanding of how young children form a conceptual understanding of science in the natural world.
9. Demonstrate teaching strategies that provide time for and encouragement and strengthening of the scientific processes of observing, discovering inquiring, comparing, and hypothesizing in an active learning environment based on children’s interests and play.
10. Document understanding of professionally defined, developmentally appropriate experiences, environmental design, adult interactions, and teacher roles that support scientific thought and foundational mathematical learning in young children.

ECE 249 - Activities for Infants and Toddlers

1. Describe infant and toddler developmental stages and milestones.
2. Document and communicate the principles of care-giving as curriculum.
3. Design an infant and toddler environment, identifying essential elements for the social, emotional, cognitive, physical, language, literacy and creative learning for individual children and their families in collaboration with teacher/care-giver.
4. Demonstrate and document the importance of observation as a tool for understanding and planning experiences for infants and toddlers.
5. Document and demonstrate ability to develop learning plans, experiences and materials for infants and toddlers that reflect children’s developmental stages, milestones, interests and teachers’ intentions.
6. Demonstrate teaching strategies that foster and nurture relationship-building of infants and toddlers and their families and teachers.
7. Demonstrate personally defined teacher planning strategies and teacher-child, teacher-teacher, teacher-parent interactions that support cultural diversity and inclusive practices in developmentally appropriate ways in infant toddler programs.

ECE 250 - Connecting with Children

1. Document and relate the role of attachment in children’s development of independence.
2. Document and identify relationship-based principles in the care-giving of young children through the approaches of RIE (Resources for Infant Education) and Reggio Emilia.
3. Demonstrate application of close observation and analysis as a tool for understanding and responding to young children, with professional knowledge.
4. Relate the importance of teaching strategies that focus on relationships of respect, responsiveness, and reciprocity with parents and their children in planning for the developmental learning of young children.
5. Document a personally defined interpretation of the teacher’s role in providing developmentally appropriate interactions in authentic relationships that support growth of trust, autonomy, and initiative.
6. Identify and define the roles of culture, family practices, and areas of diversity in the growth and developmental process of young children.
7. Demonstrate teaching strategies for supporting cultural diversity and anti-bias practices in professionally defined and developmentally appropriate ways in programs for young children.

ECE 255 - Special Topics: Early Childhood Education

1. Demonstrate knowledge of course goals and format as professional development in early childhood education.
2. Demonstrate understanding of content related to teaching and learning of young children.
3. Identify application of course concepts to teaching and learning settings in the community.
4. Demonstrate strategies that are consistent with developmentally appropriate practices.
5. Identify professional support and resources that can further learning of the course focus.

ECE 298 - Individual Project in Early Childhood Education

1. Demonstrate learning through independent exploration and expression on a focused area of identified educational interest and need.
2. Document understanding of concepts or materials relevant to the early childhood education profession.
3. Document learning of identified focus through comprehensive experiences developed in the early childhood program.
4. Demonstrate ability to promote individualized learning through development, implementation, and completion of a total-learning project, adhering to established procedures, assignments, assessments, and due dates.

ECED& 105 - Introduction to Early Childhood Education

1. Explain current theories and ongoing research in early care and education as it applies to children, families, and early childhood programs.
2. Describe how children learn and develop through play and the role of play in early childhood programs.
3. Observe an early childhood environment and identify examples of best practice.
4. Document the importance of reflective thinking, meaning making, and decision making to the roles a teacher performs.
5. Compare early learning program models.
6. Explain the importance of building partnerships with families and strategies for working effectively with families from a variety of cultural, linguistic, ethnic, and socioeconomic backgrounds.
7. Identify appropriate guidance and discipline techniques used in family and early learning settings.
8. Describe the observation, assessment, and teaching cycle used to plan curriculum and activities for young children.
9. Apply the professional code of ethics for early care and education to resolve a dilemma.
10. Describe major historical figures, advocates, and events shaping today’s early childhood education.
11. Document an understanding of the professionally defined characteristics of continual lifelong learning and sources for ongoing professional development that are involved in early childhood education.
12. Document how professionally defined practices provide teachers with guidance on how to foster children’s learning, design high-quality classroom environments, develop curriculum, and document children’s growth and learning.

ECED& 107 - Health, Nutrition, and Safety

1. Describe appropriate policies and regulations to prevent illness in childcare settings, schools, and other programs.
2. Identify common indicators of illnesses/infectious diseases and state appropriate steps to be followed.
3. Describe appropriate safety policies that prevent and minimize accidents for both indoor and outdoor environments.
4. Demonstrate skills in emergency first aid, food service, routine health and safety practices, and mandated reporting.
5. Demonstrate ability to identify, document, and report suspected emotional distress, abuse, and neglect in an appropriate manner.
6. Describe the role of nutrition as it relates to development, licensing regulations for childcare, and government food program.
7. Create developmentally appropriate health, safety, and nutrition education materials and activities.
8. Develop strategies for working with families in accessing and utilizing health, nutritional, and dental services.

ECED& 120 - Practicum-Nurturing Relationships

1. Document a beginning understanding of relationships and practices that support young children’s development in an early learning program through use of observations.
2. Document and describe initial skills in interactions with young children as a basis for relationship-based learning.
3. Demonstrate appropriate practices that ensure and maintain the health, safety, and nutrition of children.
4. Establish supportive relationships with children; guide children as individuals and as part of a group.
5. Demonstrate support of children and families in a professional manner.
6. Demonstrate cultural competence and responsiveness within and across cultures; participate in a professional manner to create an inclusive, welcoming, and respectful environment where all children, youth, and families can take pride in their cultural identities, beliefs, and practices.

ECED& 132 - Nurturing Care - Infants and Toddlers

1. Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms.
2. Develop a plan to create reciprocal, culturally sensitive partnerships with families.
3. Describe state infant/toddler childcare regulations and procedures related to group size, health, nutrition, and safety.
4. Describe guidance techniques that are appropriate and effective with infants and toddlers.
5. Create and critique infant and toddler early learning environments.
6. Construct a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.
7. Identify resources supporting infant/toddler programs and infant/toddler specialist.
8. Observe, record and document infants and toddlers to identify learning and developmental needs and goals for individuals.

ECED& 134 - Family Childcare

1. Describe family childcare licensing standards.
2. Evaluate specific practices, determining effectiveness in meeting children’s needs for maintaining good health, safety, and nutrition.
3. Compare strategies for establishing developmentally appropriate, socially and culturally relevant, and safe childcare environments in the home setting.
4. Demonstrate plans and activities that are appropriate developmentally, socially, and culturally, to meet the needs of children in multi-age groups.
5. Describe and evaluate guidance methods that foster responsibility, independence, self-reliance, and positive social and emotional growth in children.
6. Identify strategies for family childcare business management, including marketing, risk management, staffing, tax planning, accounting, and record keeping.
7. Discuss strategies for family childcare providers to balance the demands of operating their business with meeting the needs of their families.
8. Identify resources meeting the needs of family childcare providers and the families they serve.
9. Apply knowledge of children’s development in a child-directed and active learning home-based program that supports each child in a relationship-based context that is the foundation for children’s learning.

ECED& 139 - Administration of Early Learning Programs

1. Articulate early learning program’s philosophy, mission statement, and corresponding daily practice.
2. Create program policies and practices in compliance with state childcare licensing codes, food program guidelines, and accreditation standards.
3. Plan for appropriate staffing, meals, equipment, and materials and programing for specific age groups and settings.
4. Use a variety of strategies to maintain regular communication with families and provide opportunities for parent engagement and education.
5. Plan a balanced budget.
6. Identify methods for recruiting, hiring, evaluating, supervising, and supporting the professional development of program personnel.
7. Use tools to evaluate program effectiveness and identify areas for improvements.
8. Articulate effective application of the NAEYC Code of Ethics.
9. Document a personal definition of the early childhood professional’s role as an advocate for children, families, and self.
10. Articulate personal definition of effective motivational leadership strategies for forming partnerships, building trust, respect, open communication, and active listening; advocating the needs of self, children, and peer-teaching staff; and fostering support of cultural diversity.
11. Describe the leadership responsibilities of early childhood educators for fostering children’s growth and development, promoting effective early learning programs, and supporting the field of early childhood education.

ECED& 160 - Curriculum Development

1. Explain major early childhood curriculum theories and current trends, such as, theme-based, emergent, inquiry-based, integrated and project approach.
2. Use a variety of resources, including Washington State Guidelines, program standards, and NAEYC Developmentally Appropriate Practice principles to plan curriculum.
3. Create curriculum which supports children’s language and communication, cognitive, social and emotional, fine and gross motor, and creative development.
4. Plan developmentally appropriate activities and schedules which promote child growth and learning.
5. Observe, document, and assess individuals and group needs, interests and skills for the purpose of curriculum planning and ongoing modification of plans.
6. Demonstrate the knowledge and skills to plan a classroom environment, learning centers and curriculum, from a developmental and child-centered approach that will reflect children’s interests, current capabilities, emerging abilities, families and cultures.
7. Provide evidence of an increased awareness of how the role of child development specialist supports curriculum development, teaching strategies, individualization and inclusion of differing abilities and cultures in the classroom.

ECED& 170 - Environments for Young Children

1. Design environments that protect the health and safety of children and adults, providing balance between activities that are indoor and outdoor, quiet and active, and allow for interaction with others as well as time alone.
2. Develop environmental strategies for guiding children’s behavior helping them develop pro-social skills and the ability to self-regulate.
3. Plan an environment, schedule, routine, and activities that meet the needs of learners ages zero to eight, promoting growth across all domains and in all disciplines.
4. Describe strategies to achieve compliance with Washington Administrative Code for licensed childcare and/or other state/federal regulations pertinent to early learning environments.
5. Compare policies and environments which recognize the importance of establishing space and programming that are welcoming to families and provide opportunities for all to participate.
6. Evaluate the quality and effectiveness of early learning environments serving differing age groups, infants, toddlers, preschoolers, and school-age.
7. Define the teacher’s role as a developmental specialist that evaluates the environment to reflect child-directed active learning through effective learning centers.
8. Articulate teaching strategies that encourage children’s engagement in a well-planned learning environment that supports individual development with consideration of the classroom community.

ECED& 180 - Language and Literacy Development: CD

1. Define language acquisition and early literacy; describe developmentally appropriate literacy behaviors.
2. Discuss the value of early literacy learning and the role of adults in promoting the power and pleasure of literacy.
3. Analyze and select children’s literature and other learning materials, reflective of a population of diverse learners.
4. Recognize and create activities and resources that support children, from infancy through eight years, in language development and early literacy learning.
5. Describe a developmental continuum and assessment practices for documenting reading and writing acquisition.
6. Identify strategies for recognizing and responding to academic, linguistic, and cultural differences in children.
7. Document components of a literacy-rich environment that support emerging language and literacy in a classroom representative of diverse cultures and languages.
8. Document strategies that encourage language and literacy development in diverse language learners through individualization of activities, interaction and selection of materials based on the child’s and family’s experiences.

ECED& 190 - Observation and Assessment

1. Describe reasons for collecting observation and assessment data.
2. Identify techniques for avoiding bias, judgments, and assumptions in observations.
3. Collect factual, descriptive information using a variety of tools i.e., running records, anecdotal records, checklists, time and event samples, portfolios, and developmental continuums.
4. Record information in an appropriate manner for future interpretation.
5. Interpret the information as it relates to general growth and development and the specific child(ren) observed.
6. Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation data.
7. Identify characteristics and signs of growth, development, learning, and social behaviors.

EDUC& 136 - School Age Care

1. Develop a plan to create reciprocal, culturally sensitive relationships with children and families.
2. Analyze the effectiveness of the environment and recommend changes reflecting the following standards: bias-free, respectful of cultural and individual diversity; developmentally appropriate; promotes positive self esteem and social interaction; supports activity, creativity, and a growing sense of autonomy.
3. Discuss the dynamics impacting behavior of children in after school care environments and identify guidance strategies promoting academic and social growth.
4. Develop a plan for curriculum and program implementation that reflects responsive respect for the local community context.
5. Describe state and local school age care regulations and procedures related to group size, health, nutrition, and safety.
6. Identify resources regarding developmental specialists and support of school age care.
7. Develop teaching strategies and program planning that address the unique developmental needs of children in school age care, individually and as a group.

EDUC& 150 - Child, Family, and Community:CD

1. Discuss demographic trends of children and families today.
2. Identify and describe influences on children’s development and socialization process.
3. Establish tools for communicating and creating relationships with families that are respectful, inclusive, and reflect an understanding of cultural and community influences.
4. Articulate the benefits of family centered programs and the importance of supporting parents as their child’s first and most important teacher.
5. Describe strategies for engaging families in their children’s learning and development.
6. Identify community resources and create strategies for connecting children and families to those resources.
7. Demonstrate ability to develop environments that reflect family and community diversity and prevent bias.
8. Discuss the teacher’s role in social-emotional learning in utilizing communication to gain understanding of children and their thoughts and feelings; encourage children’s verbal expression; and strengthen communication among children.

EDUC& 202 - Introduction to Education

1. Document understanding of education by focusing on four themes: teachers, students and schools, foundations and the future, and the teaching profession.
2. Identify commitment in the teaching profession through reflection on classroom and field experiences.
3. Demonstrate understanding of teachers’ professional responsibilities for addressing diversity of language, ability, culture, socioeconomics, ethnicity, family, and community.
4. Demonstrate problem-solving skills in preparation for future educational-leadership roles.
5. Demonstrate knowledge of current educational issues related to philosophy, history, and governance of education in the United States.
6. Document understanding of recent trends in school and curriculum reform.
7. Document knowledge of authority and particular responsibilities of the state and local community in funding and ensuring quality of education.

ECON 120 - General Economics

1. Apply supply and demand analysis to a variety of examples.
2. Calculate how firms maximize profits.
3. Describe the determinants of aggregate spending and multiplier effects.
4. Explain and demonstrate how the tools of fiscal and monetary policies affect the economy.
5. Use comparative advantage to explain the role of foreign trade.

ECON 130 - American Economic History:CD

1. Use graphical analysis to describe historical trends and economic relationships.
2. Identify causal relationships of business cycles.
3. Identify major economic turning points with their economic impacts.
4. Describe various perspectives embodied in such institutions as: slavery, immigration, unionism, and globalization.
5. Evaluate the impacts of government policies on economic outcomes.

ECON 140 - The World Economy:CD

1. Evaluate empirical evidence comparing performance of various economies.
2. Explain comparative advantage and its role in foreign trade.
3. Describe how firms maximize profits and engage themselves in the global economy.
4. Analyze the impact of cultural differences on economic performance.
5. Compare the structure of business across a variety of economic systems and political environments.

ECON 150 - Global Economic Development:CD

1. Describe the major obstacles to growth and modernization in emerging economies.
2. Apply theories of development and growth to various countries.
3. Analyze the main issues involved with central economic planning and socialist systems.
4. Describe comparative advantage and its role in foreign trade.
5. Demonstrate how global influences affect development, growth, and a variety of social indicators.

ECON& 201 - Microeconomics

1. Construct graphs and analyze their economic implications.
2. Describe the impact of supply and demand on a variety of situations.
3. Calculate how firms maximize profits under the different types of market structures.
4. Analyze current events in the media.
5. Apply various market theories to a broad range of issues such as healthcare, agriculture, foreign trade, and labor markets.

ECON& 202 - Macroeconomics

1. Explain scarcity and how market forces operate to allocate resources and distribute incomes.
2. Critique the tools of both fiscal and monetary policies.
3. Determine the causes of inflation, unemployment, and economic growth.
4. Assess the impact of government policies on the distribution of income and allocation of resources.
5. Analyze current events.

EDCAP 095 - College Connections

1. Implement various methods of decision-making and problem solving skills to increase opportunities for success in diverse settings.
2. Self-assess abilities, values, skills and interests, learning styles and readiness to learn.
3. Identify internal and external barriers and difficulties to learning and strategies for overcoming them.
4. Demonstrate the ability to communicate verbally and through writing as a response to a variety of prompts and questions.
5. Apply and evaluate classroom learning in settings outside of the academic.
6. Complete group tasks with other EdCAP students.
7. Apply a variety of financial literacy skills, including budgeting, financial planning and credit management to real life situations.

EDCAP 096 - Career Connections

1. Explore potential career paths.
2. Apply a variety of research strategies to gather information.
3. Establish a professional network of resources, including instructors, other college faculty and staff, professionals in various fields, and fellow students to accomplish project goals.
4. Synthesize information from a variety of sources to develop a presentation to present to a classroom audience.
5. Apply a variety of time management strategies needed to complete a long-term project.

EDUC& 115 - Child Development

1. Discuss prominent child development research and theories.
2. Describe the developmental sequence from conception through early adolescence in all domains using appropriate terminology and identifying characteristics of each.
3. Describe individual and cultural affects, differences and commonalities in child development and nurturing practices.
4. Articulate how family, caregivers, teachers, community and culture influence development.
5. Implement appropriate techniques to conduct and document observations of children as a means to assess and communicate growth and development.
6. 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.
7. Demonstrate, as a child development specialist, the ability to describe and apply principles of Piaget, Vygotsky, and Erikson in specific teaching strategies related to the individualized learning process and perspective of young children.

EDUC& 130 - Guiding Behavior

1. Identify and differentiate developmentally appropriate child behaviors, individually and in groups.
2. List and describe positive guidance techniques for children, birth through early adolescence.
3. Describe and demonstrate positive, respectful, culturally responsive interactions.
4. Create a model daily schedule, routine, and environment that provide support for attachment, self-help, relationship building, and exercising executive function.
5. Develop strategies to promote social and emotional competencies and positive sense of self.
6. Identify and communicate strategies for professional interactions with families and staff, reflecting confidentiality, respect, and a positive approach to guidance.
7. Compare and contrast at least three approaches to guiding children’s behavior.
8. Provide documentation of how being a child development specialist influences teaching expectations, selected guidance strategies and environmental planning in affecting children’s behavior.

EDUC 195 - Educational Experiences in Elementary and Secondary Schools

1. Document a beginning awareness of educational needs of children in elementary or secondary schools.
2. Identify and develop beginning skills of interacting with children to support learning; including observation and self-assessment of interpersonal and task-oriented group behaviors.
3. Document an initial consideration of oneself as a potential educator of children through self-assessment.
4. Document introductory knowledge of training strategies in the public school, K-12 grade environment.

EDUC& 203 - Exceptional Child

1. Demonstrate knowledge of and skills in including young children with a variety of special needs in early learning settings.
2. Document a basic understanding of the types of disabilities and special needs that may impact young children.
3. Document knowledge of the ADA, IDEA, and the laws requiring education to be provided for children in the least restrictive setting.
4. Demonstrate understanding of the concept of inclusion and the benefits for children with and without special needs.
5. Identify creative methods to adapt curriculum to include children with special needs in the typical classroom environment.
6. Provide evidence of strategies to promote empathy and understanding between children with and without special needs.
7. Demonstrate beginning skills in participating in multidisciplinary teams that enhance children’s learning and development across education and social systems.
8. Document understanding of red flags in children’s development that may indicate a need for further assessment, and describe supportive strategies to discuss concerns with parents.

EMERG 102 - Intro to Emergency Mgmt and Homeland Security

EMERG 110 - Hazard Analysis and Mitigation

1. Differentiate types of hazards, disasters, their physical characteristics and secondary effects: natural, technological and man-made.
2. Demonstrate an understanding of the hazard mitigation planning process in preparedness and prevention for individuals and local communities.
3. Identify resources and tools to assist in the identification, research and analysis of hazards and the mitigation processes, local, regional and national.
4. Develop and present a hazards analysis and a mitigation strategy and plan.
5. Describe the role of the hazard analysis in mitigation and disaster preparedness.
6. Describe the foundations of a resilient economy within a community and the private sector.
7. Research grants, programs and other opportunities offered for hazard mitigation by government agencies.
8. Explain different forms of hazard management and mitigation strategies at different levels of government.
9. Conduct a risk and vulnerability assessment.

EMERG 115 - Basic Incident Command System

1. Demonstrate an understanding of the Incident Command System (ICS) and the general staffing structure within the ICS.
2. Identify the five major management functions within the ICS.
3. Explain the roles and responsibilities of the Incident Commander and Command Staff.
4. Describe the advantages of common communication and information management standards.
5. Describe how the NIMS affects the way resources are managed.

EMERG 125 - All Hazards Emergency Planning

1. Describe the components of an emergency operation plan, including resources and national standards that can be used in the planning process.
2. Describe the need and process for a comprehensive emergency plan and Continuity of Operations (COOP).
3. Identify methods for estimating hazard exposure and methods of risk communication.
4. Develop an Emergency Operation Plan (EOP) that complies with state and federal guidelines and regulations.

EMERG 135 - Mapping and Data Analysis Tools

1. Demonstrate a clear and confident use of the features of a mapping software, Depiction, as an application in planning analysis for emergency management.
2. Use mapping software to identify potential impacts/vulnerabilities and allocate resources under various emergency/disaster scenarios.
3. Collaborate with others to maintain a real-time Common Operating Picture during a simulated incident/emergency exercise or real event.
4. Deliver a Community/Neighborhood Disaster Preparedness visual presentation in the class.
5. Research FEMA HAZUS-MH Geographic Information System (GIS) and specific community hazard vulnerability.
6. Build a library of maps pre-populated with data and elements appropriate for responding to the most likely emergency management scenarios in a community.
7. Use mapping software as a platform for building and executing a table-top exercise.

EMERG 137 - Technology in Emergency Management

1. Describe the role technology plays in the support of emergency planning, response, recovery, and mitigation efforts.
2. Identify the components of an emergency management information system.
3. Describe the key elements that must be in place for technology to enhance the emergency management process.
4. Identify operational problems that impact the use of technology in an emergency management setting.
5. Discuss potential cultural factors to consider when using technology applications in an emergency management setting.
6. Describe the advantages and disadvantages of different types of warning systems.

EMERG 155 - Special Topics: Emergency Management

1. Present areas of current interest in emergency management as determined by the instructor.

EMERG 157 - Public Information Officer

1. List and describe the responsibilities of a public information officer.
2. Describe strategies for developing positive relations with the media and the purpose of a media guide.
3. Distinguish between a news release and a media advisory.
4. Discuss the basic guidelines on managing the media scene.
5. Identify the basic guidelines to follow before and during an interview.
6. List and describe the steps in preparing a news conference.

EMERG 198 - Individual Project: Emergency Management

1. Using materials relevant to the Emergency Management profession, create a comprehensive activity which supplements the existing Emergency Management courses.
2. Develop, implement, and complete a total project adhering to established procedures and due dates.

EMERG 199 - Special Projects: Emergency Management

1. Develop a focused plan regarding the application of off-campus educational or volunteer experiences to individual career goals in Emergency Management.
2. Participate in activities in the community, including volunteering, attending workshops or seminars, or completing other specific professional development activities including research.
3. Evaluate course experiences and apply them to Emergency Management work in the form of a written report.

EMERG 200 - Emergency Operations Center

1. Describe and analyze the functions of the Emergency Operations Center (EOC) and general elements of EOC design.
2. Analyze and differentiate the relationship between the incident management systems and emergency management operations.
3. Formulate and assess staffing, operational, and jurisdictional needs when implementing or operating an EOC.

EMERG 210 - Exercise Design and Evaluation

1. Formulate and and outline the basic components of a comprehensive exercise program based on area risk assessment.
2. Describe and analyze the organization of an exercise design team.
3. Differentiate the purpose, characteristics, and design of a tabletop exercise, a functional exercise, and a full-scale exercise.
4. Analyze the unique physical requirements, participant roles, and site selection considerations when planning an exercise.
5. Formulate and outline the steps and tasks required to design, facilitate, and evaluate an exercise.

EMERG 215 - Emergency Business Continuity Fundamentals

1. Formulate the need for a business continuity plan, involving executive management, coordination and implementation, as well as ongoing management and documentation requirements of the plan process.
2. Analyze loss potential, determining exposure through risk evaluation, and identifying controls and safeguards to prevent or mitigate the effects of loss potential.
3. Demonstrate the necessity for business impact analysis, including assessing effects of disruptions, loss exposure, and business impact.
4. Explain the critical nature of business functions and records, how to prioritize business processes, and determine replacement times.
5. Describe the business continuity strategies based on results of business impact analysis, preparing cost/benefit analysis, including alternate sites and off-site storage, and understanding contractual agreements for business continuity services.
6. Develop and implement a business continuity plan, define continuity and control requirements, identify proper format and structure of the plan components, and implement the plan.
7. Define awareness and training objectives for business continuity.
8. Demonstrate an understanding for need for exercises and the importance of exercising and maintaining business continuity plans.
9. Explain the different aspects of a crisis communication program, including importance of crisis communication plans and coordinating with both internal and external stakeholders, and the media.

EMERG 225 - Emergency Business Continuity Advanced

1. Demonstrate an understanding of crisis management, incident management, risk management, and key concepts of business continuity management planning.
2. Analyze and explain the structure of the business continuity management plan, including the layers and levels, the risk management process, resourcing, policy-making, reporting and recordkeeping, and how to implement a plan.
3. Identify and differentiate the components of emergency response procedures and guidelines within the incident management plan, including establishing response trigger points, defining when a problem becomes a crisis, and knowing when to activate the communications plan.
4. Identify and analyze command and control requirements of the incident management plan including incident management sequencing from initial incident response to full recovery.
5. Explain business continuity and crisis management procedures, including crisis leadership, composition of crisis response teams, and incident management structure.
6. Design a proactive crisis communications program that manages crisis events through a crisis control center, and develop and facilitate exercises for crisis communications plans.
7. Evaluate how the nature, scope, and probability of a variety of risks can impact businesses and other organizations, including how to avoid or mitigate those risks through contingency planning.
8. Analyze applicable laws and regulations governing emergency management, and the agencies that support business continuity aims.

EMERG 230 - Disaster Psychology/Sociology Issues

1. Demonstrate understanding of the sociological and psychological effects of disasters and critical incidents including the different reactions of first responders, victim/survivors, emergency management team members, community, family members, children and the elderly.
2. Identify symptoms and behavioral patterns of critical incident and disaster caused stress, both rapid onset and cumulative in individuals, groups and communities to refer to mental health specialist professionals and other services.
3. Communicate effectively with persons experiencing a stress induced reaction.
4. Provide coaching opportunities for responders on how to provide effective emotional first aid to victims in the field.
5. Coordinate with available training programs to prepare for high stress situations such as evacuations, emergency response, providing death notices and dealing with public information forums support.
6. Maintain a resource inventory of Employee Assistance Program (EAP), Public and Mental Health professionals’ directory for appropriate requests for assistance.
7. Assist in debriefing facilitation and coordination.
8. Design a personnel stress management plan to mitigate effects of job related stress for staff.

EMERG 240 - Disaster Recovery and Response

1. Examine and describe what occurs during a disaster and the impact it has on life, property, and the environment.
2. Analyze and identify the role of organizations and stakeholders involved in an emergency recovery plan, such as business and industry, military, government, nonprofit, faith based organizations, and voluntary agencies as well as other volunteer groups.
3. Differentiate between the responsibilities of the local government after a disaster versus those of the state and federal government.
4. Explain the process through which individual disaster assistance may be obtained.
5. Analyze and describe special issues that may occur during recovery including damage to the environment from hazards and sheltering animal populations.
6. Apply principles and practice of disaster response and recovery utilizing case study disaster events.

EMERG 250 - Emergency Management of Medical Operations

1. Explain the principles of emergency management for healthcare in a disaster setting.
2. Define austere standards of care in disasters and public health emergencies.
3. Describe relevant legal issues and regulatory compliance.
4. Identify elements of the Emergency Support Function #8 Public Health and Medical Services Annex of the National Response Framework.
5. Identify workforce issues and functional roles of workers in disasters.
6. Coordinate credentialing and managing volunteer health professionals.
7. Integrate strategies for DMAT, DMORT, VMAT National Disaster Medical Services with local and community resources.
8. Describe response that would comply within the National Response Framework.
9. Apply National Incident Management and Incident Command Systems in medical response operations.
10. Collaborate with local, state and federal agencies on public health, medical information, pandemic, vaccine or prophylactic administration and other health issues in disasters.

EMERG 255 - Special Topics: Emergency Management

1. Present areas of current interest in emergency management as determined by the supervising instructor.

EMERG 291 - Emergency Management Internship

1. Apply skills obtained in EMERG course work to real workplace settings and incidents.
2. Demonstrate a comprehensive understanding of emergency management regulations and apply them at the placement site.
3. Demonstrate written and verbal communication skills while working in a real workplace setting.
4. Practice critical thinking skills by applying them to real time situations in the emergency management and/or business continuity field.
5. Interact appropriately and professionally with employees and supervisor at the placement site.
6. Create and/or evaluate current emergency management operations material that is culturally sensitive and relevant.
7. Practice positive work habits, including working as a team member at the placement site.

EMERG 298 - Individual Project: Emergency Management

1. Develop specific concepts or materials relevant to the future Emergency Management professional.
2. Create a comprehensive activity which meets the course requirements of an existing Emergency Management course.
3. Assemble a completed project for submission.
4. Measure their success on stated outcomes for this course.

EMERG 299 - Special Projects: Emergency Management

1. Develop a focused plan regarding the application of off-campus educational or volunteer experiences to individual career goals in Emergency Management.
2. Participate in activities in the community, including volunteering, attending workshops or seminars, or completing other specific professional development activities including research.
3. Evaluate course experiences and apply them to Emergency Management work in the form of a written report.

ENGR 100 - Engineering Orientation

1. Research the profession of engineering and materials science and report on the opportunities and careers.
2. Perform as a member on a service learning team and present materials created throughout the quarter.

ENGR 111 - Introduction to Engineering 1: Modeling and Analysis

1. Perform dimensional and unit analysis.
2. Manipulate formulas to perform sensitivity analysis of systems to changes in one or more variables.
3. Create and interpret graphs following accepted standards in STEM fields.
4. Perform introductory spreadsheet calculations such as cell-reference equations, descriptive statistics, and graphing.
5. Communicate technical information in a clear, concise, and accurate fashion through both written and oral presentation.
6. Apply the engineering problem solving process in team situations.

ENGR& 114 - Engineering Graphics

1. Demonstrate the ability to use pencil and paper for visualization and sketching of solid models.
2. Demonstrate computer added design (CAD) parametric solid modeling.
3. Complete a project that demonstrates both sketching and CAD design.

ENGR 121 - Introduction to Engineering 2: Design

1. Define the engineering problem solving process.
2. Describe the importance of and the role of innovation and creativity in solving problems.
3. Apply design concepts using the MATLAB and microcontroller.
4. Perform computations using the MATLAB command window.
5. Perform operations on data sets using matrix operations.
6. Write commented MATLAB scripts to execute computational tasks.
7. Write user-defined MATLAB functions.
8. Generate plots of 2D and 3D functions using MATLAB.
9. Implement built in MATLAB functions to perform computations.
10. Collaborate with team members in situations requiring creative problem solving.
11. Describe how various technical disciplines contribute to the solution of complex problems.

ENGR 155 - Special Topics: Engineering

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

ENGR 201 - Materials Science for Engineers

1. Relate the physical and mechanical properties of materials to the basic nature of their bonds.
2. Describe the effects of structure and defects on the mechanical properties of solids.
3. Interpret and create phase diagrams.
4. Explain the concepts of stiffness, hardness, toughness, ductility, fatigue, and resiliency and how these qualities are measured.
5. Describe the processes used to fabricate materials for engineering applications.
6. Analyze material failure and explain the factors that lead to failure.

ENGR& 204 - Electrical Circuits

1. Solve electric circuits using node and mesh analysis.
2. Apply Thevenin’s and Norton’s theorems to circuit analysis.
3. Articulate the basic laws of capacitors and inductors.
4. Demonstrate the use of differential equations in the analysis of resistance-inductance-capacitance (RLC) circuits.
5. Describe an ideal operational amplifier (op amp) and use it in circuits.
6. Differentiate between applications using linear and nonlinear resistors and diodes.
7. Solve first-order and second-order switched circuits.
8. Analyze single- and three-phase sinusoidal steady state circuits.

ENGR 205 - Electric Circuits Lab

1. Describe Ohm’s law and its role in electric circuits and the resistor element.
2. Demonstrate Kirchhoff’s voltage and current laws experimentally.
3. Simulating specified DC circuits using PSpice software.
4. Apply the current divider rule and the voltage divider rule to circuits.
5. Analyzing electric circuits using Superposition, Thevenin, and Norton’s theorem methods.
6. Differentiate between phasor concept and the phase shift between two sinusoidal signals.
7. Analyze the theory of maximum power transfer.
8. Describe the average and the effective values of specified AC signals.

ENGR& 214 - Statics

1. Solve two and three-dimensional equilibrium problems by summing vector forces and moments.
2. Solve for forces in structures using the methods of joints and sections.
3. Calculate centroids and moments of inertia for two-dimensional shapes.
4. Collaborate with team members to design, estimate, and evaluate forces in members and frames.

ENGR& 215 - Dynamics

1. Apply Newton’s Laws of Motion to particles, systems of particles and rigid bodies.
2. Develop the kinematics of displacement, velocity, and acceleration for systems of particles and rigid bodies.
3. Apply the principle of work and energy and the principle of impulse and momentum to mechanical systems.

ENGR& 224 - Thermodynamics

1. Define systems, control volumes, properties, and state of a substance, process, and cycle as it pertains to thermodynamics.
2. Analyze the performance of an engineering system by applying the first law of thermodynamics.
3. Determine the fundamental limits on the operation of an engineering system using the second law of thermodynamics.
4. Apply the concepts of reversibility and entropy change to the analysis of thermodynamic systems and control volumes.
5. Analyze a Rankine cycle, vapor compression refrigeration cycle, and air-standard Otto cycle with the first and second laws of thermodynamics.

ENGR& 225 - Mechanics of Materials

1. Explain the fundamental concepts of mechanics (normal stress/strain, shear stress/strain, deformation), uniaxially loaded members, circular shafts in torsion, and symmetrical beams.
2. Apply Mohr’s circle for transformations of stress and strain.
3. Differentiate between ductile and brittle behavior in materials and apply appropriate safety and design considerations.
4. Solve moment-curvature and differential equations for deflections of beams.

ENGR 231 - Technical Writing

1. Analyze writing assignments in terms of the audiences to be reached and the purposes to be achieved.
2. Apply the basic writing process principles of pre-writing, writing and revising to organize and write technical reports.
3. Perform basic library research and computer database searches.
4. Demonstrate the appropriate citations of source materials.
5. Apply effective formats for informal and formal technical reports.
6. Utilize graphics in reports.
7. Participate effectively in a group or writers working together to produce a single report or project.

ENGR 240 - Applied Numerical Methods

1. Program MATLAB scripts containing: comments, logical and iterative flow control, file input and output, and visual plot functions.
2. Utilize MATLAB to manipulate data and implement numerical solution algorithms.
3. Explain the consequences of finite precision and the inherent limits of the numerical methods considered.
4. Select appropriate numerical methods to solve problems in consideration of the mathematical operations involved, accuracy requirements, and available computational resources.
5. Implement numerical solution algorithms to the following classes of problems: solving roots of equations, solving systems of algebraic equations, curve fitting, interpolation, numerical differentiation of data and functions, and numerical integration of data and functions.
6. Find solutions of ordinary differential equations including: initial value problems, boundary value problems, and systems of equations.

ENGR 255 - Special Topics: Engineering

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

ETEC 105 - Introduction to Electronics

1. Take effective lecture notes in a technical class.
2. Research a component, concept, or problem on the Internet.
3. Operate basic electronic test equipment.
4. Use a formula to solve for an unknown quantity.
5. Build a circuit from a schematic diagram.
6. Identify most components on a circuit board.
7. Use engineering and metric notation in calculations and descriptions of electrical quantities.
8. Demonstrate knowledge of electrical quantities.
9. Write up a lab exercise following a specific format.

ETEC 110 - Manufacturing Basics

1. Understand the usage, operation, and benefits of basic PPE equipment.
2. Describe standard safety practices for chemicals (MSDS), falls, power tools, electrical, etc. in a manufacturing environment.
3. List the basic advantages/disadvantages of composites and metals and their proper handling techniques.
4. Operate drilling and cutting equipment properly.
5. Measure process results, such as hole dimensions and fastener torque.
6. Develop listening comprehension especially as it relates to lectures and note taking.
7. Develop oral questioning and listening abilities critical to academic and career success.
8. Develop writing skills including basic grammar, summarizing, clarity, and accuracy.
9. Increase vocabulary and vocabulary building skills especially as applied to course work and the manufacturing environment.
10. Develop and apply study and test taking skills.

ETEC 111 - Soldering and Inspection

1. Identify common electronics parts.
2. Perform conventional through-hole soldering and desoldering of electronic components.
3. Perform surface mount soldering and desoldering of electronic components.
4. Demonstrate knowledge of the potential hazards in soldering.

ETEC 115 - Introduction to Additive Manufacturing and Rapid Prototyping

1. Compare the differing properties and characteristics of common materials used for additive manufacturing models.
2. Develop a part using 3D-CAD software.
3. Perform initial part-build setup on a 3D printer.
4. Describe the various additive manufacturing processes.
5. Define the terminology used in additive manufacturing today.
6. Describe the different hardware systems used in the production of prototypes, with emphasis on the specific additive manufacturing machines used in lab activities for this course.
7. Identify and discuss three main categories of additive manufacturing processes, including specific additive manufacturing machine types used in each of the three categories.
8. Describe the procedures for setting up a additive manufacturing process for a part run.
9. Demonstrate skill in the use of measurement tools, and dimensional analysis of additive manufacturing models.
10. Apply learned skills to finish additive manufacturing model projects.

ETEC 116 - Additive Manufacturing, Molding, and Casting

1. Develop, create and post process parts using all processes taught in this class.
2. Describe the various additive manufacturing processes.
3. Describe the principles of vacuum forming and material requirements.
4. Describe the principles of silicon molding, urethane molding, investment casting and material requirements.
5. Perform the process of vacuum forming and material requirements.
6. Perform the process of silicon molding, urethane molding, investment casting and material requirements.
7. Apply learned skills to create a student/team designed functional part from the design phase to post processing.

ETEC 117 - Additive Manufacturing and Metal Printing

1. Infiltrate a metal printed part using the correct process.
2. Demonstrate product testing procedures using created parts.
3. Describe the principles, process, and operation of 3D metal printing equipment.
4. Create new part files using scanning equipment.
5. Apply learned skills to create a student/team designed functional part from the design phase to post processing.

ETEC 120 - Introduction to Metrology

1. Describe, select, and use a variety of measurement tools, such as calipers and microscopes.
2. Establish calibration intervals using usage history and gage studies.
3. Explain various inspection and testing concepts and processes, including Non-Destructive Testing (NDT).
4. Explain and apply sampling systems.

ETEC 125 - Aviation Fundamentals

1. State the basic principles of powered flight.
2. Identify the major components inside and outside of an aircraft.
3. Identify and explain the resulting motion for each of the aircraft’s control surfaces.
4. List various aerospace careers.

ETEC 126 - AET Certification Test Prep

1. Correctly answer 80 percent of the sample AET test questions in preparation for taking the AET Certification Exam.

ETEC 130 - Quality Assurance Tools

1. Calculate and apply simple control charts and describe their meaning.
2. Select, construct, and apply the seven quality tools: cause and effect diagrams, flowcharts, check sheets, Parato diagrams, scatter diagrams, control charts, and histograms.
3. Explain quality concepts, such as Six Sigma, cost of quality, ISO certification, and continuous improvement techniques.
4. Describe the basic principles of audits and CAPA systems.
5. Explain and apply basic statistical techniques such as mean and standard deviation.

ETEC 150 - Applied Technical Math

1. Convert numbers to and from decimal, scientific, engineering, and metric notation.
2. Use simple algebraic formulas to solve for an unknown quantity.
3. Calculate for various electrical quantities in a circuit.
4. Solve simple equations involving right angle trigonometry.

ETEC 155 - Special Topics: Engineering Technology

1. Demonstrate knowledge of a particular area of engineering technology.

ETEC 161 - DC Electronics

1. Identify a variety of electronic components and state their rated values.
2. Construct and test DC circuits using a power supply and test equipment.
3. Analyze DC resistive circuits using basic math and Ohm’s.
4. Troubleshoot a DC circuit to isolate a short or open in the circuit with standard test equipment.
5. Analyze, test, and troubleshoot RC circuits with a DC pulse voltage source.
6. Perform functional tests and troubleshoot a small digital system.

ETEC 162 - AC and Linear Electronics

1. Analyze, test, and troubleshoot an RC circuit.
2. Construct, analyze, and test a variety of passive filter circuits.
3. Analyze, test, and troubleshoot AC resistive circuits.
4. Analyze, test, and troubleshoot transistor circuits with a split power supply.
5. Explain the difference between direct current and alternating current.
6. Describe the effect of frequency on an RC circuit.
7. Use a function generator to create AC waveforms and an oscilloscope to display them.