Course Descriptions and Objectives

DRMA 198 - Individual Project in Theatre

DRMA 251 - Acting: Realism II

DRMA 252 - Acting: Style II

DRMA 253 - Acting: 20th/21st Centuries II

DRMA 255 - Special Topics

DIVST 100 - Introduction to Diversity Studies:CD

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

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. [REASON]
2. Compare/contrast the philosophies, issues, and actions of different geographic regions, time periods, religions, races, and/or social status. [REASON]
3. Examine and evaluate historical information/arguments from different source forms. [REASON]
4. Express their findings in formal/informal writing, classroom discussion, online discussion, research projects, and/or oral presentation. [COMMUNICATE]
5. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

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. [REASON]
2. Compare/contrast the philosophies, issues, and actions of different geographic regions, time periods, religions, races, and/or social status. [REASON]
3. Examine and evaluate historical information/arguments from different source forms. [REASON]
4. Express their findings in formal/informal writing, classroom discussion, online discussion, research projects, and/or oral presentation. [COMMUNICATE]
5. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

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. [EXPLORE]
2. Compare/contrast the philosophies, issues, and actions of different African-Americans from different regions, time periods, and/or social status. [REASON]
3. Compare/contrast the experiences of African-Americans with those of other diverse populations. [REASON]
4. Examine and evaluate historical information/arguments from different source forms. [REASON]
5. Express their findings in formal/informal writing, classroom discussion, online discussion, research projects, and/or oral presentation. [COMMUNICATE]
6. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

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

DIVST 130 - American Religious Diversity:CD

1. Evaluate and apply social scientific (economic, psychological, sociological, and cultural) theories of religion. [REASON]
2. Examine and evaluate anthropological theories of ethnicity. [REASON]
3. Discuss diverse religious beliefs with peers in classroom. [COMMUNICATE]
4. Analyze religious communities using social scientific theories. [REASON]
5. Present, in writing and/or orally, results of theoretical analyses and ethnographic research. [COMMUNICATE]
6. Reflect on the connection between service and learning in service-learning project. [COMMUNICATE]
7. Examine and evaluate the historical impact of immigration, politics, economics and globalization on American religious experiences. [EXPLORE]
8. Compare and contrast the beliefs, growth, development, and success of American Indian, Christian, Jewish, Mormon, Muslim, Baha’i, Hindu, and/or Buddhist traditions in the Americas. [EXPLORE]
9. Conduct an ethnographic research project examining a religious community different from one’s own. [EXPLORE]
10. Conduct a service-learning project in partnership with a local religious community, government agency, tribe or non-profit. [ACT]
11. Apply knowledge, awareness, and/or skills to identify and analyze issues related to diversity. [EXPLORE]

DIVST 150 - Global Economic Development:CD

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

DIVST 151 - Health in Society: CD

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

DIVST 156 - Special Topics in Social Science: CD

DIVST 157 - Special Topics in Humanities: CD

DIVST 160 - Special Topics-General Electives:CD

DIVST 161 - Special Topics-Professional Technical:CD

DIVST 165 - Lectures and Events:CD

DIVST 166 - Diversity Event Production:CD

DIVST 181 - Ripped from the Headlines:CD

DIVST 182 - Race, Class, and Gender:CD

DIVST 183 - Power, Privilege, and Prejudice:CD

DIVST 184 - International Issues:CD

DIVST 198 - Individual Project in Diversity Studies:CD

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

DIVST 215 - Francophone Cultures:CD

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

DIVST 256 - Special Topics in Social Science:CD

DIVST 257 - Special Topics in Humanities:CD

DIVST 260 - Special Topics-General Electives:CD

DIVST 261 - Special Topics-Professional Technical:CD

DIVST 298 - Individual Project in Diversity Studies:CD

ECE 102 - S.T.A.R.S. Childcare Basics

1. Document beginning knowledge of child growth and development for children age birth to five years. [REASON]
2. Document foundational knowledge of developmentally appropriate practices for teachers of children birth to five years, including cultural, individual, and age-appropriate practices. [EXPLORE]
3. Document understanding of positive guidance strategies for children birth to five years of age. [COMMUNICATE]
4. Describe beginning knowledge of health and safety needs and concerns for young children ages birth to five years; including prevention, handling and reporting of illnesses and accidents. [REASON]
5. Document understanding of information that is required when making a report of suspected child abuse and/or neglect to Child Protective Services. [REASON]
6. Document beginning knowledge of the professionalism required to build quality early learning programs including maintaining licensing standards and working with families. [EXPLORE]

ECE 110 - Applied Child Development

1. Document a foundational knowledge of how the role as a child development specialist will influence and be applied as a teacher of young children, citing specific teaching approaches, strategies and tools for early education. [REASON]
2. Document understanding of the theoretical principles of Piaget, Vygotsky, and Erikson for application to the teacher’s role in planning children’s learning, designing a classroom environment, and guiding interactions with children. [REASON]
3. 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. [REASON]
4. Document the ability to understand the stages of development for the infant, toddler, preschool, and early school-age periods of development. [COMMUNICATE]
5. Demonstrate the ability to describe and apply developmental principles of Piaget, Vygosky and Erikson:in specific teaching strategies related to the individualized learning process and perspective of young children. [COMMUNICATE]
6. Demonstrate the ability to connect professionally-defined Developmentally Appropriate Practices to principles and stages of development. [ACT]
7. Demonstrate understanding of the relationship between social-emotional learning and development of the whole child. [EXPLORE]
8. Identify and interpret how multiple influences can affect a child’s growth and developmental process. [EXPLORE]

ECE 115 - Introduction to Early Childhood Education

1. Document an introductory definition of how the importance of a teacher’s knowledge of growth and developmental principles is connected to the major roles a teacher performs. [REASON]
2. Provide evidence of an increased personal and professional definition of what teaching during the early childhood education years requires and factors that influences a teacher’s levels of performance. [REASON]
3. Provide evidence thorough self-examination and reflective writing of their personal commitment to becoming a teacher of young children, or if they wish to pursue a different career choice. [EXPLORE]
4. Document the importance of reflective thinking, meaning making and decision making to the roles a teacher performs. [REASON]
5. Document how professionally defined practices provide teachers with guidance on how to foster children’s learning, design high-quality classroom environments, development curriculum, and documentation of children’s growth and learning. [ACT]
6. Document an understanding of the professionally defined characteristics of continual life-long learning and sources for on-going professional development that are involved in early childhood education. [ACT]

ECE 117 - Health and Safety

1. Document personal definition on ways teachers can protect the health and safety of young children. [EXPLORE]
2. Demonstrate ways of integrating goals for health and safety into an early childhood education curriculum and distinguish use of different teaching strategies to integrate health and safety in a classroom curriculum. [ACT]
3. Document personal definition on ways teachers can protect the health and safety of young children without limiting / inhibiting children’s need to explore, discover, and be independent learners. [EXPLORE ]
4. Demonstrate the skills to plan and evaluate policies of emergency preparedness (fire, earthquake, lock-down) in a child-focused manner. [COMMUNICATE]
5. Demonstrate skills at identifying how to reduce accidents and the spread of illness, the role of observation and taking action, and indicators of healthy/unhealthy characteristics of typical childhood diseases. [ACT]
6. Document personal definition of how a teachers’ own valuing of concerns for safe and healthy practices will influence decisions and actions. [EXPLORE]

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

ECE 130 - Science for Early Childhood Education

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

ECE 134 - Workshop in Early Childhood Education

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

ECE 140 - Special Topics

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

ECE 155 - Special Topics

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

ECE 208 - Early Childhood Field Practicum

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

ECE 209 - Early Childhood Practicum

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

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

ECE 216 - Curriculum Development and Observation

1. Document knowledge and skills to plan a curriculum, and classroom program that is based upon professionally defined standards, research, and theories. [REASON]
2. Document how the role of observation is a primary method for understanding the development of children and a core resource for planning experiences, the environment, a meaningful classroom program. [REASON]
3. Demonstrate the ability to design a curriculum based on active learning and the importance of play. [COMMUNICATE]
4. Provide evidence of increased understanding the teacher’s role as a reflective practitioner with application in understanding development, observation and planning. [ACT]
5. Provide evidence of understanding the importance of social relationships to the teaching and learning process. [EXPLORE]
6. Demonstrate the knowledge and skills to plan a classroom environment, learning centers and curriculum from a developmental and child-centered approach that will reflect children’s interests, current capabilities, emerging abilities, families and cultures. [COMMUNICATE]
7. Provide evidence of an increased awareness of how the role of child development specialist supports curriculum development, teaching strategies, individualization and inclusion of differing abilities and cultures in the classroom. [REASON]

ECE 218 - Positive Guidance and Environmental Planning

1. Document a theoretical framework based on developmental principles for the purpose of defining an encouraging approach to children learning self-control, positive self-esteem and successful growth of social skills. [REASON]
2. Demonstrate the ability to create a classroom environment that reflects built-in elements of guidance that provide reasonable limits while encouraging children’s independence and self-regulation through the teacher’s role in supporting child-directed experiences and learning centers. [REASON]
3. Articulate strategies for problem-solving complex behavior concerns through understanding the child, the environment and teaching behaviors. [ACT]
4. Provide documentation of how being a child development specialist influences teaching expectations, selected guidance strategies and environmental planning in effecting children’s behavior. [REASON]
5. Define the teacher’s role and strategies that encourage children’s active engagement in transitions, individual interactions, small group and large group experiences. [COMMUNICATE]
6. Document skills in communication with parents concerning challenging behaviors that provide the support of the teacher and parent in strengthening the children’s learning of successful social skills. [EXPLORE]
7. Demonstrate the use of positive communication in building relationships and guidance with skills of: active listening, descriptive statements and specific encouragement. [COMMUNICATE]
8. Demonstrate guidance strategies that support children’s learning of positive social skills through providing: choices, redirection, encouraging cooperation, and logical consequences. [COMMUNICATE]

ECE 236 - Creative Expression

1. Demonstrate the teacher’s role in supporting creative expression in young children in early learning settings. [EXPLORE]
2. Document a beginning understanding of how different curricular models support the development of creative expression. [REASON ]
3. Communicate and relate how creative expression integrates with all domains of development and is a “leading activity” for growth in multiple areas. [COMMUNICATE]
4. Demonstrate the role of the teacher as a child-development specialist in guiding meaning and decision making in the development of creative expression. [ACT]
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. [EXPLORE]
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. [COMMUNICATE]

ECE 237 - Math and Science Experiences

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. [REASON]
2. Provide evidence of understanding the central concepts and professionally defined standards for mathematics for young children. [REASON]
3. Document foundational knowledge of young children’s mathematical development. [COMMUNICATE]
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. [ACT]
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. [COMMUNICATE]
6. Document foundational knowledge of the central concepts and professionally defined concepts for science. [REASON]
7. Provide evidence of the ability to design an active learning environment that supports children’s scientific development. [REASON]]
8. Document an understanding of how young children form a conceptual understanding of science in the natural world. [COMMUNICATE]
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. [ACT]
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. [REASON]

ECE 238 - Social and Emotional Learning:CD

1. Document and state the connection between social and emotional learning and success in all aspects of learning and growth throughout early childhood. [REASON]
2. Document and relate research-based rationale supporting the importance of the social-emotional context for children’s learning in all domains of development. [REASON]
3. Document and illustrate the role of the family and primary care givers in the social and emotional development of a child. [EXPLORE]
4. Document personally defined teaching strategies that provide: a climate of trust and security, age-appropriate opportunities for autonomy and initiative, encouragement of children’s sense of competence, support of the process of children’s learning to build collaborative and reciprocal relationships with other children and guidance for developing responsibility for self, responsibility for others, expression of emotions / feelings, pro-social skills, problem-solving of conflict, and reduction of acts of exclusion. [EXPLORE].
5. Demonstrate the ability to plan an early childhood classroom environment and use curriculum approaches consistent with defined principles of social-emotional learning, including representation of diversity of culture, race, language, family and community throughout the classroom, and evaluation of materials and practices to counter potential bias or discrimination of any child or family with respect to gender, language, culture, ethnicity or family structure. [ACT]
6. Recognize 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. [COMMUNICATE]

ECE 239 - Language and Literacy:CD

1. Document foundational knowledge of how the role as a child development specialist will influence and be applied as a teacher of young children through specific teaching approaches, strategies and tools for early education in language and literacy. [REASON]
2. Demonstrate use of children’s literature and planning literature-based curriculum as a foundation for language and literacy learning throughout the classroom. [REASON]
3. Document strategies that connect school and home experiences in language and literacy development. [ACT]
4. Document knowledge of teacher roles and strategies that support language learning of young children in a language rich environment through: observation, scaffolding, active listening, child-centered conversational skills, and adult modeling. [REASON]
5. Demonstrate teacher roles and strategies that support language and emerging reading and writing skills through: use of functional print, meaning-making of print, pictures and stories, representation in beginning writing and drawing, phonological awareness, use of books, songs, fingerplays, storytelling and drama. [COMMUNICATE]
6. Document components of a literacy-rich environment that support emerging language and literacy in a representative classroom of diverse cultures and languages. [EXPLORE]
7. 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. [EXPLORE]

ECE 241 - Education of Preschoolers

1. Document the ability to articulate a personal definition of the role of the teacher and a professional philosophy with defined strategies and knowledge that optimally support and encourage children’s growth and development. [REASON]
2. Document the skills to plan a curriculum, environment and classroom program for preschool children that is based on professionally defined standards, research and theories of early learning. [REASON]
3. Demonstrate the ability to articulate how the teacher roles of observer, child development specialist, and reflective practitioner influence a teacher’s planning for preschool age children. [EXPLORE]
4. Document the ability to articulate and demonstrate contextual knowledge of how children learn based on theories of Erikson, Piaget and Vygotsky and Developmentally Appropriate Practices. [COMMUNICATE]
5. Document evidence of an ability to apply the central concepts and professionally defined standards for the curriculum content areas of literacy, mathematics, science and creative expression to planning for preschool age children. [COMMUNICATE]
6. Demonstrate effective teaching strategies that foster the learning of preschool age children through reciprocal relationships in teaching and learning, based on knowledge of children’s development, interests, construction of meaning, and play. [EXPLORE]

ECE 243 - Parent-Teacher Partnerships

1. Document personal application of professional knowledge of the role of the teacher in establishing relationships, building partnerships with parents, and defining the importance of the family in the life and development of a child. [REASON]
2. Demonstrate foundational skills that will support the development of partnerships with parents: forming of relationships; active strategies of sharing information from a mutual perspective; informal and formal strategies for involving parents. [REASON]
3. Provide documentation that is evidence of personal perceptions regarding the role of the teacher in inviting or preventing a family’s sense of belonging and being respected as a welcome member of the early learning program. [ACT]
4. Document understanding of how a teacher’s role as an advocate is connected to parent -teacher partnerships. [REASON]
5. Document a foundational knowledge of how diverse family circumstances, community contexts, culture, and parents own development influences relationships and levels of parent involvement. [EXPLORE]
6. Demonstrate evidence of practicing and applying supportive communication with parents regarding developmental milestones and appropriate expectations, based on knowledge of developmental principles and professionally defined appropriate practices. [COMMUNICATE]
7. Document evidence of an increased level of tolerance for aspects of diversity in people and thought, based on an understanding of how stereotypical and personal biases can inhibit strong partnerships with parents. [EXPLORE]

ECE 248 - Working with Infants and Toddlers

1. Describe the role of secure relationships on infant and toddler development of trust and growing independence. [REASON]
2. Define and document fundamental principles from the RIE (Resources for Infants Education) approach to infant and toddler care-giving. [REASON]
3. Communicate and illustrate care-giving routines as the curriculum for infants and toddlers. [REASON]
4. Demonstrate the ability to utilize observation as a tool for understanding and planning for infants and toddlers. [REASON]
5. Identify and articulate the sequence of developmental stages and milestones of infants and toddlers in social, emotional, physical, language, literacy, cognitive and creative areas of growth and learning. [COMMUNICATE]
6. Describe and relate criteria for designing an environment that promotes learning in all domains of infant and toddler growth and development. [REASON ]
7. Identify and communicate how culture, family practices and areas of diversity influence the growth and developmental process of infants and toddlers. [COMMUNICATE]
8. Demonstrate strategies for supporting children and their families through use of cultural diversity and anti-bias practices in professionally defined and developmentally appropriate ways in infant toddler programs. [ACT]

ECE 249 - Activities for Infants and Toddlers

1. Describe infant and toddler developmental stages and milestones. [COMMUNICATE]
2. Document and communicate the principles of care-giving as curriculum. [COMMUNICATE]
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. [REASON]
4. Demonstrate and document the importance of observation as a tool for understanding and planning experiences for infants and toddlers. [COMMUNICATE]
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. [ACT]
6. Demonstrate teaching strategies that foster and nurture relationship-building of infants and toddlers and their families and teachers. [ACT]
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. [EXPLORE]

ECE 250 - Connecting with Infants and Toddlers

1. Document and relate the role of secure attachment in infant’s and toddler’s development and growing independence. [COMMUNICATE]
2. Document and name the RIE (Resources for Infant Education) and Reggio Emilia approaches and principles of infant and toddler care-giving. [COMMUNICATE]
3. Demonstrate application of close observation and analysis as a tool for understanding and responding to infants and toddlers, to assure that what the infant/toddler cares about forms the basis for teacher/caregiver decision-making. [ACT]
4. Relate the importance of teaching strategies that focus on relationships of respect, responsiveness and reciprocity with families and their children in planning for infants’ and toddlers’ growth and learning. [REASON]
5. Document a personally defined interpretation of the teacher’s role in providing developmentally appropriate interactions and authentic relationships, relating to supporting trust and autonomy in infants and toddlers. [EXPLORE]
6. Identify and personally define the roles of culture, family practices and areas of diversity in the growth and developmental process of infants and toddlers. [EXPLORE]
7. Demonstrate teaching strategies for supporting cultural diversity and anti-bias practices in professionally defined and developmentally appropriate ways to infant toddler programs. [ACT]

ECE 255 - Special Topics

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

ECE 280 - Leadership in Early Childhood Education

1. Document a personal definition of the early childhood professional’s role as an advocate for children, families and self. [COMMUNICATE]
2. Demonstrate and relate the NAEYC (National Association of the Education of Young Children) Code of Ethics and the use the Code as a tool to problem-solve a range of different ethical dilemmas early childhood professionals face in their goal of supporting children and families. [ACT]
3. 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. [EXPLORE]
4. Formulate and complete a personally-defined goal for building skill and personal knowledge in a defined area of early childhood education and advocacy. [ACT]
5. Apply professionally defined position statements that advocate best practices for the education of young children and support for their families. [ACT]
6. Describe the leadership responsibilities of early childhood educators for fostering children’s growth and development, promoting effective early learning programs, and supporting the field of early childhood education. [EXPLORE]

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. [COMMUNICATE]
2. Document understanding of concepts or materials relevant to the early childhood education profession. [REASON]
3. Document learning of identified focus through comprehensive experiences developed in the early childhood program. [ACT]
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. [REASON]

ECON 120 - General Economics

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

ECON 130 - American Economic History:CD

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

ECON 140 - The World Economy:CD

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

ECON 150 - Global Economic Development:CD

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

ECON 155 - Special Topics

1. Apply economic analysis to selected topics as chosen by student and instructor. [REASON]

ECON& 201 - Micro Economics

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

ECON& 202 - Macro Economics

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

ECON 255 - Special Topics

1. Apply more advanced economic analysis to selected topics as chosen by student and instructor. [REASON]

EDUC 100 - Teaching: An Orientation

1. Describe and articulate their role as a learner, leader and community member within the context of teaching and education. [COMMUNICATE]
2. Identify and demonstrate understanding of developmental characteristics and needs of school-age learners. [REASON]
3. Document an understanding of the areas of diversity, ethnic, cultural, socioeconomic, special needs, and gender, that impact school age-learners and define different strategies that schools are employing to address issues of diverse learners. [EXPLORE]
4. Document evidence of understanding the historical background of education in the United States and current issues affecting teaching, education and schools. [REASON]
5. Document the roles of parents, colleagues, professional associations, and the community, as partners to ensure effective teaching. [ACT]
6. Demonstrate, document, and assess the application of classroom-based learning through observations, journal writing, completed assignments and an internship in a school-age classroom setting. [REASON]

EDUC 185 - Human Growth/Development:CD

 

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

1. Describe development, including biological, cognitive, and psychosocial, as an ongoing set of processes across the lifespan. [REASON]
2. Analyze different developmental events from the perspectives of several theories and recognize those theories when used by others to explain events. [REASON]
3. Identify the research methods used in the study of human growth and development and be able to evaluate their usefulness. [REASON]
4. Describe development from the perspective of diverse consumer populations and explain developmental controversies related to these differences. [EXPLORE]
5. Recognize important developmental concepts and explain how they could be applied to a variety of career settings. [REASON]

EDUC 195 - Educational Experiences in Elementary and Secondary Schools

1. Document a beginning awareness of educational needs of children in elementary or secondary schools. [COMMUNICATE]
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. [ACT]
3. Document an initial consideration of oneself as a potential educator of children through self-assessment. [REASON]
4. Document introductory knowledge of training strategies in the Public School, K-12 grade environment. [REASON]

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

EDUC& 203 - Exceptional Child

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

EMERG 100 - Introduction to Emergency Management

1. Explain the different phases of emergency management: prevention (mitigation); preparedness; response and recovery. [REASON]
2. Identify hazards that are common to a local area and vulnerability to specific hazards. Communicate and interact respectfully through critical and imaginative expression. [REASON]
3. Describe the roles of citizens, community, local, state, tribal, federal, private sector, voluntary, other groups and segments in the emergency management process. [COMMUNICATE]
4. Explain the different types of plans and their strategy for emergency management functions. [COMMUNICATE]
5. Explore critically and creatively the diversity of cultures, ethics, values, and ways of thinking across communities. [EXPLORE]
6. Explain myths and realities of disaster response. [EXPLORE]
7. Describe the different types of hazards found in the United States. [EXPLORE]
8. Develop a personal emergency plan: consider plans for individuals, households, and work-groups based on the guide for citizen preparedness. [ACT]
9. Describe the declaration process for CFR 44 Emergency Management and Assistance “The Stafford Act”. [COMMUNICATE]
10. Initiate a hazard, vulnerability and risk analysis. [ACT]

EMERG 110 - Hazard Analysis and Mitigation

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

EMERG 120 - Resource Management

1. Identify typical, essential and specialized resources that can be used in an emergency or disaster situation and create a plan to utilize resources in the most productive manner. [REASON]
2. Identify and analyze the process of acquisition and disposition of local resources during a disaster. [REASON]
3. Describe and draft the kinds of written mutual aid agreements between other government and private sector organizations. [COMMUNICATE]
4. Describe and draft the kind of directory of contacts used to control and deploy vital resources. [COMMUNICATE]
5. Demonstrate thorough knowledge of the National Incident Management System (NIMS) essential supplies, equipment, facilities, and services that should be considered for emergency resources. [EXPLORE]
6. Describe planning strategies for the preservation of vital records, including cost inventories for commodities and services. [EXPLORE]
7. Describe and demonstrate strategies for creating and maintaining a comprehensive resource inventory, including personnel, materials, facilities and equipment. [ACT]
8. Describe and analyze long term plan for acquiring resources and understanding of government control in the acquisition and disposition of local resources. [ACT]

EMERG 130 - Emergency Planning

1. Demonstrate an understanding of emergency planning and documentation. [REASON]
2. Describe the need and process for a comprehensive emergency plan and continuity of operations. [REASON]
3. Demonstrate understanding of how to obtain executive support and involvement in emergency planning process. [REASON]
4. Describe and discuss the definitions, concepts and principles for emergency management. [COMMUNICATE]
5. Write a standard operating procedures manual and action plan that complies with state and federal regulations and guidelines, research publishing the manual and plan for distribution. [COMMUNICATE]
6. Design text exercises and a testing schedule, including a critique process for emergency plan implementation. [EXPLORE]
7. Develop and document a yearly review and maintenance planning process. [EXPLORE]
8. Explain the National Response Framework and the Emergency Support Functions incorporated in the state and federal levels. [ACT]
9. Integrate the planning process in the phases of emergency management. [ACT]

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. [REASON]
2. Use mapping software to identify potential impacts/vulnerabilities and allocate resources under various emergency/disaster scenarios. [REASON]
3. Collaborate with others to maintain a real-time Common Operating Picture during a simulated incident/emergency exercise or real event. [COMMUNICATE]
4. Deliver a Community/Neighborhood Disaster Preparedness visual presentation in the class. [COMMUNICATE]
5. Research FEMA HAZUS-MH Geographic Information System (GIS) and specific community hazard vulnerability. [ACT]
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. [ACT]
7. Use mapping software as a platform for building and executing a table-top exercise. [ACT]

EMERG 140 - Emergency Direction and Control

1. Provide leadership and guidance for the mission of the emergency operations, organize and implement a plan of action to support the incident action plan with command and general staff in an operational period. [REASON]
2. Demonstrate a clear understanding of Incident Command System (ICS) command and general staffing structure including Unified and Area Command. [COMMUNICATE]
3. Explain the integration of ICS and the National Systems of National Incident Management System (NIMS) and the National Response Framework (NRF). [COMMUNICATE]
4. Describe the role of an emergency manager for coordination of an emergency operations center (EOC). [EXPLORE]
5. Develop a system that defines the role of and utilizes a variety of stakeholders including executive level management, emergency managers, fire and law enforcement, first responders, business and industry, government and non-profit agencies as well as volunteer groups. [ACT]
6. Promote functional and effective team development, coordination in continuity of operations and transition to recovery phase. [ACT]

EMERG 150 - Emergency Communication and Technology

1. Describe the components of a total warning system. [REASON]
2. Identify, analyze and troubleshoot a variety of current standard warning, notification and communication systems. [REASON]
3. Analyze and compare the various technological directions in emergency management with information systems for sustainability and continuity of operations. [REASON]
4. Develop guidelines for operation, implementation and testing of an emergency warning, notification and communication system, including public awareness and involvement. [COMMUNICATE]
5. Describe the importance of communication systems interoperability locally, regionally and nationally in compliance with the National Incident Management System (NIMS). [EXPLORE]
6. Adequately navigate a variety of technological systems including the credentialing of personnel to effectively operate and maintain technological methods. [EXPLORE]
7. Define and describe the various roles and responsibilities of each stakeholder involved in an emergency situation as they pertain to the warning and communication process. [ACT]
8. Develop an inventory of current information systems including methodology of communication for currency with trends in emergency management. [ACT]

EMERG 155 - Special Topics

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

EMERG 160 - Training/Exercise Design

1. Identify the steps needed to develop, conduct and evaluate an effective exercise. [REASON]
2. Analyze and critique the success of the exercise, conduct a hot wash debrief and make modifications as needed to the plan, procedure or process. [REASON]
3. Establish an annual review cycle, and maintenance process of a training and exercise program. [REASON]
4. Demonstrate an understanding of theories of adult education and training, including the ability to distinguish different learning styles and how those pertain to emergency preparedness education. [COMMUNICATE]
5. Identify different target audiences, such as the general public, responders, business and government officials, and modify training program to address the specific target group. [COMMUNICATE]
6. Write a scenario, including a narrative, events, tasks and messages for a table top or functional simulation exercise. [COMMUNICATE]
7. Explain a variety of concepts, formats and resources related to evaluation and exercise design such as the Homeland Security Evaluation and Exercise Program (HSEEP) guidelines. [EXPLORE]
8. Conduct a training needs analysis for credentialing purposes. [ACT]
9. Present emergency preparedness information in a variety of formats. [ACT]

EMERG 180 - Emergency Business Continuity

1. Analyze an organization’s risks, critical essential functions and dependencies. [REASON]
2. Conduct cross training needs analysis for the organization. [REASON]
3. Demonstrate an understanding of the process for continuity of operations and business continuity management. [COMMUNICATE]
4. Develop a plan to implement a business continuity program. [COMMUNICATE]
5. Identify human resources within the organization to form a planning team. [EXPLORE]
6. Develop a business continuity strategy and management program for disaster recovery. [EXPLORE]
7. Define standards, regulations, risks, critical functions, and dependencies. [ACT]
8. Define standards, regulations and guidelines for business continuity to comply with Federal, State and Local requirements. [ACT]
9. Design and deliver an orientation session for leaders and support staff. [ACT]

EMERG 220 - Managing Emergency Information

1. Describe the role of the incident command team, specifically the Public Information Officer and function of a Joint Information Center (JIC). [REASON]
2. Establish cooperative relations with the stakeholders involved in an emergency situation, including other sources of information. [REASON]
3. Develop skills to deal with special circumstances such as fatalities, and evacuations or other protective actions. [REASON]
4. Explain the fundamentals of information management, the need to filter information and various ways to present information to different groups. [COMMUNICATE]
5. Design a variety of information tools such as fact sheets, press releases, printed materials, as well as networking and multi-media options, including the internet, web-based communications etc. [COMMUNICATE]
6. Identify and analyze the role of external influences involved in an emergency response situation: media, business and industry, government and non-profit agencies as well as volunteer groups. [EXPLORE]
7. Disseminate specific information while determining a need to know strategy and develop a confirmation and clearance of release policy (Privacy Rules and Regulations) and a process for compiling and tracking information. [ACT]

EMERG 230 - Disaster Psychology/Sociology Issues

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

EMERG 240 - Disaster Recovery

1. Describe the differences between initial emergency response and disaster recovery operations, including the transition process. [REASON]
2. Complete a comprehensive status and damage report, damage assessment forms and compile information for a recovery plan including Hazard Mitigation objectives and reports necessary for disaster recovery. [REASON]
3. Analyze and compare the principles of maintaining and critiquing a plan for long term recovery and hazard mitigation. [REASON]
4. Develop a disaster assistance manual, including checklist for initiating disaster recovery procedures as well as transition to normalcy. [COMMUNICATE]
5. Explain the declaration process from local to State and Federal including the 44 CFR Emergency Management and Assistance “Stafford Act” program and grants management. [COMMUNICATE]
6. Identify and analyze the role of organizations and stakeholders involved in an emergency recovery plan, such as business and industry, military, government, non-profit, faith-based organizations, voluntary agencies as well as other volunteer groups. [EXPLORE]
7. Assist with establishing Disaster Recovery Centers in strategic locations for emergency assistance access by the community. [ACT]

EMERG 250 - Emergency Management of Medical Operations

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

EMERG 255 - Special Topics

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

ENRGY 100 - Introduction to Energy Management

1. Compare and contrast energy management practices and opportunities, including monitoring. [REASON]
2. Describe and analyze energy efficiency tools. [COMMUNICATE]
3. Describe key issues in energy resource management and green building. [ACT]
4. Discuss and discern the history of energy sources and the conservation of and future of resources needed to maintain our economy. [EXPLORE]
5. Describe and discuss a variety of world and regional energy policies. [EXPLORE]
6. Communicate reasons for environmental protection and renewable energy implementation. [COMMUNICATE]
7. Communicate with all levels of management and staff the importance of having and implementing an energy management plan. [COMMUNICATE]

ENRGY 102 - Energy Basics

1. Define and analyze the basic elements of the building envelope. [REASON]
2. Perform basic energy use conversions and analyze and discuss results. [REASON]
3. Describe and analyze basic residential and commercial energy systems including forms of energy, energy types, and energy sources. [REASON]
4. Describe how basic heating, cooling, and lighting systems use energy and basic strategies for reducing use. [REASON]
5. Determine the financial consequences of various energy conservation measures. [REASON]
6. Students work in groups to discuss applied science concepts. [EXPLORE]
7. Students discuss energy concepts on-line and in written format. [COMMUNICATE]
8. Students develop personal positions on complex energy topics. [ACT]

ENRGY 105 - Introduction to Sustainability

1. Define, articulate and analyze the carbon cycle and its relationship to energy management. [REASON]
2. Define and describe the basics of systems thinking in relationship to sustainability. [REASON]
3. Define, describe, and evaluate assessment tools measuring sustainability with particular emphasis on carbon footprints (aka greenhouse gas inventories). [REASON]
4. Apply tools and methods learned to conduct a personal carbon footprint report. [COMMUNICATE]
5. Describe pluralism and why it is important to advancing sustainability. [EXPLORE]
6. Identify and describe the basic concepts underlying sustainability. [ACT]

ENRGY 120 - Energy Efficiency: Design, Construction, and Retrofit

1. Describe and identify the building thermal envelope, vapor barrier, and bulk water barriers, and how they interact in the whole building approach to improve energy efficiency and maintain environmental standards. [COMMUNICATE]
2. Describe and track how a building’s conditioned space interacts with both air movement and water vapor movement. [REASON]
3. Analyze a building’s water resource use, domestic water heating system, and identify ways to improve their resource efficiencies. [REASON]
4. Analyze a building’s energy use with respect to appliances, lighting and electronics, and provide measures to increase their efficiencies. [REASON]
5. Identify and rate according to their ‘R” value, cost, embedded energy, and toxicity, various building components and how they: control the building envelope’s energy performance and how they may be altered for increased energy efficiencies. [ACT]
6. Rate combustion appliances for their energy use and how they may interact with indoor air quality. [REASON]
7. Describe and evaluate various factors that may affect indoor air quality. [REASON]
8. Explore critically and creatively how various codes, green building standards, and the construction and building operations industries can work together to improve building efficiencies. [EXPLORE]

ENRGY 130 - Energy Assessment and Analysis

1. Compare and contrast energy assessment in residential and commercial buildings. [REASON]
2. Interpret and discuss data from a residential or multifamily building audit. [REASON]
3. Assess and describe data and information from a variety of residential energy sources including appliances, heating, lighting, and plug loads. [REASON]
4. Review, describe and analyze basic computer software used for energy audits. [REASON]
5. Explain energy accounting and analysis and how it is used in energy assessment. [COMMUNICATE]
6. Demonstrate understanding of rate of return and life cycle cost analysis. [REASON]
7. Demonstrate communications methods leading to behavior change. [COMMUNICATE]

ENRGY 135 - Energy Accounting

1. Review energy fundamentals, utility bills and basic rate structures. [REASON]
2. Describe methods of collecting, organizing, and estimating building consumption information. [COMMUNICATE]
3. Determine a building’s preliminary energy performance using energy consumption data. [REASON]
4. Describe how to use benchmarking tools to determine a buildings potential for improvement. [REASON]
5. Analyze building energy data and learn to interpret consumption patterns and end-uses. [REASON]
6. Learn to identify and prioritize areas of potential conservation opportunities for a commercial building. [ACT]
7. Begin establishing a general energy management plan for a facility to achieve higher energy performance. [COMMUNICATE]
8. Describe tools to assist in maintaining and construction high performance buildings. [COMMUNICATE]

ENRGY 140 - Energy Efficiency in Commercial Lighting

1. Describe the basic qualities of light, its behavior and measurement, and its importance in human life and activity. [EXPLORE]
2. Explain the relationship between lighting and energy use, and the role commercial lighting plays regarding overall energy use. [ACT]
3. Describe the major components and features of effective lighting systems in commercial settings, including sources, luminaries and controls. [COMMUNICATE]
4. Discuss strategies for reducing energy consumption while providing high quality lighting in new and existing buildings. [REASON]
5. Explain the advantages of including daylight and daylighting controls in commercial settings. [COMMUNICATE]
6. Understand and discuss the role of energy codes, and the current energy code regulations relating to commercial lighting in local jurisdictions. [REASON]
7. Collaborate with others in conducting a lighting survey/mini-audit of an existing commercial space, documenting installed lighting equipment and controls, wattage totals, and illumination levels. [REASON]
8. Describe the role of maintenance in commercial lighting practice and develop maintenance procedures for system efficiency and performance for a small commercial lighting system. [REASON]
9. Identify and describe strategies used for assessing energy cost savings in commercial lighting. [REASON]
10. Develop and present a plan for lighting, or for lighting upgrades and improvements for a small commercial space, specifying appropriate energy efficient components, and including energy code compliance, estimated costs and simple payback calculations. [COMMUNICATE]

ENRGY 145 - Building Operations and Maintenance

1. Identify and describe the energy-using systems in commercial buildings. [REASON]
2. Assemble mechanical and electrical system documentation for commercial buildings. [COMMUNICATE]
3. Develop checklist(s) of energy efficient operation and maintenance activities for commercial buildings’ mechanical systems. [COMMUNICATE]
4. Identify Operations and Maintenance practices to improve energy performance. [ACT]
5. Describe and discuss the six areas of operation and maintenance practices for sustainable buildings. [ACT]
6. Describe, analyze and discuss the key factors that influence indoor air quality in commercial buildings. [COMMUNICATE]
7. Compare and contrast at least two or more strategies for maintaining good indoor air quality. [REASON]
8. Identify and discuss the components of the electrical systems in commercial buildings. [COMMUNICATE]
9. Describe and discuss cyclical maintenance activities for the building’s electrical system. [REASON]

ENRGY 150 - Renewable Energy Systems

1. Define and describe distributed generation and its role in renewable energy practices. [REASON]
2. Describe current and emerging renewable energy system technologies, including wind, solar, ocean, biomass, and geothermal. [COMMUNICATE]
3. Assess the costs and benefits associated with renewable energy technologies. [REASON]
4. Identify and analyze constraints that hinder the growth of renewable energy generation. [REASON]
5. Identify and analyze factors that contribute to the viability of renewable energy technologies. [ACT]

ENRGY 230 - Energy Assessment and Analysis II

1. Identify and explain the function of the mechanical, electrical, and enclosure systems that affect energy use in commercial buildings. [REASON]
2. Demonstrate how to prepare for and conduct an on-site energy survey. [REASON]
3. Interpret and discuss data and information from a variety of audits, including electrical system audits, HVAC audits, lighting and physical plant audits. [REASON]
4. Review, describe and use basic computer software for assessing energy use in commercial buildings. [REASON]
5. Describe and implement principles of energy accounting and analysis pertinent to the reduction of energy use in commercial buildings. [REASON]
6. Demonstrate understanding of costs of energy conservation measures, rate of return, simple pay-back period, and life cycle cost analysis. [REASON]
7. When conducting an on-site energy survey, meet with building personnel, discuss needs/challenges/opportunities, and develop, jointly, an energy conservation plan. [COMMUNICATE]
8. Describe how the energy-efficient operation of commercial buildings can contribute to national and international efforts to reduce fossil fuel use and greenhouse gas production. [ACT]

ENRGY 245 - Energy Management Planning and Operations

1. Describe effective energy management planning and budgeting for both residential and commercial buildings. [ACT]
2. Describe how software and web-based technologies are used to plan and operate commercial buildings. [COMMUNICATE]
3. Prepare and present a proposal for energy auditing using principles and language of project management. [COMMUNICATE]
4. Develop an energy life cycle plan for a small business. [REASON]
5. Create basic reports needed for energy life cycle management. [COMMUNICATE]
6. Develop an annual plan for tracking energy use and expenditures for an organization. [REASON]

ENRGY 250 - Energy Efficiency Program Planning and Design

1. Demonstrate ability, working in a group, to plan for and develop thoroughly an energy efficiency program or business service offering using market based statistics. [EXPLORE]
2. Working as a group, assign pieces of final project, use Google Docs or other program for tracking continuing development of the plan. Describe fully the mechanism for the evaluation of the plan as well as outcomes. [COMMUNICATE]
3. Demonstrate ability to research , analyze, integrate, and evaluate supply and delivery channels that best fit within the program budget. [REASON]
4. Create marketing plan using consumer appropriate methods. [EXPLORE]
5. Demonstrate ability to creatively communicate your Energy Efficiency project using different resources so as to cross cultural perspectives, aesthetic, ethical and scientific values. [EXPLORE]

ENGR 100 - Engineering Orientation

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

ENGR& 104 - Introduction to Design

1. Define the engineering problem-solving process. [COMMUNICATE]
2. Describe the importance of and the role of innovation and creativity in solving problems. [REASON]
3. Collaborate with team members in situations requiring creative problem solving. [ACT]
4. Describe how various technical disciplines contribute to the solution of complex problems. [REASON]

ENGR 110 - Fundamentals of Problem Solving

1. Solve various types of engineering problems. [REASON]
2. Present solutions in a logical manner. [REASON]
3. Use vectors to represent forces and positions. [REASON]