Course Descriptions and Objectives

ENGR& 114 - Engineering Graphics

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

ENGR 120 - Computational Tools

1. Perform computations using the MATLAB command window. [REASON]
2. Perform operations on data sets using matrix operations. [REASON]
3. Write commented MATLAB scripts to execute computational tasks. [REASON]
4. Write user-defined MATLAB functions. [REASON]
5. Generate plots of 2-D and 3-D functions using MATLAB. [REASON]
6. Implement built-in MATLAB functions to perform computations. [REASON]

ENGR 155 - Special Topics

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

ENGR& 204 - Electrical Circuits

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

ENGR& 214 - Statics

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

ENGR& 215 - Dynamics

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

ENGR& 225 - Mechanics of Materials

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

ENGR 231 - Introduction to Technical Writing

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

ENGR 255 - Special Topics

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

ENGL 100 - Introduction to College Writing

1. Integrate critical thinking, reading, and writing to engage college-level texts and to develop college-level expository essays. [REASON]
2. Adapt writing to audience, context, and purpose by using rhetorical principles at an introductory level. [REASON]
3. Apply the basics of composition principles at an introductory level in order to connect ideas coherently, explain them thoroughly, and arrange them logically. [COMMUNICATE]
4. Demonstrate writing processes by exploring and applying various strategies for idea generating, drafting, revising, editing, and proofreading. [COMMUNICATE]
5. Use academic sentence-level conventions and style; apply MLA style documentation at an introductory level for college writing. [COMMUNICATE]

ENGL& 101 - English Composition I

1. Integrate critical thinking, reading, and writing to analyze college-level texts and to develop college-level analytic/argumentative essays. [REASON]
2. Adapt writing to audience, context, and purpose by using rhetorical principles at an intermediate level. [REASON]
3. Apply the basics of composition principles at an intermediate level in order to connect ideas coherently, explain them thoroughly, and arrange them logically. [COMMUNICATE]
4. Demonstrate writing processes by applying various strategies for idea generating, drafting, revising, editing, and proofreading. [COMMUNICATE]
5. Use academic sentence-level conventions and style; apply MLA style documentation at an intermediate level for college writing. [COMMUNICATE]

ENGL& 102 - Composition II

1. Integrate critical thinking, reading, and writing independently to research and analyze college-level texts and to develop college-level analytic/argumentative research essays. [REASON]
2. Adapt writing to audience, context, and purpose by independently using rhetorical principles in varied, complex ways. [REASON]
3. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]
4. Demonstrate writing processes by independently choosing and applying suitable strategies to different stages, such as idea generating, drafting, revising, editing, and proofreading. [COMMUNICATE]
5. Use academic sentence-level conventions and style; apply MLA style documentation independently to manage multiple sources of various kinds. [COMMUNICATE]

ENGL 110 - Vocabulary and Word Origins

1. Outline the general history of the English language. [REASON]
2. Describe how new words are borrowed or developed for varied purposes, including informal conversation, civic discourse, scientific naming, etc. [REASON]
3. Describe the functions of prefixes, roots, and suffixes, and apply them to create meaning. [COMMUNICATE]
4. Describe the basic principles of etymology, cross-cultural borrowing, and other means of language assimilation and development. [EXPLORE]

ENGL& 111 - Introduction to Literature

1. Demonstrate knowledge of literary concepts by identifying and describing the formal elements, techniques, genres, and cultural/historical context of literary works. [REASON]
2. Reason clearly by applying critical reading methods/theories to analysis of texts in order to understand, interpret and draw conclusions. [REASON]
3. Describe and explain ways texts shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
4. Support analysis and interpretation of literary texts by locating, using and citing relevant textual and contextual evidence. [REASON]

ENGL 120 - Autobiography/Biography: Life Stories

1. Identify what impression each author wanted to create and explain what means s/he employed. [REASON]
2. Identify values, beliefs and attitudes, infer their sources if not explicit, and offer evidence re: whether they persisted or changed. [REASON]
3. Identify point of conflict, crisis and resolution. [REASON]
4. Identify and describe commonalities among autobiographies from a diverse range of cultures. [EXPLORE]
5. Analyze and explain how personal perspectives affect views of national and international events or trends. [EXPLORE]
6. Analyze how context (people, places, events, and culture) shape personal experience and perception. [EXPLORE]

ENGL 125 - Introduction to Current Authors

1. Demonstrate knowledge of literary concepts by identifying and describing the formal elements, techniques, genres, and cultural/historical context of contemporary literary works. [REASON]
2. Reason clearly by applying critical reading methods/theories to analysis of contemporary literary texts in order to understand, interpret and draw conclusions. [REASON]
3. Describe and explain ways contemporary literary texts shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
4. Support analysis and interpretation of contemporary literary texts by locating, using and citing relevant textual and contextual evidence. [REASON]

ENGL 131 - Introduction to Creative Writing

1. Identify, analyze, and evaluate the key elements of short fiction, poetry, and creative nonfiction via the works of contemporary writers. [REASON]
2. Describe the creative writing experience from the point of view of the writer. [REASON]
3. Assess their own writing and the writing of others. [REASON]
4. Explore idea-generating techniques and genre conventions to develop stories, poems, and essays. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe the processes for manuscript preparation, submission, and publication. [COMMUNICATE]

ENGL 140 - Introduction to the Ancient World

1. Demonstrate knowledge of literary concepts by identifying and describing the formal elements, techniques, genres, and cultural/historical context of ancient Greek and Roman literary texts. [REASON]
2. Outline the general historical, cultural, intellectual. and literary contexts of the ancient Greece and Rome. [REASON]
3. Identify and explain the significance of representative artistic monuments of ancient Greece and Rome. [REASON]
4. Describe and explain the significance of selected major figures in the history and literature of ancient Greece and Rome. [COMMUNICATE]
5. Reason clearly by applying critical reading methods/theories to an analysis of ancient Greek and Roman texts in order to understand, interpret and draw conclusions. [REASON]
6. Support a general analysis and interpretation of the ancient Greek/Roman heroic epic by locating, using and citing relevant textual and contextual evidence. [REASON]

ENGL 141 - Creative Writing: Non-Fiction

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 142 - Creative Writing: Non-Fiction II

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 151 - Creative Writing: Poetry I

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 152 - Creative Writing: Poetry II

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 155 - Special Topics

1. Demonstrate a basic understanding of a specific topic related to English composition, rhetoric, creative writing, or literature. [REASON]

ENGL 160 - Women’s Writings in the Modern Era:CD

1. Demonstrate knowledge of literary concepts by identifying and describing the formal elements, techniques, and genres of modernist literary works. [REASON]
2. Reason clearly by applying critical-reading methods/theories to modernist texts in order to analyze their major features and develop plausible, supportable interpretations. [REASON]
3. Describe and analyze ways that modernist texts shaped and were shaped by cultural/historical contexts and trends. [EXPLORE]
4. Support analysis and interpretation of modernists literary texts by locating, using and citing relevant textual and contextual evidence. [REASON]
5. Describe how modernist women writers contributed to the literature of the Modernist Era. [EXPLORE]

ENGL 161 - Creative Writing: Fiction I

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 162 - Creative Writing: Fiction II

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 165 - Language of the American West

1. Demonstrate knowledge of literary concepts by identifying and describing the formal elements, techniques, and genres of contemporary and traditional western writings. [REASON]
2. Reason clearly by applying critical-reading methods/theories to contemporary and traditional western texts in order to analyze their features and recurrent themes and to develop plausible interpretations. [REASON]
3. Describe and analyze ways that contemporary and traditional western texts shape(d) and are/were shaped by cultural/historical contexts and trends. [EXPLORE]
4. Discern and explain diverse points of views represented in contemporary and traditional western texts and make significant comparisons between them. [EXPLORE]
5. Support analysis and interpretation of contemporary and traditional western writings effectively by locating, using and citing relevant textual and contextual evidence. [REASON]

ENGL 170 - Popular Literature Past and Present:CD

1. Demonstrate knowledge of literary concepts by identifying, describing, and comparing the formal elements, techniques, and genres of popular works and by analyzing how writers incorporate and depart from particular genres and styles. [REASON]
2. Reason clearly by applying critical-reading methods/theories to popular works in order to analyze their features and recurrent themes and to develop plausible, supportable interpretations. [REASON]
3. Describe and analyze the ways that popular works shape and are shaped by cultural/historical contexts, trends, attitudes and beliefs about such issues as race, class, gender, sexual orientation, cultural identity, religion, etc. [COMMUNICATE]
4. Support analysis and interpretation of popular works by locating, using and citing relevant textual and contextual evidence. [REASON]

ENGL 171 - Writing Plays

1. Identify, analyze, and evaluate the genre’s conventions and styles via the works of contemporary writers. [REASON]
2. Apply the genre’s conventions and techniques to develop, revise, and edit their own writing projects. [COMMUNICATE]
3. Assess their own writing and the writing of others. [REASON]
4. Communicate and interact effectively while giving and receiving feedback in writing groups. [COMMUNICATE]
5. Demonstrate effective writing process and productive, sustainable writing habits. [ACT]
6. Describe and implement the process of submitting their work for publication. [ACT]

ENGL 185 - Sports in Literature

1. Demonstrate knowledge of literary concepts by identifying and describing the formal elements, techniques, and genres of sports literature. [REASON]
2. Identify connections between literary works and actual events, both historical and contemporaneous, through an examination of sports and sports literature. [REASON]
3. Reason clearly by applying critical-reading methods/theories to sports literature in order to analyze its features and develop plausible interpretations. [REASON]
4. Describe and analyze ways that sports literature shapes and is shaped by cultural/historical contexts and trends. [COMMUNICATE]
5. Support analysis and interpretation of sports-literature by locating, using and citing relevant textual and contextual evidence. [REASON]

ENGL 198 - Individual Project in English

1. Identify and explore/research topic(s) relevant to English for individual study. [REASON]
2. Support findings/analyses by locating, using and citing relevant textual and contextual evidence. [REASON]
3. Communicate findings from the individual study through an agreed-upon means, such as a paper, a presentation, or a display. [COMMUNICATE]
4. Demonstrate skill in and knowledge of other project-specific objectives as determined by the instructor. [REASON]

ENGL 199 - Special Projects

1. Identify and demonstrate a well-developed understanding of a specific topic related to English composition, rhetoric, creative writing, or literature. [REASON]
2. Support independent analysis, interpretation, or explanation of topic by locating, using and citing relevant textual and contextual evidence. [REASON]
3. Communicate findings from the individual study of topic. [COMMUNICATE]
4. Demonstrate other project-specific objectives as determined by the instructor. [REASON]

ENGL& 220 - Introduction to Shakespeare

1. Demonstrate knowledge of major concepts in literature and drama by identifying, describing, and analyzing the formal elements, techniques, genres, and cultural/historical context of selected Shakespearean works. [REASON]
2. Reason clearly by applying critical reading methods and/or theories to analysis of Shakespearean works in order to understand, interpret and draw conclusions. [REASON]
3. Describe the theatrical scene as well as social and political backgrounds in Shakespeare’s London. [REASON]
4. Describe and explain ways that Shakespearean texts shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
5. Compare varying interpretations of Shakespeare’s works. [REASON]
6. Support analysis and interpretation of literary texts by independently locating, using and citing relevant textual and contextual evidence. [REASON]
7. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]

ENGL& 244 - American Literature I

1. Demonstrate knowledge of literary concepts by identifying, describing, and analyzing the formal elements, techniques, genres, and cultural/historical context of Early American literary works. [REASON]
2. Reason clearly by applying critical reading methods and/or theories to analysis of Early American literary texts in order to understand, interpret and draw conclusions. [REASON]
3. Describe and explain ways Early American literary texts shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
4. Describe and compare different perspectives on American experiences, values, ambitions, and environments as presented in diverse Early American texts. [REASON]
5. Support analysis and interpretation of literary texts by independently locating, using and citing relevant textual and contextual evidence. [REASON]
6. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]

ENGL& 245 - American Literature II

1. Demonstrate knowledge of literary concepts by identifying, describing, and analyzing the formal elements, techniques, genres, and cultural/historical context of American literary texts from 1860 through 1919. [REASON]
2. Reason clearly by applying critical reading methods and/or theories to analysis of American literary texts from 1860 through 1919 in order to understand, interpret and draw conclusions. [REASON]
3. Describe and explain ways that American literary texts from 1860 through 1919 shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
4. Describe and compare different perspectives on American experiences, values, ambitions, and environments as presented in diverse American literary texts 1860 through 1919. [REASON]
5. Support analysis and interpretation of literary texts by independently locating, using and citing relevant textual and contextual evidence. [REASON]
6. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]

ENGL& 246 - American Literature III

1. Demonstrate knowledge of literary concepts by identifying, describing, and analyzing the formal elements, techniques, genres, and cultural/historical context of American literary texts from 1920-1963. [REASON]
2. Reason clearly by applying critical reading methods and/or theories to analysis of American literary texts from 1920-1963 in order to understand, interpret and draw conclusions. [REASON]
3. Describe and explain ways that American literary texts from 1920-1963 shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
4. Describe and compare different perspectives on American experiences, values, ambitions, and environments as presented in diverse American literary texts 1920-1963. [REASON]
5. Support analysis and interpretation of literary texts by independently locating, using and citing relevant textual and contextual evidence. [REASON]
6. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]

ENGL 255 - Special Topics

1. Identify and demonstrate thorough understanding of focused area of interest related to English composition, rhetoric, creative writing, or literature. [REASON]

ENGL 275 - Topics in Pre-Twentieth Century Literature: Seminar

1. Demonstrate knowledge of literary concepts by identifying, describing, and analyzing the formal elements, techniques, genres, and cultural/historical context of pre-20th century literary texts. [REASON]
2. Compare/contrast defining features of pre-20th century literary texts. [REASON]
3. Reason clearly by applying critical reading methods and/or theories to analysis of pre-20th century literary texts in order to understand, interpret and draw conclusions. [REASON]
4. Describe and explain ways that pre-20th century literary texts shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
5. Support analysis and interpretation of pre-20th century literary texts by independently locating, using and citing relevant textual and contextual evidence. [REASON]
6. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]

ENGL 276 - Topics in Twentieth Century Literature: Seminar

1. Demonstrate knowledge of literary concepts by identifying, describing, and analyzing the formal elements, techniques, genres, and cultural/historical context of 20th century literary texts. [REASON]
2. Compare/contrast defining features of 20th century literary texts. [REASON]
3. Reason clearly by applying critical reading methods and/or theories to analysis of 20th century literary texts in order to understand, interpret and draw conclusions. [REASON]
4. Describe and explain ways that 20th century literary texts shape and are shaped by cultural/historical contexts and trends. [COMMUNICATE]
5. Support analysis and interpretation of 20th century literary texts by independently locating, using and citing relevant textual and contextual evidence. [REASON]
6. Apply composition principles independently by connecting ideas coherently, explaining them thoroughly, and arranging them logically. [COMMUNICATE]

ENGL 298 - Individual Project in English

1. Independently identify and explore/research topic(s) relevant to English for individual study. [REASON]
2. Support findings/analyses by locating, using and citing relevant textual and contextual evidence. [REASON]
3. Communicate findings from the individual study through an agreed-upon means, such as a paper, a presentation, or a display. [COMMUNICATE]
4. Demonstrate other project-specific objectives as determined by the instructor [REASON]

ENGL 299 - Special Projects

1. Independently identify and demonstrate a thorough understanding of a specific topic related to English composition, rhetoric, creative writing, or literature. [REASON]
2. Support independent analysis, interpretation, or explanation of topic by locating, using and citing relevant textual and contextual evidence. [REASON]
3. Communicate findings from the individual study of topic. [COMMUNICATE]

ESL 010 - English as a Second Language Level 1

1. Demonstrate understanding of simple written words and phrases using phonemic awareness, context, and visual clues. [COMMUNICATE]
2. Write simple words and phrases using basic writing conventions. [COMMUNICATE]
3. Demonstrate understanding of and write phone numbers, addresses, dates, time, and prices. [COMMUNICATE]
4. Demonstrate understanding of and appropriately respond to classroom instructions, questions about personal information, and other simple oral statements and questions. [COMMUNICATE]

ESL 020 - English as a Second Language Level 2

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

ESL 030 - English as a Second Language Level 3

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

ESL 040 - English as a Second Language Level 4

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

ESL 050 - English as a Second Language Level 5

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

ESL 060 - English as a Second Language Level 6

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

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

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

ESL 073 - English as a Second Language Skills Lab

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

ESL 075 - English as a Second Language - Language Lab

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

ESL 095 - English as a Second Language Introduction to College

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

EAP 090 - Grammar for College Success

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

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

EAP 094 - Pronunciation

EAP 097 - Read/Write for College English I

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

EAP 098 - Interactions in English

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

EAP 099 - Read/Write for College English II

EAP 100 - Communication for College

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

EAP 101 - College Reading and Writing

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

EAP 102 - Reading/Grammar for College Success

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

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

EAP 103 - Reading/Grammar for College Success

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

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

EAP 104 - Oral Communication: Academic and Workplace

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

EAP 106 - Word Forms for College Success

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

EAP 108 - Verbs for College Success

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

EAP 121 - Composition for College

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

EAP 131 - College Editing

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

ENVS& 101 - Introduction to Environmental Science

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

ENVS 105 - Weather

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

ENVS 199 - Special Projects

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

ENVS 299 - Special Projects

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

EVPL 240 - Event Planning/Risk Management

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

EVPL 245 - Sustainable/Green Events

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

EVPL 250 - Event Coordination

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

EVPL 265 - Event Planning/Best Practices

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

EVPL 266 - Virtual Event Planning

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

EVPL 270 - Event Planning Practicum

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

EVPL 275 - Event Planning-Wedding Planning/Coordination

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

EVPL 276 - Event Planning/Entertainment and Production

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

EVPL 277 - Event Planning/Destination Management

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

FLED 010 - Parenting Education/Parents and Infants

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

FLED 011 - Parenting Education/Parents and Toddlers

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

FLED 012 - Parenting Education/Parents and Two Year Olds

FLED 013 - Parenting Education/Parents and Three Year Olds

FLED 014 - Parenting Education/Parents and Four Year Olds

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

FLED 015 - Parenting Education/Variation on Coop Model

FLED 020 - Parent-Infant Program

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

FLED 021 - Parenting Education/Parents and Toddlers

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

FLED 022 - Parenting Education/Parents and Two Year Olds

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

FLED 023 - Parenting Education/Parents and Three Year Olds

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

FLED 024 - Parenting Education/Parents and Four Year Olds

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

FLED 025 - Parenting Education/Variation on Coop Model

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

FLED 030 - Parenting Education/Parent-Infant Program

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

FLED 031 - Parenting Education/Parents and Toddlers

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

FLED 032 - Parenting Education/Parents and Two Year Olds

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

FLED 033 - Parenting Education/Parents and Three Year Olds

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

FLED 034 - Parenting Education/Parents and Four Year Olds

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

FLED 035 - Parenting Education/Variation on Coop Model

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

FLED 040 - Parenting Education/Parents and Infants

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

FLED 041 - Parenting Education/Parents and Toddlers

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

FLED 042 - Parenting Education/Parents and Two Year Olds

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

FLED 043 - Parenting Education/Parents and Three Year Olds

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