Course Descriptions and Objectives

CLART 202 - Advanced Baking Theory

1. Describe and analyze a variety of cream-based fillings.
2. Define and describe chocolate and sugar work techniques.
3. Design and describe the creation of variousfrozen desserts.
4. Design and describe the creation and composition of individual desserts from simple to complex including decor.

CLART 205 - Restaurant Operations

1. Organize and implement an oral presentation.
2. Critique the feasibility of food service operation.
3. Generate a marketing plan for a food service operation.
4. Estimate a budget for a food service operation.

CLART 206 - Food Service Nutrition

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

CLART 207 - Food Service Sanitation

1. Identity and define organisms associated with food borne illnesses.
2. Explore current food safety issues including the causes of food borne illness outbreaks and how to avoid them.
3. Develop a HACCP (Hazardous Analysis Critical Control Point).
4. Identify Center for Disease Control’s five known risk factors in food service establishments.
5. Identify and analyze local and national food codes.

CLART 208 - Sustainable Food Service

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

CLART 212 - Introduction to Hospitality Beverages

1. Explain the basic production process for fermentation.
2. Describe wines by grape, country, growing region, and production process.
3. Evaluate the relationship of beverages to food.
4. Identify levels of intoxication and methods to control excessive consumption by guests.

CLART 214 - Supervision

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

CLART 224 - Food Preparation Lead

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

CLART 252 - Saute

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

CLART 253 - Saute Lead

1. Produce basic knife cuts.
2. Demonstrate proper sanitation and safety in the restaurant industry.
3. Apply principles of mise en place.
4. Demonstrate proper ability to use appropriate cooking techniques and equipment in an a la minute environment.
5. Demonstrate the ability to lead a team and organize workflow on a working restaurant hotline.
6. Generate a menu using industry language.

CLART 254 - Mobile Line Cook

1. Demonstrate ability to cook a variety of foods in a mobile food service setting.
2. Produce industry standardfood for service on the truck.
3. Define the duties and skills needed of a line cook in a mobile food service setting.
4. Demonstrate an ability to work on a mobile food service line.
5. Demonstrate the ability to work as a member of a team.

CLART 255 - Special Topics: Culinary Arts

1. Explore fields of interest in the culinary industry.

CLART 260 - Bread Production

1. Apply the principles of mise en place.
2. Demonstrate the ability to work as a member of a team.
3. Demonstrate proper safety and sanitation procedures in the restaurantindustry.
4. Demonstrate accurate scaling of ingredients.
5. Demonstrate the ability to use appropriate bread-making equipment.

CLART 261 - Pastry and Dessert Preparation

1. Apply the proper principles of mise en place.
2. Demonstrate the ability to work as a member of a team.
3. Demonstrate proper safety and sanitation procedures in the restaurantindustry.
4. Demonstrate accurate scaling of ingredients.
5. Explore basic mixing methods of baking and finishing products.
6. Design and create individual desserts from simple to complex.

CLART 280 - Specialty Baking

1. Demonstrate basic sanitation and safety in the restaurant industry.
2. Apply the principles of mise en place for a bake shop.
3. Apply refined finishing and piping techniques to custom cakes.
4. Temper chocolate consistently and produce a variety of chocolates and candies.
5. Design and create individual plated desserts.
6. Prepare petit fours and pastries, emphasizing flavor, delicacy,and appearance.
7. Demonstrate the ability to work as a team member.
8. Demonstrate accurate scaling of ingredients.

CLART 290 - Pastry Chef

1. Demonstrate basic sanitation and safety in the restaurant industry.
2. Apply principlesmise en place.
3. Utilize technical writing skills and industry standards in developing recipes for a bake shop.
4. Organize and implement a showpiece project.
5. Demonstrate the ability to work as a member of a team.
6. Demonstrate accurate scaling of ingredients.

CLART 291 - Maitre d’

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

CLART 292 - Sous Chef I

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

CLART 293 - Sous Chef II

1. Demonstrate proper sanitation and safety in the restaurant industry.
2. Apply proper mise en place.
3. Demonstrate proper ability to use appropriate cooking techniques/equipment in all areas of the kitchen.
4. Construct an artful and functional plating diagram.
5. Demonstrate the ability to lead a team through day to day restaurant operations.
6. Demonstrate the ability to solve problems individually and in a team environment.

CLART 294 - Sous Chef III

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

CLART 295 - Work Experience Seminar

1. Demonstrate the skills and knowledge necessary for job seeking and successful entry-level employment in industry.
2. Demonstrate ability to use on-campus resources and/or Internet based resources to search for jobs and update resumes.
3. Attend networking and/or industry-specific career events held on campus.

CLART 296 - Supervised Work Experience

1. Obtain and show successful work experience in the food service industry.

CLART 298 - Individual Project in Culinary Arts

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

DANCE 130 - Salsa Dance Styles

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

DANCE 135 - Swing Dance

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

DANCE 140 - Latin Dance Styles

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

DANCE 145 - Ballroom Dance

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

DANCE 150 - Introduction to Social Dance Styles

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

DRMA& 101 - Introduction to Theater

1. Demonstrate knowledge of basic elements of theater.
2. Demonstrate knowledge of standard acting methods.
3. Demonstrate ability to apply knowledge of skills to perform limited projects.
4. Demonstrate in writing an understanding of specific elements of theater and basic acting techniques.

DIVST 100 - Introduction to Diversity Studies:CD

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

DIVST 110 - Animals in Human Society:CD

1. Develop historical perspectives regarding commonalities between speciesism, racism, sexism, and other forms of discriminatory behavior.
2. Compare the moral status of animals in the ancient world with historical developments in the West.
3. Examine the ways in which non-human animals suffer and are exploited for pleasure, amusement, and convenience.
4. Assess why animals matter and what is their contribution to social welfare.
5. Examine animal abuse, remedies, and animal service organizations.
6. Consider the relative merits of animal research, regulatory committees, and modern alternatives which abolish the use of animals altogether.
7. Identify current employment opportunities in the HAS (Human-Animal Studies) field and the appropriate course of study necessary for career preparation.
8. Analyze the broad range of implications associated with veganism in terms of the environment, social justice, global health standards, and compassion for animals.
9. Explore recent research arising from animal property law and alternative forms of legal classification and ownership.
10. Examine forms of social activism and political movements such as those embodied by The Humane Party (2009).
11. Consider cultural differences and environments in selected countries and how these impact the treatment and roles of animals in daily life.
12. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity.

DIVST 115 - The Sociology of Gender:CD

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

DIVST 117 - African-American History to 1865:CD

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

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

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

DIVST 119 - African-American History from 1945:CD

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

DIVST 125 - Race and Ethnic Relations:CD

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

DIVST 130 - American Religious Diversity:CD

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

DIVST 150 - Global Economic Development:CD

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

DIVST 151 - Health in Society:CD

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

DIVST 156 - Special Topics: Social Science:CD

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

DIVST 157 - Special Topics: Humanities:CD

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

DIVST 200 - Introduction to Women’s Studies:CD

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

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

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

DIVST 215 - Francophone Cultures:CD

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

DIVST 256 - Special Topics: Social Science:CD

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

DIVST 257 - Special Topics: Humanities:CD

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

ECE 120 - Mathematics for Early Childhood Education

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

ECE 130 - Science for Early Childhood Education

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

ECE 134 - Workshop in Early Childhood Education

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

ECE 140 - Special Topics: Early Childhood Education

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

ECE 155 - Special Topics: Early Childhood Education

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

ECE 208 - Early Childhood Field Practicum

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

ECE 209 - Early Childhood Practicum

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

ECE 210 - Early Childhood Practicum

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

ECE 236 - Creative Expression

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

ECE 237 - Math for Young Children

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

ECE 249 - Activities for Infants and Toddlers

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

ECE 250 - Connecting with Families

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

ECE 255 - Special Topics: Early Childhood Education

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

ECE 298 - Individual Project in Early Childhood Education

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

ECED& 105 - Introduction to Early Childhood Education

1. Explain current theories and ongoing research in early care and education.
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

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. Demonstratesafety 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 program.
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

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 heath, 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

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 appropriateand 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 toidentify learning and developmental needs and goals for infants and toddlers.

ECED& 134 - Family Childcare

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

1. Crosswalk program policies and practices with licensing and professional standards.
2. Create a plan for appropriate staff, food, equipment, materials, and programing 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

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

1. Design healthy, respectful, supportive, and challenging learning environments for children.
2. Identifystrategies 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 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

1. Describe the continuum of language acquisition and earlyliteracy.
2. Develop evidence-based, appropriate environments and opportunities that support children’s emergent language andliteracy 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

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& 115 - Child Development

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 influencer’s of child development.
4. Describe howdifferences and commonalities in individuals and cultures affectnurturing 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& 136 - School Age Care

1. Describe the physical, cognitive, social, and emotional stages of children ages 5 through 12.
2. Develop a plan to create reciprocal, culturally sensitive 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 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

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

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

ECON 120 - General Economics

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

ECON 130 - American Economic History:CD

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

ECON 140 - The World Economy:CD

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

ECON 150 - Global Economic Development:CD

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

ECON& 201 - Microeconomics

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

ECON& 202 - Macroeconomics

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

EDCAP 095 - College Connections

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

EDCAP 096 - Career Connections

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

EDUC& 130 - Guiding Behavior

1. Identifydevelopmentally appropriate child behaviors, individually and in groups.
2. Describe and compareat least three approaches in guidingbehavior for young children.
3. Describe and demonstrate positive, respectful, 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. Document a beginning awareness of educational needs of children in elementary or secondary schools.
2. Identify and develop beginning skills of interacting with children to support learning; including observation and self-assessment of interpersonal and task-oriented group behaviors.
3. Document an initial consideration of oneself as a potential educator of children through self-assessment.
4. Document introductory knowledge of training strategies in the public school, K-12 grade environment.

EDUC& 203 - Exceptional Child

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

EMERG 102 - Intro to Emergency Mgmt and Homeland Security

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

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

EMERG 115 - Basic Incident Command System

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

EMERG 125 - All Hazards Emergency Planning

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

EMERG 135 - Mapping and Data Analysis Tools

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

EMERG 137 - Technology in Emergency Management

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

EMERG 155 - Special Topics: Emergency Management

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

EMERG 157 - Public Information Officer

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

EMERG 162 - Emergency Response Awareness to Terrorism

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

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

EMERG 199 - Special Projects: Emergency Management

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

EMERG 200 - Emergency Operations Center

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

EMERG 210 - Exercise Design and Evaluation

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

EMERG 215 - Emergency Business Continuity Fundamentals

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