2019-2020 Academic Catalog 
    
    Apr 30, 2024  
2019-2020 Academic Catalog [ARCHIVED CATALOG]

Course Descriptions and Objectives


Note: All courses have identified Course-level Learning Objectives (CLOs) that align with Program-level Learning Outcomes. More information about CLOs and PLOs can be found on the General Education Learning Outcomes  page in this catalog.

Dual Listed Course
A dual listed course is one of two courses that have the same title and content, but use different department abbreviations. One or the other may be taken for credit, but not both. The student must make the choice at the time of registration. Examples: DIVST 125 - Race and Ethnic Relations:CD  and SOC 125 - Race and Ethnic Relations:CD .

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Early Childhood Education

  
  • ECE 130 - Science for Early Childhood Education



    3.0 Credits
    Focuses on strengthening knowledge of life and physical sciences that build a foundation for young children’s understanding of science. Students actively learn strategies that encourage inquiry and problem-solving in teaching science at the early childhood level.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 2.0 possible Credits
    Consists of day seminars during the quarter with a special focus on topics of current interest in the early childhood field. Instructors are recognized early childhood professionals with a high level of expertise and experience on their topic. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible Credits
    Workshops for educators who are employed in an early childhood setting. Course content and design will vary each quarter. S/U grade only.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible Credits
    An introductory level workshop in early childhood education. Course content and design will vary each quarter. S/U grade only.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 - ECE - 208 - Early Childhood Field Practicum



    5.0 Credits
    A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. Note: Orientation seminar is scheduled first week of the quarter. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 - ECE - 209 - Early Childhood Practicum



    5.0 Credits
    A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. Note: Orientation seminar is scheduled first week of the quarter. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 - ECE - 210 - Early Childhood Practicum



    5.0 Credits
    A field based course to further growth as an early childhood professional. A variety of learning experiences are carried out for the children and practicum students. Focus is on application of concepts from previous ECE coursework. Note: Orientation seminar is scheduled first week of the quarter. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Learn to plan experiences that allow children to express their creative ideas and feelings. Focuses on strategies and understanding of the creative process. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Learn how young children develop foundational understanding of math through exploration of the physical and natural environment. Students learn strategies that encourage investigation and problem-solving through active experiences. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Explore teaching strategies and activities that support infant and toddler growth and development. Focus is placed on developing skills to plan an engaging and caring environment. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 Families



    3.0 Credits
    Investigates teaching strategies using a relationship-based approach that supports infants, toddlers, and preschoolers. Concepts address the trust and independence of children through responsive teacher-child interactions and respectful parent-teacher partnerships. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible Credits
    An advanced workshop in early childhood education. Course content and design will vary each quarter. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    1.0 to 5.0 Credits
    Study of student-selected project or approved experiences in the field of early childhood education. Course may be repeated for a maximum of 10 credits. S/U grade option. Registration permitted first seven weeks as space is available.
    Prerequisite Student must meet with instructor prior to registering for this course.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Explore the foundations of early childhood education. Examine theories defining the field, issues and trends, best practices, and program models. Observe children, professionals, and programs in action. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Explain current theories and ongoing research in early care and education.
    2. Describe how children learn and develop through play and the role of play in early childhood programs.
    3. Compare early learning program models.
    4. Explain the importance of developing culturally responsive partnerships with families.
    5. Identify appropriate guidance techniques used in family and early learning settings.
    6. Describe the observation, assessment, and teaching cycle used to plan curriculum for all young children.
    7. Apply the professional code of ethics for early care and education to resolve dilemmas.
    8. Describe major historical figures, advocates, and events shaping today’s early childhood education.
    9. Document the importance of reflective thinking, meaning making, and decision making to the roles a teacher performs.
    10. 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.
    11. 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



    5.0 Credits
    Develop knowledge and skills to ensure equitable health, nutrition, and safety of children in group care and education programs. Recognize the signs of abuse and neglect, responsibilities for mandated reporting, and available community resources. S/U grade option.
    Dual Listed as No

    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe federal and state mandated health, safety, and nutrition practices.
    2. Identify common indicators of illnesses/infectious diseases and steps to be followed.
    3. Demonstrate safety procedures for providing emergency care and daily care.
    4. Describe appropriate safety policies that prevent and minimize accidents for both indoor and outdoor environments.
    5. Describe the role of nutrition as it relates to development, licensing regulations for childcare, and government food programs.
    6. Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities.
    7. Demonstrate skills in emergency first aid, food service, routine health, safety practices, and mandated reporting.
    8. Develop strategies for working with families in accessing and utilizing health, nutritional, and dental services.
  
  • ECED& 120 - Practicum-Nurturing Relationships



    2.0 Credits
    In an early learning setting, engage in establishing nurturing, supportive relationships with all children and professional peers. Focus on children’s health and safety, promoting growth and development, and creating a culturally responsive environment. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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. Describe the practice of professionalism in working with children, families, and peers. 
    3. Recognize cultural responsiveness when observing professionals and programs.
    4. Identify appropriate practices that ensure and maintain the health, safety, and nutrition of children.
    5. Establish supportive relationships with children; guide children as individuals and as part of a group.

     

     

     

  
  • ECED& 132 - Infant and Toddler Care



    3.0 Credits
    Examine the unique developmental needs of infants and toddlers. Study the role of the caregiver, relationships with families, developmentally appropriate practices, nurturing environments for infants and toddlers, and culturally relevant care. 
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament, and cultural norms.
    2. Design a plan to support reciprocal, culturally sensitive partnerships with families.
    3. Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities. 
    4. Examine positive guidance techniques that are appropriate and effective with infants and toddlers.
    5. Create a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.
    6. Identify resources supporting infant/toddler programs and infant/toddler specialist.
    7. Demonstrate observation and documentation to identify learning and developmental needs for infants and toddlers.
  
  • ECED& 134 - Family Childcare



    3.0 Credits
    Learn the basics of family home childcare program management. Topics include: licensing requirements; business management; relationship building; health, safety, and nutrition; guiding behavior; and promoting growth and development. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe family childcare minimum licensing requirements.
    2. Demonstrate plans and activities that are appropriate developmentally, socially, and culturally, to meet the needs of children in multi-age groups.
    3. Identify strategies for family childcare business management, including marketing, risk management, staffing, tax planning, accounting, and record keeping.
    4. Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families.
    5. Develop strategies for creating reciprocal, culturally responsive relationships with families.
    6. Articulate knowledge and skills that define family childcare providers as professionals.
    7. Identify resources meeting the needs of family childcare providers and the families they serve.
    8. 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



    3.0 Credits
    Develop administrative skills required to develop, open, operate, manage, and assess early childhood education and care programs. Explore techniques and resources available for Washington state licensing and NAEYC standard compliance. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Crosswalk program policies and practices with licensing and professional standards.
    2. Create a plan for appropriate staff, food, equipment, materials, and programming for specific age groups and settings.
    3. Plan a balanced budget.
    4. Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff.
    5. Describe a variety of strategies to maintain regular communication with families and provide opportunities for parent engagement and education.
    6. Review tools to evaluate program effectiveness and identify areas for improvements.
    7. Articulate effective application of the NAEYC Code of Ethics.
    8. Document 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.
    9. Describe the leadership responsibilities of early childhood educators for fostering children’s growth and development, promoting effective early learning programs, and advocating for quality in early childhood education.
  
  • ECED& 160 - Curriculum Development



    5.0 Credits
    Investigates learning theory, program planning, and tools for curriculum development promoting language, fine and gross motor, social-emotional, cognitive, and creative skills and growth in young children, age birth to eight years, utilizing developmentally appropriate and culturally responsive practice. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Explain major early childhood curriculum theories and current trends in curriculum design in early learning environments.
    2. Apply principles of developmentally, individually, and culturally appropriate practice when designing, implementing, and evaluating curriculum.
    3. Evaluate integrated learning experiences supportive of children’s development and learning incorporating national, state, and local standards.
    4. Create curriculum which supports children’s language and communication, cognitive, social and emotional, fine and gross motor, and creative development.
    5. Design curriculum that is inclusive and represents the diversity of children and families.
    6. Plan developmentally appropriate activities and schedules which promote child growth and learning.
    7. Observe, document, and assess individuals and group needs, interests, and skills for the purpose of curriculum planning and ongoing modification of plans.
    8. 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.
    9. 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



    3.0 Credits
    Design, evaluate, and improve indoor and outdoor environments which ensure quality learning, nurturing experiences, and optimize the development of young children. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Design healthy, respectful, supportive, and challenging learning environments for children.
    2. Identify strategies to achieve compliance with Washington Administrative Code for licensed child care and/or other state/federal regulations pertinent to early learning environments.
    3. Create environments that promote growth in all developmental domains and disciplines.
    4. Develop environmental strategies for guiding children’s behavior helping them develop pro-social skills and the ability to self-regulate.
    5. Establish environments that promote the cultural diversity of children, families, and their communities.
    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 and strategies as a developmental specialist that evaluates the environment to reflect individualized child-directed active learning, effective learning centers, and the classroom community as a whole.
  
  • ECED& 180 - Language and Literacy Development: CD



    3.0 Credits
    Develop teaching strategies for language acquisition and literacy skill development at each developmental stage, birth to age eight, through the four interrelated areas of speaking, listening, writing, and reading. 
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe the continuum of language acquisition and early literacy.
    2. Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills.
    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 developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills. 
    6. Describe strategies for recognizing and responding to developmental, 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



    3.0 Credits
    Collect and record observations of and assessment data on young children in order to plan for and support the child, the family, the group, and the community. Practice reflection techniques, summarizing conclusions, and communicating findings. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe reasons for collecting observation and assessment data.
    2. Identify indicators of growth, development, and learning and social behaviors in all children.
    3. Identify techniques for avoiding bias, judgments, and assumptions in observations.
    4. Collect factual, descriptive information using a variety of tools and strategies.
    5. Document and analyze assessment data for use in planning curriculum for individuals and groups of children.
    6. Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation data.
  
  • EDUC& 136 - School Age Care



    3.0 Credits
    Develop skills to provide developmentally appropriate and culturally relevant activities and care, specifically: preparing the environment, implementing curriculum, building relationships, guiding academic and social skill development, and community outreach. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe the physicial, cognitive, social, and emotional stages of children ages 5 through 12.
    2. Develop a plan to create reciprocal, culturally senstive relationships with children and families.
    3. 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.
    4. Identify the dynamics impacting behavior of children in after school care environments and identify guidance strategies promoting academic and social growth.
    5. Develop a plan for curriculum and program implementation that reflects culturally responsive respect for the local community context.
    6. Describe state and local school age care regulations and procedures related to group size, health, nutrition, and safety.
    7. Identify community resources regarding developmental specialists and support of school age care.
    8. 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



    3.0 Credits
    Integrate the family and community context in which a child develops. Explore cultures and demographics of families in society, community resources, and strategies for involving families in the education of their child and tools for effective communication. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools, and communities.
    2. Identify and describe influences on children’s development and socialization process.
    3. Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children.
    4. Identify how one’s own family history and life experiences may impact relationships with children and families.
    5. Identify community resources and create strategies for connecting children and families to those resources.
    6. Describe strategies for engaging families in their children’s learning and development.
    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



    5.0 Credits
    Introductory education course that involves students in the real issues of schooling, skills, and knowledge they will need to be successful professionals. Course is organized around elements that are central to teaching and learning in the K-12 education system. Class includes additional off-campus learning experiences.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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.

Economics

  
  • ECON 120 - General Economics



    5.0 Credits
    A survey of economic principles applied to a wide range of social problems. Domestic markets, government intervention, inflation, and the global economy are all considered.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    The American economy is examined through the historical perspective of over four centuries. Capitalist development and cultural diversity are emphasized throughout the course. Topics include: growth, war, immigration, equity, public policy, business cycles, and globalization.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    The effects from international trade and finance are related to economic performance. Business operations and practices are compared among a selected group of diverse countries.
    Prerequisite Placement in ENGL 099 and MATH 077.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    The structure and functioning of the world’s emerging economies are studied through a historical context with case studies and analysis of current events.
    Dual Listed as DIVST 150

    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Covers consumer and business interaction through markets. Public policies are also evaluated in terms of their impacts upon equity and efficiency.
    Prerequisite MATH 087 and ENGL& 101 each with a minimum grade of 2.0.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Study of the national economy in terms of aggregate spending, money supply, and foreign trade. Various theories are put forth to explain business cycles in the U.S. and the world economy.
    Prerequisite MATH 087 and ENGL& 101 each with a minimum grade of 2.0.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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.

Edmonds Career Access Program

  
  • EDCAP 095 - College Connections



    Maximum of 5.0 possible Credits
    An introductory course for Edmonds Career Access Program (EdCAP) students beginning their first quarter at EdCC. Students will develop a peer support system and explore and identify learning and educational goals.
    Prerequisite Departmental advising required.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible Credits
    Students will use the skills developed in EdCAP 095 to explore an area of career interest. Students will complete a project that includes a research report, interview preparation, interviews, and a class presentation.
    Prerequisite EDCAP 095 with a grade of 2.0 or higher. Departmental advising required.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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.

Education

  
  • EDUC& 115 - Child Development



    5.0 Credits
    Build foundation for explaining how children develop in all domains, prenatal through early adolescence. Explore developmental theories, methods for documenting growth, and impact of brain development.  
    Dual Listed as No

    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Discuss prominent child development research and theories guiding practices of parents, caregivers, and educators.
    2. Describe the developmental sequence from conception through early adolescence in all domains.
    3. Analyze critical stages of brain development as influencers of child development.
    4. Describe how differences and commonalities in individuals and cultures affect nurturing practices.
    5. Articulate how families, caregivers, teachers, community, culture, and trauma influence development.
    6. Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development. 
    7. 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.
    8. 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



    3.0 Credits
    Examine the principles and theories promoting social competence in young children and creating safe learning environments. Develop skills promoting effective interactions, providing positive individual guidance, and enhancing group experiences. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Identify developmentally appropriate child behaviors, individually and in groups.
    2. Describe and compare at least three approaches in guiding behavior for young children.
    3. Describe and demonstrate positive, respectful, and culturally responsive interactions.
    4. Plan an environment supportive of children’s development with focus on attachment, self-help, relationships, and exercising executive function. 
    5. Articulate 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. 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



    1.0 to 3.0 Credits
    Gain beginning experience, knowledge and skills working with students in educational settings in on-site one-on-one and small group participation at an elementary or secondary school. Coursework will be done in consultation with college instructor and school personnel. S/U grade only.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Introduction to working with the young child with differing abilities. Focuses on educational methods in providing an inclusionary environment which enriches the education of children with and without special needs (was ECE 234). S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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.

Emergency Management

  
  • EMERG 102 - Intro to Emergency Mgmt and Homeland Security



    5.0 Credits
    Provides a foundation and overview of both emergency management and homeland security practices, policies, and technology, including the function and coordination of local, state, and federal agencies and organizations and systems used in planning for and responding to emergencies.
    Course-level Learning Objectives (CLOs)

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

    1. Identify the essential elements of an effective emergency management program.
    2. Describe the roles, responsibilities, and functions of a professional emergency manager.
    3. Identify the different roles and responsibilities of community, local, state, tribal, and federal agencies, citizens, the private sector, and volunteer groups in the emergency management process.
    4. Provide an overview of characteristics of disasters and their impact on population, infrastructure, and emergency management systems.
    5. Describe the components of an emergency plan and principles that guide the planning process.

  
  • EMERG 110 - Hazard Analysis and Mitigation



    4.0 Credits
    Hazard awareness and analysis, disaster preparedness and mitigation strategies, and creation of an emergency response plan, including awareness and outreach.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    2.0 Credits
    This course describes the history, features, and organizational structure of the Incident Command System (ICS), including the relationship between the ICS and the National Incident Management System (NIMS).
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    This course provides students with the basic knowledge needed to develop, implement, and maintain an effective emergency planning system. Information covered includes fundamentals of the emergency planning process and an Emergency Operations Plan (EOP), hazard/risk analysis, team development, Continuity of Operations (COOP), national and state planning, and contingency planning.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Mapping tools provide a series of visual maps including modeling or a simulation of disaster effects on a specific community. Introduces students to mapping tools and desktop applications for mapping to conduct emergency planning, data analysis, and resource management for emergency management.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Provides a detailed overview of the types of technology used in emergency planning, response, recovery, and mitigation situations, as well as the key elements that must be in place for technology to enhance communication in the emergency management process.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible Credits
    Classes, workshops or seminars of current interest in emergency management. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Present areas of current interest in emergency management as determined by the instructor.
  
  • EMERG 157 - Public Information Officer



    2.0 Credits
    Provides the basic skills and resources to successfully coordinate and disseminate information to the news media and public during an emergency situation.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 162 - Emergency Response Awareness to Terrorism



    5.0 Credits
    Provides current and relevant information about terrorism, terrorist behavior, homeland security policies and dilemmas, and how to deal effectively with threats and the consequences of attacks. Student will gain insight into the key players involved in emergency management, local and state issues, particularly as they need to interact and work with FEMA and other federal agencies. Course components include identifying terrorism, causes of terrorism, preventing terrorist attacks, responding to terrorism attacks, and avoidance in communication and leadership collapse.
    Prerequisite EMERG 102.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Examine terrorism and the risks associated with terrorist incidents.
    2. Explain the basic terms and concepts associated with terrorism incidents.
    3. Compare and contrast different missions of homeland security.
    4. Recognize and evaluate the characteristics and most frequent causes of terrorism and terrorist behavior.
    5. Examine the evolution of terrorism in the United States and other countries.
    6. Compare and contrast the positive and negative features of modern news coverage of terrorism.
    7. Assess and analyze the threat of terrorism including ways to increase physical security and prevent terrorist attacks.
  
  • EMERG 182 - Public Administration



    3.0 Credits
    Provides an overview in the structure and issues of public service. Course will examine the context of public administration: the political system, the role of federalism, bureaucratic politics and power, and the various theories of administration that guide public managers today. Course components include public administration, personnel, budgeting, decision-making, organizational behavior, leadership, and policy implementation.
    Prerequisite EMERG 102.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Explore historical developments in public administration and relate them to current trends and practices in America.
    2. Explain the basic concepts, theories, and principles in the field of public administration.
    3. Analyze the political, legal, and social environment of public administration.
    4. Identify and apply competing models of public administration to emergency management.
    5. Examine policy and the decision making process in public administration.
    6. Analyze how the changing global society and multicultural environment impacts the management of the public sector.
    7. Examine and apply the budget process and planning.
    8. Discuss the function and operation of human resource personnel.
    9. Examine the impact and influence of government regulation and administrative law over public affairs.
  
  • EMERG 198 - Individual Project: Emergency Management



    5.0 Credits
    Study of student selected topics or approved experiences in the field of Emergency Management. Courses may be repeated for a maximum of 10 credits. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Credit available with approval. For information contact department faculty. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    2.0 Credits
    This course provides the student with skills and knowledge to manage an Emergency Operations Center (EOC), acquire and control resources, and interface with on-scene responders within Incident Management Systems. Topics include EOC design, preparing, staffing and operating, jurisdictional setting, and the critical link between Incident Management Systems and emergency management operations.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Course provides participants with the knowledge and skills to develop, conduct, and evaluate exercises that test a community’s operations plan and operational response capability. Participants will learn about topics including exercise program management, design and development, evaluation, and improvement planning.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    4.0 Credits
    Provides a foundation for business continuity management, including topics such as business continuity initiation, risk evaluation and control, business impact analysis, developing business continuity strategies and plans, developing training and exercise programs, coordinating with external agencies, and exposure to current, real-world, case studies.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 222 - Managing Volunteer Resources



    2.0 Credits
    Course will focus on methods and procedures for involving private-sector organizations, nongovernmental organization (NGOs), and volunteers in emergency management programs in ways which benefit all parties. The focus of the course is on maximizing the effectiveness of volunteer resources by implementing a people-oriented system that addresses defining volunteer roles, designing a plan of action, recruiting volunteers, training individuals who volunteer, and motivation and maintenance of a successful program. Participants will acquire skills and knowledge to make appropriate volunteer assignments that enhance the effectiveness of an integrated emergency management system.
    Prerequisite EMERG 102.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Define volunteer and voluntary agency (VOLAG) and draw distinctions between the two.
    2. Determine whether your community’s needs are best met by developing a volunteer program or whether you should coordinate with VOLAGs or both.
    3. Correlate the skills and knowledge required of volunteers in emergency management programs.
    4. Determine how volunteers can be used most beneficially in your program to meet your agency’s needs.
    5. Analyze the steps in developing a volunteer program.
    6. Outline strategies for recruiting, retaining, assigning, training, supervising, and evaluating volunteers.
    7. Recognize the key responsibilities of a VOLAG/CBO Coordinator.
    8. Analyze the role of VOAD in providing emergency assistance.
    9. Examine strategies for working with VOLAGs, CBOs, businesses, and other groups.
  
  • EMERG 225 - Emergency Business Continuity Advanced



    4.0 Credits
    Provides a more in-depth analysis of the business continuity management planning process, including topics such as crisis management and leadership, crisis teams, incident management planning and management sequencing, plan implementation, and risk mitigation through contingency planning.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Provides the basic knowledge to recognize and respond to the emotional and psychological effects brought on by an emergency situation, including shock, general stress management, post traumatic stress disorders, and reactive behaviors.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    2.0 Credits
    Provides basic knowledge on the theories, principles, and practices of disaster response and recovery including, impacts on life, property and the environment, roles of organizations and agencies, disaster assistance, and issues faced by special populations.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    4.0 Credits
    Explore the roles of public health, hospitals, emergency medical services and healthcare professionals in disasters. Focus is on the National Response Framework and Emergency Support Function (ESF) led by the Department of Health and Human Services.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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 252 - Homeland Security Law and Ethics



    3.0 Credits
    This course is designed to give the student an overview of various statutes, regulations, constitutional law, and common law associated with Homeland Security. This course examines emergency response, weapons of mass destruction, local government powers, Federal Emergency Management Agency (FEMA), Department of Homeland Security, civil rights, international anti-terrorism efforts, Homeland Security Act of 2002, and the Patriot Act. Students will be introduced to the legalities and ethics relevant to organizing for counterterrorism, investigating terrorism and other national security threats, crisis, and consequence management.
    Prerequisite HSEM 102.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Develop a working understanding of key legal and policy principles related to emergency management. 
    2. Analyze FEMA’s role in policy, law, and management.
    3. Examine local, state, and federal relationships when it comes to introducing and implementing new laws and regulations. 
    4. Recognize the critical role of court decisions in clarifying the practical application of legislation and executive directives. 
    5. Analyze privacy concerns and constitutional protections regarding governmental information-gathering related to emergency management.
    6. Examine important statutes and policies enacted post 9/11 and their impact on emergency management.
    7. Differentiate between crisis management and consequence management policy and its evolution in response to events.
  
  • EMERG 255 - Special Topics: Emergency Management



    Maximum of 5.0 possible Credits
    Classes, workshops or seminars of current interest in emergency management. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Present areas of current interest in emergency management as determined by the supervising instructor.
  
  • EMERG 291 - Emergency Management Internship



    Maximum of 5.0 possible Credits
    Workplace experience to practice and demonstrate the skills relevant to performing the job(s) of an emergency management or business continuity professional. Permit code required. S/U grade. Registration permitted first seven weeks (six in summer) as space is available.
    Prerequisite Students must have completed 80 percent of EMERG courses.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Advanced study of student selected topics of approved experiences in the field of Emergency Management. Courses may be repeated for a maximum of 10 credits. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Credit available with approval. For information contact department faculty. Permit code required. S/U grade option.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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.

Engineering

  
  • ENGR 100 - Career and College Success in Engineering



    3.0 Credits
    This course is designed to enhance student success and transition into college. It emphasizes self-assessment, goal-setting, effective study habits, campus and community resources, and education planning. Additional topics include diversity, team building, academic honesty, career development, and the use of online tools to aid in academic success. This course is also designed to give students an overview of engineering and technology careers, various engineering disciplines, and engineering transfer schools.  
    Prerequisite Placement into ENGLP 093 or AENGL 093.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Demonstrate the use of study skills to comprehend, retain, and apply class content. 
    2. Identify individual strengths, skills, characteristics, and interests in order to pursue personal, academic, and career goals.
    3. Apply appropriate communication skills when engaging with peers, instructors, and college community within a culturally diverse environment.
    4. Identify, access, and navigate college resources and experiential learning opportunities for program success.
    5. Demonstrate the ability to find credible and contextually-appropriate sources through research and evaluation, and to ethically incorporate those sources into their work.
    6. Research the profession of engineering and materials science and report on the opportunities and careers.
  
  • ENGR 111 - Introduction to Engineering 1: Modeling and Analysis



    5.0 Credits
    A team based introduction to engineering analysis and mathematical modeling with hands on projects designed to build a systematic approach to introductory engineering concepts; engineering for sustainability; the application of physics and chemistry; and an introduction to spreadsheet applications.
    Prerequisite ENGL 099 or placement in ENGL& 101; MATH 097.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Methods of depicting three-dimensional objects and communicating design information. Emphasis is on using parametric solid modeling software as a design tool and using freehand sketching to develop visualization skills.
    Prerequisite Placement in MATH 087 or higher.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Demonstrate the ability to use pencil and paper for visualization and sketching of solid models.
    2. Demonstrate computer aided design (CAD) parametric solid modeling.
    3. Complete a project that demonstrates both sketching and CAD design.
  
  • ENGR 121 - Introduction to Engineering 2: Design



    5.0 Credits
    An introductory engineering course that explores the role of creativity, teamwork, and communication in promoting innovative engineering design utilizing MATLAB. Students develop their knowledge and skills in all three areas through a series of hands on projects and reflective activities.
    Prerequisite ENGR 111 and MATH& 142; or MATH& 152.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible. Credits
    Study of special topics in the field of engineering.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Demonstrate learning objectives as determined by the supervising instructor.
  
  • ENGR 201 - Materials Science for Engineers



    5.0 Credits
    An introduction to materials science that includes the atomic, molecular, and crystalline structures of materials and their relationship to electrical, mechanical, thermal, and chemical properties, as well as an introduction to materials processing and fabrication techniques.
    Prerequisite CHEM& 161; PHYS& 221 or concurrent enrollment.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Introduction to electrical engineering. Basic circuit and systems concepts. Resistors, sources, capacitors, inductors, and operational amplifiers. Solutions of first- and second-order linear differential equations associated with basic circuit forms. Concurrent enrollment in ENGR 205 is highly recommended.
    Prerequisite MATH& 152 and PHYS& 222 with a minimum grade of 2.0.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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. Solve first- and second-order switched circuits.
    7. Analyze single- and three-phase sinusoidal steady state circuits.
  
  • ENGR 205 - Electric Circuits Lab



    1.5 Credits
    Laboratory applications of electrical circuits principles and instrumentation. Measurement of transient and steady-state responses of electrical circuits.
    Prerequisite ENGR& 204 or concurrent enrollment, or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Newton’s Laws of motion applied to structures at rest and with no acceleration. Topics covered are vectors, forces, moments, equilibrium, 3D structures, trusses, frames, machines, friction, moment of inertia.
    Prerequisite PHYS& 221 with a grade of 2.0 or higher.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Principles of dynamics, including Newton’s Laws. Analysis of the equations of motion of particles and rigid bodies, kinematics, dynamics, impulse, momentum, work, and energy.
    Prerequisite ENGR& 214 and MATH& 152 with a minimum grade of 2.0 or higher.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Introduction to the basic principles of thermodynamics from a macroscopic point of view and including such concepts as ideal and real gases, work and heat, first and second laws and their applications to engineering systems concerning energy conversion, refrigeration, humidification, and combustion.
    Prerequisite CHEM& 162, MATH& 152, and PHYS& 221.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Introduction to the mechanics of solids, strain and deformation, and stress-strain relationships. Load-carrying capability of elements under tension, compression, torsion, bending, and shear forces.
    Prerequisite ENGR& 214 and MATH& 152 each with a grade of 2.0 or higher.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Principles of organizing, developing, and expressing technical information and ideas in writing. Report forms, headings, style, tone, illustrations, word processing, and graphics. (Dual listed as ENGL& 235).
    Prerequisite ENGL& 101 or equivalent with a grade of 2.0 or higher.
    Dual Listed as ENGL& 235

    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Numerical solutions to problems in engineering and science using modern scientific computing tools. Application of mathematical judgment in selecting computational algorithms and communicating results. Introduction to MATLAB programming for numerical computation.
    Prerequisite MATH& 153 and ENGR 121 or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible. Credits
    Study of special topics in the field of engineering.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

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

Engineering Technology

  
  • ETEC 105 - Introduction to Electronics



    5.0 Credits
    An introduction to current, voltage, resistance and power, electronic schematics, components, and test equipment. The course includes lectures, demonstrations, and hands-on training. Provides training in basic academic skills.
    Prerequisite EAP 100 or BRDGE 090 and placement into MATH 077.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Introduction to basics of manufacturing, including personal protective equipment (PPE), safety practices, and the proper use of equipment to perform basic manufacturing processes such as drilling and cutting on commonly used materials, including metals and composites.
    Prerequisite ENGLP 090 or AENGL 090 and placement in MATH 077.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Basic soldering and desoldering of through-hole components and surface mount components. Covers using tools and microscopes, parts identification, and inspection. Prepares students for IPC certification.
    Prerequisite EAP 100 or BRDGE 093 and placement into MATH 077.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Topics include additive manufacturing fundamentals, terminology, main categories and Rapid Prototyping machine technology types, advantages vs. disadvantages of varied additive manufacturing technologies, basic skills in 3-D software, practical application of 3-D printing. S/U grade option.
    Prerequisite ENGR& 114 or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Provides the student with knowledge and skills in additive manufacturing technology. Primary topics will include vacuum forming fundamentals, silicon molding, urethane, investment casting, Computer Numerical Control (CNC) operations and post processing of lab created projects. S/U grade option.
    Prerequisite ETEC 115 or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    3.0 Credits
    Obtain knowledge and skills in additive manufacturing technology. The focus will be on using the advanced capabilities of 3D modeling software, the operation and theory of metal printing equipment, and the use of scanning equipment in the additive manufacturing industry. S/U grade option.
    Prerequisite ETEC 116 or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Introduction to basic measurement techniques used in manufacturing and QA environments and the equipment used to perform measurements.
    Prerequisite AENGL 090 or ENGLP 090 and placement into MATH 077.​
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    2.0 Credits
    An exploration of the fundamentals of aviation. Principles of flight, aircraft systems, aircraft structures, control surfaces and potential aerospace careers will be covered. Requires the ability to read and communicate in English and the ability to use a computer and the Internet.
    Prerequisite Requires the ability to read and communicate in English and the ability to use a computer and the Internet.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    1.0 Credits
    Review of the National Center for Aerospace and Transportation Technologies (NCATT) Aircraft Electronics Technician (AET) standards and preparation for the certification exam.
    Prerequisite ETEC 111, ETEC 125, ETEC 161, ETEC 162, and ETEC 163; or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Correctly answer 80 percent of the sample AET test questions in preparation for taking the AET Certification Exam.
  
  • ETEC 130 - Quality Assurance Tools



    5.0 Credits
    Introduction to quality assurance tools and concepts used in manufacturing and how to effectively apply and use them.
    Prerequisite AENGL 090 or ENGLP 090 and placement into MATH 087.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    5.0 Credits
    Using algebra and trigonometry to solve problems in electronics and manufacturing. Also covers use of scientific calculator, binary, and hexadecimal.
    Prerequisite Placement into MATH 087 or instructor permission
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    Maximum of 5.0 possible Credits
    Topics of current interest in Engineering Technology.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Demonstrate knowledge of a particular area of engineering technology.
  
  • ETEC 161 - DC Electronics



    6.0 Credits
    Basics of DC circuits covers components used in DC circuits i.e., resistors, capacitors, diodes and introduction to digital. Building, testing, and troubleshooting with basic test equipment; basic circuit analysis using component theory and algebra.
    Prerequisite Placement into MATH 087 or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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



    6.0 Credits
    Basics of AC and linear circuits. Includes components covered in DC quarter, RC circuits, inductors, filters, diodes, power supplies, transistors and operational amplifiers. Testing and troubleshooting circuits where voltage changes over time. Practice using DMM and oscilloscope.
    Prerequisite ETEC 161 or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    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.
  
  • ETEC 163 - Digital and Microprocessor Electronics



    6.0 Credits
    Introduction to digital and microprocessor circuits. Covers operation of basic logic gates, flip-flops, decoders, multiplexers, counters and microprocessor circuits. Lectures and hands on exercises to learn how to analyze, test and troubleshoot digital and microprocessor circuits.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Identify basic logic gates and construct their truth tables.
    2. Analyze and predict the operation of complex digital circuits.
    3. Identify on a schematic, and describe the function of, the basic blocks of a microprocessor system.
    4. Demonstrate the proper use of electrostatic discharge protective equipment related to integrated circuits.
    5. Write and execute simple looping programs on a microprocessor system.
    6. Observe and test basic data flow and control line function using a microprocessor system tester for READ and WRITE operations.
    7. Use an oscilloscope to display and identify basic microprocessor system operation by displaying data and address bits and control lines.
  
  • ETEC 175 - Introduction to Materials Science



    5.0 Credits
    Mechanical, chemical, and thermal properties of engineering materials including metals, alloys, ceramics, polymers, and composites. Includes materials microstructure, atomic bonding, atomic arrangement, crystal structure, coexisting phases, interfaces, defects, and impurities.
    Prerequisite Placement in MATH 087 or ETEC 150 or concurrent enrollment.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Explain the differences in properties of different materials, including metals, alloys, ceramics, polymers, and composites.
    2. Relate the properties of materials to microstructure.
    3. Describe the basics of processing techniques for altering the microstructure and properties of different materials.
    4. Apply the basic principles of material selection to specific applications.
  
  • ETEC 177 - Robotics 1



    5.0 Credits
    Through the use of projects and hands-on exercises, students will learn to program a small scale robot to perform basic navigation under program control, with various sensor inputs, using feedback and control techniques.
    Prerequisite ETEC 105 or ETEC 161 or concurrent enrollment or instructor permission.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Program a microcontroller.
    2. Describe the operation of a servo motor.
    3. Demonstrate the use of different types of basic sensors.
    4. Troubleshoot the software and hardware of a small robotic system.
    5. Program simple artificial intelligence into a robotic system.
    6. Write and execute a variety of programs for robotic navigation.
    7. Implement the use of a new microcontroller platform into an existing robot system.
  
  • ETEC 178 - Robotics 2



    5.0 Credits
    Through the use of functional testing and the oscilloscope, students will learn to troubleshoot a robotic system. Program and build a robot system using the Arduino prototyping platform.
    Prerequisite ETEC 177.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Write complex programs that control a microcontroller based robot.
    2. Troubleshoot the hardware and software of a microcontroller system using functional testing and the oscilloscope.
    3. Program a microcontroller based control system using a compiler.
    4. Implement the use of a new platform using the old microcontroller robot system.
    5. Work as a team to accomplish a complex task with the microcontroller and robot.
  
  • ETEC 180 - Polymer Technology



    5.0 Credits
    Course provides an overview of thermoset and thermoplastic polymers. Topics include chemical composition, physical properties, deformation, mechanical behavior, fabrication, and processing and manufacturing of polymers.
    Prerequisite Placement in MATH 087 or ETEC 150 or concurrent enrollment.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Describe the basic properties and characteristics of polymers.
    2. Explain and apply the basics of deformation, elasticity, and mechanical behavior in polymeric materials.
    3. Explain the relationship between polymer structure and properties.
    4. Identify the different types of polymers, including elastomers and fibers.
    5. Explain the various fabrication techniques of polymeric materials, and explain the advantages and disadvantages.
    6. Apply and explain the application of polymers to engineering and composite manufacturing.
    7. Perform basic qualification and selection of polymer materials.
  
  • ETEC 199 - Special Projects in Engineering Technology



    1.0 to 5.0 Credits
    For projects in Engineering Technology. Credit available with approval. For information contact the Department Head.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Produce a circuit, project, paper or presentation on a department approved topic.
    2. Research the topic on the Internet.
    3. Track their use of time in creating this project.
  
  • ETEC 200 - Introduction to Composites



    5.0 Credits
    General overview of composite materials and fabrication procedures. Covers composite constituents, material forms, mold design and development, ASTM standards, fabrication processes, composite applications, bonding, fastening, laminating, and finishing techniques.
    Prerequisite Placement in MATH 087 or ETEC 150 or concurrent enrollment.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Explain the basic properties, characteristics, and constituents of composite materials.
    2. Explain the functions and elements of ASTM standards.
    3. Explain and apply the different fabrication processes for composite materials, including bonding, fastening, laminating, and finishing techniques.
    4. Describe the primary usage of composite materials in today’s industry and potential for future applications.
    5. Perform basic fabrication processes in making composite structures.
    6. Follow procedures when using lab equipment, and apply safety procedures when working in the lab.
  
  • ETEC 205 - Introduction to Automation Studio



    2.0 Credits
    An introduction to Computer Aided Design and simulation software used for industrial pneumatic, hydraulic, mechanical and electrical automation systems.
    Course-level Learning Objectives (CLOs)
    Upon successful completion of this course, students will be able to:

    1. Design a pneumatic, hydraulic, mechanical, or electrical (or combination) project.
    2. Identify components by their diagram symbol.
    3. Run and optimize a simulation
 

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