Oct 06, 2024  
2020-2021 Course Catalog 
    
2020-2021 Course Catalog [ARCHIVED CATALOG]

Course Descriptions & Competencies


The following are standard, approved subjects. Availability of any subject depends on the scheduling, program and student needs at the time. The receiving college or university determines the transferability of courses.

Course Types

Adjunct Adjunct courses may be temporary or experimental and may be used to fulfill elective credit in programs that lead to a degree or diploma. Adjunct courses may not be used to fulfill or substitute for required or option courses in any degree or program.

General Noncore courses identified as freshman-sophomore courses.

Open Occupationally specific courses corresponding to courses in certain professional programs at four-year institutions.

Voc/Tech Occupationally specific courses. Transferability is generally limited. Only 16 credits can apply to the AA/AS degree.

Core Traditional liberal arts courses in the first two years of a baccalaureate degree.

College preparatory (Coll Prep) College preparatory and skill building courses. College Preparatory courses cannot be used to fulfill degree requirements.

P/F Indicates courses taken pass/fail.

Prerequisites Successful completion of a course or other criterion necessary for a student to succeed in a higher level course.

Corequisites A course that must be taken concurrently or prior to the course.

*An instructor may deny enrollment in or drop a student from a specific course if a course
Prerequisite has not been met.

 

Emergency Medical Service

  
  • EMS 401 - EMS LAB I

    Credits: 4
    Lecture Hours: 0
    Lab Hours: 8
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Students successfully completing EMS Lab 401 will have learned and mastered the following individual skills performed on simulated patients.  These skills will be learned with an attention to relevant mechanical processes, indications, contraindications, appropriate equipment selection, verification of successful skill completion, and precautionary attention for adverse effects. 
    Prerequisite: Admission to the Paramedic Program
    Competencies
     

    1. Integrate steps of 1 & 2 Rescuer CPR for Adults/Children/Infants into a complete pt. care scenario.
      1. Demonstrate Quality Chest compressions
      2. Demonstrate proper Bag-Mask ventilation technique
      3. Display proper use of an AED
      4. Follow steps of BLS resuscitation as outline by AHA
    2. Demonstrate proficient use of cardiac monitoring techniques
      1. Identify proper 4 Lead and 12 Lead ECG placement
      2. Reproduce proper procedure for defibrillation/synchronized cardioversion/transcutaneous pacing
    3. Assess and manage need for airway control
      1. Demonstrate proficiency of orotracheal/nasotracheal intubation
      2. Properly apply and administer CPAP/PEEP therapy
      3. Properly perform Pleural Decompression (Needle Thoracostomy)
    4. Perform safe and effective medication administration procedures.
      1. Demonstrate inhaled medication administration procedure
      2. Demonstrate Intranasal administration procedure
      3. Demonstrate Intravenous administration procedure to include bolus and infusion techniques
      4. Demonstrate subcutaneous administration procedure
    5. Perform aseptic venous cannulation
      1. Explain aseptic technique
      2. Demonstrate IV cannulation procedure
    6. Perform endotracheal intubation
      1. Explain Oxygenation monitoring
      2. Demonstrate endotracheal intubation
    7. Formulate an organized pt. assessment
      1. Construct an organized assessment outline
      2. Execute thorough assessment based on formed outline
      3. Prioritize critical findings and treat them appropriately
      4. Formulate and execute an appropriate treatment plan
    8. Appropriately manage traumatic injury
      1. Demonstrate proper spinal immobilization technique
      2. Manage acute hemorrhage
      3. Demonstrate bone, joint, and traction splinting
      4. Convey understanding of appropriate transport destination decision making

    Competencies Revised Date: 2019
  
  • EMS 402 - EMS LAB II

    Credits: 3
    Lecture Hours: 0
    Lab Hours: 6
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Students successfully completing EMS Lab 402 will transition the learned and mastered individual skills from Lab 401  , and execute them appropriately in a simulated scenario.  These skills will be performed an attention to relevant situational application as dictated by established EMS standards of care.  Types of scenario a student would be expected to apply individual skills learned in Lab 401  include but are not limited to: Cardiac Arrest, Chest Pain, Cardiac Arrhythmias, and Difficulty Breathing, Allergic Reaction, and Traumatic injury.
    Prerequisite: EMS 401  
    Competencies
    1. Integrate steps of 1 & 2 Rescuer CPR for Adults/Children/Infants into a complete pt. care scenario.
      1. Demonstrate Quality Chest compressions
      2. Demonstrate proper Bag-Mask ventilation technique
      3. Display proper use of an AED
      4. Follow steps of BLS resuscitation as outline by AHA
    2. Demonstrate proficient use of cardiac monitoring techniques
      1. Identify proper 4 Lead and 12 Lead ECG placement
      2. Reproduce proper procedure for defibrillation/synchronized cardioversion/transcutaneous pacing
    3. Assess and manage need for airway control
      1. Demonstrate proficiency of orotracheal/nasotracheal intubation
      2. Properly apply and administer CPAP/PEEP therapy
      3. Properly perform Pleural Decompression (Needle Thoracostomy)
    4. Perform safe and effective medication administration procedures.
      1. Demonstrate inhaled medication administration procedure
      2. Demonstrate Intranasal administration procedure
      3. Demonstrate Intravenous administration procedure to include bolus and infusion techniques
      4. Demonstrate subcutaneous administration procedure
    5. Perform aseptic venous cannulation
      1. Explain aseptic technique
      2. Demonstrate IV cannulation procedure
    6. Formulate an organized pt. assessment
      1. Construct an organized assessment outline
      2. Execute thorough assessment based on formed outline
      3. Prioritize critical findings and treat them appropriately
      4. Formulate and execute an appropriate treatment plan
    7. Appropriately manage traumatic injury
      1. Demonstrate proper spinal immobilization technique
      2. Manage acute hemorrhage
      3. Demonstrate bone, joint, and traction splinting
      4. Convey understanding of appropriate transport destination decision making

    Competencies Revised Date: 2019
  
  • EMS 461 - Role of the Paramedic

    Credits: 2
    Lecture Hours: 2
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    The course covers Module I of the DOT National Standard Curriculum for EMT Paramedics and prepares students for their roles and responsibilities. The lab component includes review of EMT-Basic skills using skills checklists.
    Prerequisite: Admission to the Paramedic Specialist program
    Competencies
    1. Determine the role of a Paramedic within an EMS system
      1. Recognize the responsibilities of the role
      2. Determine how the role differs from other providers
      3. Identify the attributes of a paramedic
    2. Describe the responsibilities of a Paramedic within an EMS system
      1. Describe the scope of practice
      2. Describe expanded scope of practice
    3. Identify the characteristics of a paramedic
      1. Describe personal wellness
      2. List the characteristics of being a healthy role model
    4. Explain the elements of paramedic education
      1. Describe the rationale for credentialing
      2. Determine how practice supports education

  
  • EMS 463 - Medical/Legal/Ethical Issues

    Credits: 2
    Lecture Hours: 2
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    The course covers Module I of the DOT National Standard Curriculum for EMT Paramedics and prepares students for their roles and responsibilities. Areas of medical, legal and ethical issues are covered, as well as promotion of injury prevention and how it pertains to the paramedic. The lab component includes review of the EMT-Basic skills using skills checklists.
    Prerequisite OR Corequisite: EMS 461    
    Competencies
     

    1. Determine the legal issues that impact decisions in the pre-hospital setting
      1. Discuss how Do Not Resuscitate orders may change care in the pre-hospital setting.
      2. Discuss how Durable Power of Attorney impacts care in the pre-hospital setting
    2. Differentiate types of paramedic responsibilities
      1. Define legal responsibilities
      2. Define ethical responsibilities
    3. Differentiate paramedic practice
      1. Define scope of practice
      2. Define standard of care
    4. Explain the concept of liability
      1. Describe physician medical direction
      2. Describe paramedic supervision of other health care providers
    5. Evaluate the legal implications of medical direction
      1. Define on line medical direction
      2. Determine how to use a protocol
      3. Analyze the points of patient care where errors occur

  
  • EMS 465 - Prin of Pathophysiology I

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    The course covers Module II of the DOT National Standard Curriculum for EMT Paramedics and prepares the students for their roles and responsibilities. General principles of anatomy and physiology, as well as pathophysiology, will be provided in a classroom setting. Human life span development and the role of Public Health in EMS will also be reviewed and discussed.
    Prerequisite OR Corequisite: EMS 463  
    Competencies
     

    1. Evaluate Anatomy, Physiology, and Pathophysiology
      1. Discuss the importance of human anatomy and physiology
      2. Determine how a paramedic utilizes anatomy and physiology in their profession
      3. Assess and discuss various aspects of the human body and how they function
      4. Describe homeostasis and how it affects the body
      5. Explain the anatomic position and categorize the various planes of the human body
      6. Categorize the structures that comprise the axial and appendicular regions of the body
    2. Document the 11 major organ systems of the human body
      1. Label and diagram the major anatomic features of the organ systems of the human body
      2. Assess the functions of the various organ systems
      3. Determine the interrelationships between body systems
    3. Examine the various components of the skeletal system
      1. Describe the function of the skeleton
      2. List the parts of the skeletal system and how they interact with one another
      3. Explain and give an example of how joints are classified
      4. Describe the bones of the upper and lower extremities
    4. Explain the purpose of the muscular system
      1. List and describe the four basic properties of muscles
      2. State the three primary functions of muscles
      3. Identify the process of muscle movement
    5. Name the three main functions of the nervous system
      1. Identify the divisions of the nervous system and state their functions
      2. Name and describe the three divisions of the brainstem
      3. List and describe the cranial nerves and their functions
      4. Identify the parasympathetic and sympathetic nervous systems
    6. Clarify the various parts of the cardiovascular system.
      1. Describe the various parts of blood
      2. Identify the location of the heart.
      3. State the Frank-Starling Law
      4. Discuss the great vessels and their functions
      5. Name and describe the chambers of the heart
      6. Trace the pathway of blood through the heart and pulmonary system
      7. Explain the function of arteries, veins and capillaries.
    7. Describe the parts of the respiratory system
      1. Describe the pathway of the respiratory system, including nasal cavities, larynx and pharynx
      2. Identify the larynx and pharynx and explain their functions
      3. Name the structures of the lower airway.
      4. State the roles of the visceral and parietal pleura in respiration
    8. Analyze the general function of the digestive system.
      1. Identify the major divisions of the digestive system
      2. Differentiate between the various structures and functions of the gastrointestinal tract
      3. Name the location and general function of the urinary system
    9. Illustrate the areas of the special senses
      1. Describe the sense of smell
      2. Describe the sense of taste
      3. Name the parts of the eye and explain their function
      4. Name the parts of the ear and explain their functions.
    10. Evaluate the mechanisms that affect the distribution of body water.
      1. Identify the differences between intracellular and extracellular anions and cations
      2. Define ion, electrolyte, anion and cation.
      3. State the physiological mechanisms used to maintain acid-base balance.
      4. Determine values for Ph.
      5. Define the concepts of diffusion, osmosis and mediated transport
    11. Distinguish and describe the various parts of the cell.
      1. Discuss cellular adaptation
      2. List the cellular factors that lead to disease in the human body.
      3. Differentiate between the systemic manifestations that result from cellular injury.
      4. Explain the difference between cellular injury and cellular death
    12. Describe the cell
      1. Discuss the cellular environment
      2. Describe the Sodium Potassium pump
      3. Describe cellular destruction
    13. Identify and Treat Shock
      1. Describe how a paramedic manages shock
      2. Analyze the concept of hypoperfusion and how it’s treated
      3. Define and treat cardiogenic shock.
      4. Define and treat hypovolemic shock
      5. Define and treat anaphylactic shock
    14. Characterize the body’s defenses
      1. Discuss the aspects against disease
      2. Determine the body’s defenses against injury
    15. Classify the body system milestones
      1. Distinguish the unique psychosocial characteristics of humans as they develop.
      2. Explain the psychosocial development of humans.
      3. Explain the physiological characteristics of older adults.
      4. Explain the emotional challenges faced by older adults.
    16. Integrate the changes of human development
      1. Discuss physiological changes
      2. List psychological changes
      3. Describe sociological changes
    17. Integrate communication strategies for patients of all ages
      1. Communicate with neonatal patients and families
      2. Use age specific communication tools for the pediatric patient
      3. Describe communication with geriatric patients.
    18. Manage an emergency patient
      1. Assess the patient
      2. Form a general impression
      3. Perform a primary and secondary exam
    19. Formulate a field impression for an emergency patient
      1. Assess the emergency patient
      2. Develop a general impression
      3. Categorize the severity of the illness/ injury
    20. Determine the term public health
      1. Identify the potential public heath roles of EMS providers.
      2. Describe opportunities for EMS to enhance access to care.
      3. Define the public health role of EMS in emergency preparedness.
      4. Explain opportunities to reduce medical costs through appropriate use of EMS.

    Competencies Revised Date: 2019
  
  • EMS 466 - Prin of Pathophysiology II

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    The course covers Module II of the DOT National Standards Curriculum for EMT Paramedics and prepares students for their roles and responsibilities. General principles of pharmacology and medication administration will be provided in a classroom setting. Advanced airway management and IV therapy provide for physical and field assessment, clinical decision-making, documentation, and the assessment and management of emergencies seen by the EMS provider.
    Prerequisite OR Corequisite: EMS 465  
    Competencies
     

    1. Implement a pharmacologic management plan for an emergency patient.
      1. Assess the medication plan for an emergency patient.
      2. Determine the types of medication to be given.
      3. Implement a pharmacologic management plan.
    2. Differentiate the chemical, trade and generic names of various drugs.
      1. List the main sources of drug products.
      2. Describe how drugs are classified.
      3. Identify historic trends in pharmacology.
    3. Analyze how the Food and Drug Administration classifies drugs.
      1. List legislative acts controlling drug use in the United States.
      2. Define the terms Schedule I, II, III, IV and V drugs.
      3. Explain the paramedic’s responsibilities and scope of management when giving meds.
      4. Discuss investigational drugs.
    4. Review the specific anatomy and physiology pertinent to pharmacology.
      1. List and describe the general properties of drugs.
      2. List and describe liquid drug forms.
      3. List and describe solid drug forms.
      4. List and describe aerosol drug forms.
    5. List and differentiate the different phases of drug activity.
      1. Analyze the theories of drug action, including adverse drug reactions.
      2. Review special considerations regarding drugs, including pregnancy and children.
      3. Discuss various options for storing and securing medications.
      4. List the components of a drug profile by classification.
    6. Analyze drugs that a paramedic may administer according to local protocol.
      1. Give examples of prescription and non-prescription forms of drugs.
      2. Analyze the various routes f medication administration.
      3. Give examples of medications that the paramedic may use.
    7. Discuss how medications that the paramedic administers will affect the patient.
      1. Analyze medications that affect the cardiovascular system.
      2. Review medications that affect the respiratory system.
      3. Discuss medications that affect the gastrointestinal system.
      4. Review medications that affect the renal system.
      5. Learn the difference between drugs that brocho- and vaso- construct and dilate.
    8. Review drugs of abuse and toxic substances.
      1. List how alcohol and amphetamines affect the human body.
      2. Discuss environmental chemicals, including herbicides and insecticides.
      3. Review household chemicals and hazardous materials.
    9. Determine basic mathematic principles regarding medication administration.
      1. Review mathematical equivalents.
      2. Discuss formulas as a basis for performing drug calculations.
      3. Differentiate between different ways to calculate drug dosages.
    10. Describe the various routes of medication administration.
      1. List the technique and general principles of giving medications orally.
      2. List the technique and general principles of giving medications intravenously.
      3. List the technique and general principle of giving medications via inhalation route.
      4. List the technique and general principle of giving medications subcutaneously.
      5. List the technique and general principle of giving medications intramuscularly.
    11. Review techniques of medications administration.
      1. Describe the equipment and method for peripheral venous access.
      2. Describe the equipment and method of obtaining a blood sample.
      3. Describe the equipment and method of intraosseous needle placement and infusion.
      4. Describe the equipment and method of drawing medications from an ampule.
      5. Describe the equipment and method of drawing medications from a vial.
    12. Properly administer medications.
      1. Precisely access the venous circulation.
      2. Safely administer medication.
      3. Perform the five patient rights of medication administration.
    13. Assess the patient with breathing difficulty.
      1. Assess lung sounds.
      2. Determine work of breathing.
      3. Describe accessory muscle use.
    14. Explain the primary objective of airway maintenance.
      1. Identify commonly neglected prehospital skills related to the airway.
      2. Describe why airway management is an important component of prehospital care.
      3. List ways in which poor airway management could be detrimental to patient care.
    15. Demonstrate the anatomy of the upper airway and lower airway.
      1. Explain the differences between adult and pediatric airways anatomy.
      2. Explain the relation between pulmonary circulation and respiration.
      3. Describe the measurement of oxygen on the blood.
      4. Describe the measurement of carbon dioxide in the blood.
      5. List the factors that cause decreased oxygen concentration in the blood.
      6. List the factors that cause decreased carbon dioxide concentrations in the blood.
    16. Analyze causes of respiratory distress.
      1. Define normal respiratory rates in adults, children and infants.
      2. List the factors that affect respiratory rate and depth.
      3. Differentiate between hypoxia and hypoxemia.
      4. Describe the voluntary and involuntary regulation of respiration.
      5. Analyze the modified forms of respiration.
    17. Determine types of oxygen cylinders and pressure regulators.
      1. List the steps for delivering oxygen from a cylinder to a regulator.
      2. Explain the safety considerations of oxygen storage and delivery.
      3. Describe the use of an oxygen humidifier.
      4. Review the different options for the settings of oxygen flow meters.
    18. Distinguish the different types of airway obstructions.
      1. Describe a partial airway obstruction.
      2. Describe a complete airway obstruction.
      3. Identify the causes of upper airway obstructions.
      4. Identify causes of lower airway obstructions.
      5. Demonstrate maneuvers for opeing obstructed airways.
    19. Explain the purpose for suctioning the airway.
      1. Identify different types of suction equipment.
      2. Describe the indications for suctioning the airway.
      3. Review different types of suction catheters.
      4. Review the techniques for suction the airway.
      5. Identify special considerations regarding suctioning the airway.
    20. Review the different adjuncts for airway management.
      1. Describe the indications and technique of inserting a nasopharyngeal airway.
      2. Describe the indications and technique of inserting an oropharyngeal airway.
      3. Review the indications and technique for utilizing a bag valve mask.
      4. Identify the indications and technique for utilizing an endotracheal tube.
      5. Identify the indications and technique for utilizing a King LT airw device.
    21. Evaluate and practice the technique of endotracheal intubation.
      1. Differentiate between endotracheal intubation and other forms of airway mismanagement.
      2. Review the indications and advantages of endotracheal intubation.
      3. Describe methods for confirming correct placement of an endotracheal tube.
      4. Describe methods of endotracheal intubation of the pediatric patient.
    22. Examine and practice the technique of nasotracheal intubation.
      1. Differentiate between nasotracheal intubation and other forms of airway management.
      2. Review the indications and advantages of nasotracheal intubation.
      3. Describe the methods for confirming correct placement of a nasotracheal tube.
      4. Describe the methods of masotracheal intubation of the pediatric patient.
    23. Critique and practice the technique of cricothyrotomy.
      1. Differentiate between cricothyrotomy and other forms of airway management.
      2. Review the indications and advantages of cricothyrotomy.
      3. Describe the methods for confirming the anatomical landmarks for cricothyrotomy.
    24. Analyze the practice and technique of rapid sequence intubation.
      1. Differentiate between rapid sequence intubation and other forms of airway management.
      2. Identify the neuromuscular blocking drugs used in rapid sequence intubation.
      3. Identify sedative agents used in rapid sequence intubation.

  
  • EMS 474 - Patient Assessment

    Credits: 3
    Lecture Hours: 45
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course covers Module III of the DOT National Standard Curriculum for EMT Paramedics. This course includes history-taking, techniques of physical examination, patient assessment and clinical decision-making. Students will learn to follow an accepted format for dissemination of patient information in verbal form, either in person or over the radio. Documentation of the essential elements of patient assessment, care and transport is covered. 
    Prerequisite: EMS 466  
    Competencies
    1. Assess a history on a patient.
      1. Obtain a medical history from a patient.
      2. Differentiate the pathological significance of history exam findings.
      3. Use the SAMPLE approach to obtain a patient history.
    2. Perform a comprehensive physical exam on any patient.
      1. Differentiate the pathophysiological significance of physical exam findings.
      2. Integrate the principles of history taking to the physical exam.
      3. Integrate the techniques of physical exam to perform a patient assessment.
      4. Apply a process of clinical decision making to form a field impression.
    3. Communicate patient assessment findings to others.
      1. Follow an accepted format for dissemination of patient information in person.
      2. Follow an accepted format for dissemination of patient information over the radio.
    4. Formulate a field impression of the trauma patient.
      1. Integrate the principles of kinematics to enhance the patient assessment.
      2. Predict the likelihood of injuries based on the patient’s mechanism of injury.
    5. Examine the prevalence and significance of trauma.
      1. Identify prevalence of trauma.
      2. Determine the number of trauma victims every year.
      3. Determine the cost of trauma every year.
    6. Evaluate the trauma triage criteria.
      1. Describe green patients.
      2. Describe yellow patients.
      3. Determine criteria for red patients.
    7. Assess how trauma emergencies differ from medical emergencies in the scene size-up.
      1. Determination of scene hazards.
      2. Describe how kinematics assists in scene size up.
    8. Describe how trauma emergencies differ from medical emergencies in assessment.
      1. Describe how kinematics assists in patient assessment.
      2. Describe the differences between the conscious and unconscious patient.
    9. Evaluate how trauma emergencies differ from medical emergencies in pre-hospital emergency care.
      1. Describe differences in primary and secondary exams.
      2. Differentiate conscious medical and conscious trauma.
      3. Differentiate between unconscious medical and unconscious trauma.
    10. Examine the value of air transport service in patient care.
      1. Describe rotary craft use.
      2. Describe fixed wing use.
      3. Determine the use of transport teams in trauma care.
    11. Complete a comprehensive patient assessment.
      1. Identify life-threatening conditions.
      2. Develop a general impression.
      3. Develop a detailed and focused assessment.
    12. Identify factors which influence the systematic process of the physical examination.
      1. List factors in the environment (weather, pat accessibility).
      2. Identify special considerations (cultural diversity).
    13. Identify the use of provider’s senses when conducting a physical examination by observation/inspection, auditory-auscultation, tactile - touching/palpation and olfactory - smelling/tasting.
    14. Analyze assessment adjuncts utilized during physical examination.
      1. Use a sphygmomanometer.
      2. Listen through a stethoscope.
      3. Use a standardized scoring index - Glasgow Coma Scale.
    15. Demonstrate the application of physical examination techniques in multiple scenarios.
      1. Role play a trauma scenario.
      2. Role play a medical scenario.
    16. Demonstrate the application of physical examination techniques in various age groups.
      1. Perform a neonatal assessment.
      2. Perform a pediatric assessment.
      3. Perform an assessment on a geriatric patient.
      4. Perform an assessment on all genders.
    17. Document the essential elements of patient assessment.
      1. Document patient’s past medical history.
      2. Document patient’s physical exam findings.
      3. Document patient’s history of illness.
      4. Document treatment provided.
    18. Analyze a written EMS report.
      1. Determine complete documentation.
      2. Select accurate documentation.
      3. Describe reportable clinical data.
      4. Determine administrative information.
    19. Prepare a written EMS report.
      1. Utilize correct medical terminology.
      2. Utilize correct medical abbreviations.
      3. Document all pertinent data.
    20. Demonstrate a comprehensive patient assessment.
      1. Perform a neonatal patient assessment.
      2. Perform a pediatric patient assessment.
      3. Perform a geriatric patient assessment.
      4. Perform a patient assessment on all genders.

    Competencies Revised Date: 2019
  
  • EMS 477 - Medical Emergencies

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course covers Module IV of the DOT National Standard Curriculum for EMT Paramedics. Content includes the skills and knowledge necessary to assess and manage medical emergencies specifically for pulmonary, cardiac and neurological emergencies. This course includes techniques of physical examination on the medical patient, patient assessment and clinical decision-making. Documentation of the essential elements of patient assessment for the medical patient, care and transport is covered.
     
    Prerequisite OR Corequisite: EMS 474  
    Competencies
    1. Describe various disorders of the eye, ear, nose and throat.
      1. Describe and develop a treatment plan for patients with headaches and lesions.
      2. Describe and develop a treatment plan for conjunctivitis, glaucoma and retinal detachment.
      3. Identify and develop a treatment plan for vertigo and tinnitus.
      4. Describe and develop a treatment plan for epistaxis and rhinitis.
      5. Identify and describe a treatment plan for thrush and epiglottitis.
    2. Assess the importance of the respiratory tract in the human body.
      1. Explain the basic role of pulmonary diagnostic testing in the prehospital setting.
      2. Conduct a systematic approach to assessing patients with respiratory problems.
      3. Learn the differences between pulse oximetry and capnography.
    3. Examine the anatomy of the upper airway.
      1. Devise a treatment plan for patients with pulmonary edema or a pneumothorax.
      2. Develop a treatment plan for patients with pleurisy or pleural effusion.
      3. Develop a treatment plan for patients with croup or epiglottitis.
    4. Examine the anatomy of the lower airway.
      1. Develop a treatment plan for patients with COPD or bronchitis.
      2. Devise a treatment plan for a patient with pneumonia or tuberculosis.
      3. Develop a treatment plan for patients with inhalation exposure to hazardous chemicals.
    5. Describe the importance of the cardiovascular system.
      1. Identify risk factors associated with coronary heart disease.
      2. Discuss prevention strategies that reduce the morbidity associated with heart disease.
      3. Discuss prevention strategies that reduce the mortality associated with heart disease.
    6. Outline the major structures of the cardiovascular system.
      1. Locate and describe the functions of the major vessels of the heart.
      2. Identify and describe the functions of the chambers of the heart.
      3. Describe the anatomy of the heart and its location in the thoracic cavity.
    7. Evaluate the components of cardiac output and factors affecting venous return.
      1. Define the terms preload and afterload and their affects on the cardiovascular system.
      2. Describe the clinical significance of Starling’s Law.
      3. Assess the functional properties of cardiac muscle.
    8. Evaluate the various EKG rhythms, segments and intervals.
      1. Identify the structure and course of the cardiac conduction system.
      2. Assess how the heart’s pacemaking control, rate and rhythm are determined.
      3. Differentiate the primary mechanisms responsible for producing cardiac dysrhythmias.
      4. Differentiate between various cardiac rhythms
    9. Assess the purpose of EKG monitoring.
      1. Identify the limitations of the EKG.
      2. Relate the cardiac areas represented by the EKG leads.
      3. Learn the correct anatomic placement of the chest leads.
      4. Identify how heart rhythms are determined by EKG recordings.
      5. Describe how EKG waveforms are produced.
      6. Interpret various cardiac dysrhythmias and disturbances.
      7. Explain the concept of defibrillation.
      8. Explain the concept of external pacing.
      9. Explain the concept of synchronized cardioversion.
    10. Describe the details of inspection, auscultation and palpation specific to the heart.
      1. Identify and define heart sounds.
      2. Describe the differences between normal and abnormal heart sounds.
      3. Relate heart sounds to hemodynamic events in the caridac cycle.
    11. Judge various conditions of the heart.
      1. Identify and develop a treatment plan for acute myocardial infarction.
      2. Identify and develop treatment plan for heart failure.
      3. Use patient history, identify and treat cardiogenic shock.
      4. Assess and treat cardiac arrest.
      5. Assess and treat aortic aneurysm.
      6. Use patient history, identify and treat pericardial tamponade.
    12. Evaluate the anatomy and physiology of the nervous system.
      1. Assess the indications for a complete neurological assessment.
      2. Practice the components of the neurological assessment.
      3. Describe the etiology of seizures, syncope, stroke and altered mental status.
      4. Develop a treatment plan for seizures, syncope, stroke and altered mental status.
      5. Describe the risk factors that affect the nervous system.
    13. Describe the epidemiology of various neurologic diseases.
      1. Identify and develop a treatment plan for meningitis and encephalitis.
      2. Identify and develop a treatment plan for Parkinson’s Disease and Guillain-Barre syndrome.
      3. Describe and manage patients with spinal cord disorders or injuries.
    14. Discuss the anatomy and physiology of the organs involved in endocrine diseases.
      1. Identify what constitutes a medical emergency regarding the endocrine system.
      2. Describe the incidence, morbidity and mortality of endocrine emergencies.
    15. Assess normal glucose metabolism.
      1. Explain the pathophysiology of Type 1 diabetes.
      2. Explain the pathophysiology of Type 2 diabetes.
      3. Discuss the pathophysiology of diabetic metabolism.
      4. Develop a treatment plan based on the hypoglycemic patient.
      5. Develop a treatment plan based on diabetic ketoacidosis.
      6. Develop a treatment plan based on diabetic coma.
    16. Examine the pathophysiology of endocrine diseases.
      1. Discuss the pathophysiology of adrenal gland disorders.
      2. Develop a treatment plan based on adrenal gland disorders.
      3. Discuss the pathophysiology of nutritional disorders.
      4. Develop a treatment plan based on nutritional disorders.
      5. Discuss the pathophysiology of parathyroid gland disorders.
      6. Develop a treatment plan based on parathyroid disorders.
    17. Review the anatomy and physiology of the immune system.
      1. Describe the characteristics of the immune system.
      2. Learn the processes of the immune system defenses.
      3. Define natural and acquired immunity.
      4. Define antigens and antibodies.
      5. Define allergic reaction.
      6. Define anaphylaxis.
    18. Describe the incidence, morbidity and mortality rates of anaphylaxis.
      1. Identify the risk factors associated with anaphylaxis.
      2. Describe the prevention of anaphylaxis.
      3. Discuss the pathophysiology of anaphylaxis.
      4. Identify how to treat anaphylaxis.
    19. Describe the incidence, morbidity and mortality rates of gastrointestinal emergencies.
      1. Identify the risk factors associated with gastrointestinal disorders.
      2. Discuss the questioning technique that a paramedic uses for gastrointestinal disorders.
      3. Describe the technique for performing a physical exam of gastrointestinal disorders.
    20. Assess various gastrointestinal disorders.
      1. Define and treat abdominal wall hernia.
      2. Define and treat esophagitis.
      3. Define and treat Boerhaave syndrome.
      4. Define and treat gastroesophageal reflux.
      5. Define and treat esophageal strictures.
      6. Define and treat hiatal hernia.
      7. Define and treat acute hepatitis.
      8. Define and treat gastritis.
    21. Evaluate the anatomy and physiology of renal and urogenital disorders.
      1. Describe questioning techniques that can be utilized for renal and urogenital disorders.
      2. Assess the incidence, morbidity and mortality rates of renal and urogenital disorders.
      3. Write a treatment plan for a patient with a renal or urogenital disorder.
      4. Learn how the kidneys function.
    22. Examine the anatomy and physiology of the musculoskeletal system.
      1. Identify the treatment of patients with musculoskeletal injuries.
      2. Identify the causes of acute and chronic low back pain.
      3. Identify the causes of chronic neck pain.
      4. Identify generalized muscle disorders.
      5. Identify generalized joint disorders.
    23. Evaluate the anatomy and physiology of the skin.
      1. Describe the three layers of the skin, their composition and functions.
      2. Assess the morphology of primary and secondary skin lesions.
      3. Identify and treat dermatitis.
      4. Identify and treat cellulitis.
      5. Identify and treat urticaria.
    24. Evaluate the extent of injury and death associated with toxicological emergencies.
      1. Define the terms poison and toxicology.
      2. Assess the role of the poison control center.
      3. List the four routes of entry of poisons into the body.
      4. Describe the importance of decontaminating patients.
      5. Identify the available antidotes to poisons.
    25. Review the anatomy and physiology pertinent to infectious and communicable diseases.
      1. Understand specific terminology regarding infectious and communicable diseases.
      2. Identify public health agencies involved in prevention of infectious diseases.
      3. Describe the importance of personal protection.
      4. Define what constitutes a significant exposure.
    26. Critique the steps of the infectious disease process.
      1. List the stages of infectious diseases.
      2. List infectious agents, including bacteria and viruses.
      3. Identify the processes of the immune system.
      4. Describe the characteristics of the immune system.
      5. Assess the patient with a suspected diseases of the immune system.
    27. Identify various diseases of the immune system.
      1. Define and treat HIV.
      2. Define and treat Hepatitis A, B and C.
      3. Define and treat meningitis.
      4. Identify and treat influenza.
      5. Identify sexually transmitted diseases.
      6. Define the protocol for reporting and documenting an exposure to an infectious disease.
    28. Describe the pathophysiology of psychiatric disorders.
      1. Define behavior and distinguish the difference between normal and abnormal behavior.
      2. Identify what constitutes a behavioral emergency.
      3. Define appropriate measures to ensure safety during behavioral emergencies.
      4. Describe various psychiatric disorders.
      5. List the risk factors for suicide.
    29. Evaluate safe care of a patient with a behavioral emergency.
      1. Assess the patient.
      2. Determine a personal protection plan.
      3. Initiate evasive moves during role play.
    30. Assess the anatomy and physiology of hematological disorders.
      1. Identify the components of blood.
      2. Explain the significance of hemoglobin and hematocrit.
      3. Describe white blood cells and their role in the body.
      4. Differentiate between the various blood types.

    Competencies Revised Date: 2019
  
  • EMS 479 - Trauma

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course covers Module IV of the DOT National Standard Curriculum for EMT Paramedics. Students will predict the likelihood of injuries to the trauma patient based on mechanism of injury. Skills and management of soft tissue and burn injuries, as well as head, neck, chest and abdominal injuries, are included. 
    Prerequisite OR Corequisite: EMS 477  
    Competencies
     

    1. Differentiate between penetrating trauma and blunt trauma.
      1. Determine the treatment for penetrating trauma.
      2. Determine the treatment for blunt trauma.
      3. Discuss the percentages of patients with each type of trauma.
    2. Describe the incident and scope of traumatic injuries and death.
      1. Identify and describe the different roles within a trauma system.
      2. Describe the different levels of trauma centers.
      3. List the differences between ground and air transport.
    3. Formulate the treatment plan for shock or hemorrhage.
      1. Discuss how to assess the patient in shock.
      2. Determine how to decrease internal hemorrhage.
      3. Determine how to stop external hemorrhage.
    4. Critique the history, etiology and physical findings of external bleeding.
      1. Predict hemorrhage on the basis of a patient’s injury.
      2. Distinguish between controlled and uncontrolled bleeding.
      3. Develop a treatment plan for controlled and uncontrolled bleeding.
      4. Demonstrate the various techniques for bleeding control.
    5. Analyze the incidence, mortality and morbidity rates of soft tissue injuries.
      1. Identify the layers of the skin.
      2. Discuss the pathophysiology of soft tissue injuries.
      3. Distinguish between open and closed soft tissue injuries.
      4. Develop a treatment plan for soft tissue injuries.
    6. Formulate a treatment plan for soft tissue trauma.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    7. Evaluate the history, etiology and physical findings of burn injuries.
      1. Learn the anatomy and physiology associated with burn injuries.
      2. Describe the different types of burn injuries.
      3. Formulate a treatment plan for burn injuries.
    8. Formulate the treatment plan for a suspected head injury.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    9. Formulate the treatment plan for a suspected spinal cord injury.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    10. Assess the incidence, mortality and morbidity of spinal injuries.
      1. Learn the anatomy and physiology of the spinal cord.
      2. Predict spinal injuries on the basis of mechanism of injury.
      3. Explain traumatic and non-traumatic spinal cord injuries.
      4. Learn the treatment of spinal cord injuries.
    11. Formulate a treatment plan for a thoracic injury.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    12. Explain the relevance of thoracic injuries in the trauma patient.
      1. Discuss the types of thoracic injuries.
      2. Assess the pathophysiology of thoracic injuries.
      3. Predict thoracic injuries on the basis of mechanism of injury.
      4. Formulate a treatment plan for thoracic injuries.
    13. Evaluate the incidence, mortality and morbidity of abdominal trauma.
      1. List the anatomy and physiology of organs and structures related to abdominal trauma.
      2. Predict abdominal trauma based on mechanism of injury.
      3. Explain the pathophysiology of abdominal trauma.
      4. Develop a treatment plan for abdominal injuries.
    14. Formulate the treatment plan for a musculoskeletal injury.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    15. Assess the incidence, mortality and morbidity of musculoskeletal trauma.
      1. Predict musculoskeletal injuries on the basis of mechanism of injury.
      2. Explain the pathophysiology of musculoskeletal trauma.
      3. List the anatomy and physiology of organs and structures related to musculoskeletal trauma.
      4. Formulate a treatment plan for musculoskeletal trauma.
    16. Evaluate the incidence of head, facial and neck injuries.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    17. Assess head and facial trauma.
      1. Describe common mechanisms of injury associated with facial trauma.
      2. Explain the anatomy and physiology of the head and face.
      3. Develop a treatment plan for head and facial trauma.
      4. Demonstrate the proper removal of a helmet from a head or facial trauma patient.
    18. Formulate a treatment plan for a head, neck or facial injury.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    19. Assess the incidence, mortality and morbidity of environmental emergencies.
      1. Define environmental emergencies.
      2. Discuss the various types of environmental emergencies.
      3. Describe the anatomy and physiology of the body with environmental emergencies.
      4. Develop a management plan for environmental emergencies.
    20. Identify common mechanisms of injury in the farm setting.
      1. Recognize organophosphate poisoning.
      2. Explain the urgency of caring for a patient with injuries in the farm setting.
      3. Identify the hazards associated with confined spaces.
    21. Define and describe wilderness medicine and wilderness EMS.
      1. Describe a wilderness EMS system.
      2. Discuss the different protocols used in wilderness EMS.
      3. Identify current wilderness EMS systems in the United States.
      4. Identify challenges facing wilderness EMS systems.
    22. Assess assessment of seriously and non-seriously injured trauma patients.
      1. Assess the patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    23. Evaluate the value of research for trauma patients.
      1. Determine types of research.
      2. Interpret a research article on trauma.
      3. Discuss how research has changed trauma care.
    24. Explain the “Golden Hour” concept.
      1. Discuss factors such as response time to the incident.
      2. Describe time needed to extricate a patient.
      3. Define the “golden hour”.
    25. Examine the laws of inertia.
      1. Define inertia.
      2. Define motion.
      3. Describe conservation of energy.
    26. Describe kinetic energy.
      1. Define mass.
      2. Define velocity.
      3. Describe how increasing mass directly increases kinetic energy.
    27. Explain common blast injuries.
      1. Describe primary blast injuries.
      2. Describe secondary blast injuries.
      3. Describe tertiary blast injuries.
    28. Describe special considerations of blast injury assessment.
      1. Recognize pulmonary blast trauma as life threatening.
      2. Explain the sudden compression and decompression in the abdomen.
      3. List the problems associated with the ears and blast wave forces.
    29. Document the essential elements of trauma assessment.
      1. Document patient’s past medical history.
      2. Document patient’s physical exam findings.
      3. Document patient’s history of illness.
      4. Document treatment provided.
    30. Demonstrate assessment of patients experiencing trauma.
      1. Perform a pediatric trauma assessment.
      2. Perform a geriatric trauma assessment.
      3. Perform an assessment on all genders.
    31. Demonstrate assessment of trauma patients in a variety of scenarios.
      1. Demonstrate assessment during extrication.
      2. Demonstrate assessment in a confined space.
      3. Demonstrate assessment when hazardous materials are present.
    32. Implement a management plan based on field impression.
      1. Implement a management plan on a pediatric patient.
      2. Implement a management plan on a geriatric patient.
      3. Implement a management plan on all genders.
    33. Demonstrate assessment of patients experienceing soft tissue injuries.
      1. Perform a pediatric trauma assessment.
      2. Perform a geriatric trauma assessment.
      3. Perform an assessment on all genders.
    34. Implement a management plan based on soft tissue injury field impression.
      1. Implement a management plan on a pediatric patient.
      2. Implement a management plan on a geriatric patient.
      3. Implement a management plan on all genders.
    35. Prepare a written EMS trauma report.
      1. Utilize correct medical terminology.
      2. Utilize correct medical abbreviations.
    36. Accurately document all pertinent data.

    Competencies Revised Date: 2019
  
  • EMS 481 - Special Considerations

    Credits: 1
    Lecture Hours: 1
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course covers Modules V & VI of the DOT National Standard Curriculum for EMT Paramedics. Assessment and management of specific age groups-including neonatal, pediatric and gerontologic patients-is identified. Chronically ill patients-those who have been victims of abuse and culturally diverse patients-are addressed. 
    Prerequisite OR Corequisite: EMS 479  
    Competencies
     

    1. Formulate a treatment plan for the neonatal patient.
      1. Assess a neonate.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    2. Create a treatment plan for the pediatric patient.
      1. Assess a pediatric patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    3. Formulate a treatment plan for the chronically ill child.
      1. Assess a chronically ill child.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    4. Create a treatment plan for the child with special health care needs.
      1. Assess a child with special health care needs.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    5. Formulate a treatment plan for geriatric patients.
      1. Assess a geriatric patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    6. Construct a treatment plan for assult patients.
      1. Assess an assault patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    7. Formulate a treatment plan for those who face physical challenges.
      1. Assess a patient with physical challenges.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    8. Design a treatment plan for a patient with mental challenges.
      1. Assess a patient with mental challenges.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    9. Formulate a treatment plan for a patient with social challenges.
      1. Assess a patient with social challenges.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    10. Formulate a treatment plan for a patient with financial challenges.
      1. Assess a patient with financial challenges.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    11. Formulate a treatment plan for chronically ill patients.
      1. Assess a chronically ill patient.
      2. Determine a plan of care.
      3. Initiate a treatment plan.
    12. Analyze the epidemiology of high risk patients.
      1. Discuss the factors promoting the growth of home care.
      2. Discuss the Medicare act of 1965.
      3. Determine the number of patients who are considered high risk.
    13. Examine the incidence of high risk patients.
      1. Determine typical medical problems encountered.
      2. Describe commonly found medical devices.
      3. Discuss chronic diseases requiring home respiratory support.
    14. Evaluate emergency medical services for children.
      1. Define the role of EMS-C.
      2. Identify pediatric health care concerns.
      3. Organize a program educating children about injury prevention.
    15. Assess common lethal mechanisms of injury in the pediatric population.
      1. Identify the most common mechanisms of injury.
      2. Describe special considerations for airway control.
      3. Determine differences in immobilization between the adult and child.
    16. Distinguish child abuse and neglect.
      1. Determine the perpetrators of abuse.
      2. Describe the types of abuse.
      3. Describe the management of the potentially abused child.
    17. Interpret common issues surrounding children with special health care needs.
      1. Define tracheostomy tube.
      2. Describe common home care devices.
      3. Perform a gastrostomy feeding.
    18. Determine the dosage for medication administration in infants and children.
      1. Exhibit how to calculate from pounds to kilograms.
      2. Discuss how dosages differ in children from adults.
      3. Discuss how some medications are not appropriate for children.
    19. Evaluate the route of administration for medication administration in infants and children.
      1. Perform medication administration through a gastrostomy tube.
      2. Determine which medications need compounding to administer.
      3. Describe how some medications interact with feedings in infants and children.
    20. Discuss the demographics of increasing size of the elderly population in this country.
      1. Describe population characteristics in America.
      2. Define gerontology.
      3. Describe societal issues surrounding the elderly.
    21. Determine the impact of polypharmacy on the elderly patient.
      1. Define polypharmacy.
      2. Determine medication compliance with an elderly patient.
      3. Describe the factors which increase medication compliance in the elderly.
    22. Examine the impact of dosing errors in the elderly patient.
      1. Discuss how physical changes in the elderly leads to overdose.
      2. Determine how mental status changes may be related to medication.
      3. Define drug toxicity problems due to renal efficiency decline.
    23. Distinguish common complaints of elderly patients.
      1. Discuss the impact of falls and mobility.
      2. Describe communication difficulties.
      3. Determine problems with incontinence and elimination.
    24. Apply principles to employ when communicating with the elderly.
      1. Demonstrate how to introduce oneself.
      2. Demonstrate ways of appropriate conversation.
      3. Simulate practices for preserving the patient’s dignity.
    25. Evaluate patients who are culturally diverse.
      1. Integrate psychosocial principles for culturally diverse patients.
      2. Anticipate the patient needs.
      3. Manage the treatment plan.
      4. Determine different assessment techniques.

    Competencies Revised Date: 2019
  
  • EMS 484 - Operations

    Credits: 1
    Lecture Hours: 1
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course covers Modules VII and VIII of the DOT National Standard Curriculum for EMT Paramedics. Guidelines for safe medical transport, general incident management, rescue and crime scene management will be covered.
    Prerequisite OR Corequisite: EMS 481  
    Competencies
     

    1. Apply standards to ensure safe and effective ground transport.
      1. Define the concept of due regard.
      2. Identify the false sense of security with lights and sirens.
      3.  Describe how to park and load an ambulance.
    2. Discuss standards to ensure safe and effective air medical transport.
      1. Describe the advantages of air transport.
      2. Describe the disadvantages of air transport.
      3. Describe how to activate air transport in your area.
    3. Integrate the principles of general incident management and multiple casualty incident. (MCI) management techniques.
      1. Define Incident Command System.
      2. Define National Incident Management System.
    4. Integrate the principles of rescue awareness and operations to safely rescue a patient from water.
      1. Describe how water temperature affects rescue.
      2. Demonstrate basic water rescue techniques.
      3. Define recirculating currents.
    5. Examine the human hazard of crime and violence.
      1. Describe scenarios when you may observe violence.
      2. Describe safe operation at crime scenes.
      3. Define precautions which need to be taken when at the scene of any violent crime.
    6. Evaluate when tactical considerations may be needed in EMS.
      1. Describe cover and concealment
      2. Describe shelter in place
    7. Describe how to preserve the evidence at a crime scene.
      1. Describe types of evidence.
      2. Define particulate evidence.
      3. Describe chain of evidence.
    8. Analyze situations unique to rural EMS.
      1. Define rural EMS.
      2. Describe communication difficulties in rural EMS areas.
      3. Describe how distance and time affect rural EMS areas.
    9. Examine challenges facing rural EMS providers.
      1. Discuss quality assurance.
      2. Describe standards of same care.
      3. Determine ways to ensure standards of care.
    10. Identify weapons of mass destruction.
      1. Define explosives.
      2. Define chemical weapons.
      3. Define biological weapons.
    11. Evaluate safety precautions with terrorist acts.
      1. Determine special safety equipment.
      2. Describe precautions during nuclear attacks.
      3. Describe precautions during chemical attacks.
    12. Analyze the elements of a scene size up.
      1. Describe the likely injuries.
      2. Describe special patient management considerations.

    Competencies Revised Date: 2019
  
  • EMS 501 - EMS Clinical I

    Credits: 2
    Lecture Hours: 0
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 8
    Course Type: Voc/Tech


    Students successfully completing EMS Clinical 501 will transition the learned and mastered individual skills from Lab 401  , and execute them appropriately on a live patient in a clinical setting.  These skills will be performed an attention to relevant situational application as dictated by established EMS standards of care under the direction of a paramedic, nurse, physician, or other approved preceptor. 

    Clinical settings include Emergency Department, Pre Operating Room, Operating Room, Post-Op, Respiratory Therapy, Cardiac Cath Lab, ICU, Peds ER, PICU, and Labor and Delivery.

    In addition, students will apply skills being concurrently learned in EMS Lab 401   while in the EMS ride time portion of EMS Clinical 501 .  During this portion, students will utilize individual skills applied to real live EMS scenarios under the mentorship of a field preceptor paramedic.  During completion of these requirements, students will pay special attention to local protocol, in addition to EMS standards of care learned in previous classes.
    Prerequisite: EMS 401  
    Prerequisite OR Corequisite: EMS 402  
    Competencies
     

    1. Interpret purposeful and accurate medical and trauma assessments on live pt.’s
      1. Examine results of medical testing including vital signs, cardiac monitoring, lab results, and physical examination
      2. Recall uses of medications pt.’s are taking to support formulation of medical history
    2. Distinguish critically ill pt.’s from non-priority pt.’s
      1. Classify pt. presentations as life-threatening, potentially life threatening, and non-life threatening
      2. Determine appropriate facility destination for a pt. who presented similarly in the field
    3. Perform safe and appropriate medical interventions under the supervision of approved preceptors
      1. Apply skills mastered from Lab 401 appropriately based on pt. presentation and assessment
      2. Demonstrate therapeutic communication, when able, with pt. while interventions are being performed.
    4. Incorporate effective interdisciplinary communication with other healthcare workers during assessment, care, and transfer of care.
      1. Prioritize pertinent information from information less essential to pt. care
      2. Demonstrate knowledge and use of appropriate medical terminology

    Competencies Revised Date: 2019

  
  • EMS 503 - EMS Clinical II

    Credits: 2
    Lecture Hours: 0
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 8
    Course Type: Voc/Tech


    Students successfully completing EMS Clinical 503 will transition the learned and mastered individual skills from Lab 401  , application of those individual skills to simulated and live scenarios in EMS Lab 402  , and Clinical 501  and begin transitioning into a team leader role under the guidance of an approved preceptor.

    A portion of Clinical 503 will include the completion of the student’s clinical capstone requirements as outline in CoA appendix G.  During this time students will be expected to act as a team leader executing pt. assessments, treatment plan, individual skills, and pt. destination decisions, with the student preceptor acting as a safety net to the student acting as a team lead.

    All learned skills, assessments, and treatments from the entirety of the previous coarse work, can and often will be utilized during EMS clinical 503.
    Prerequisite: EMS 501  
    Competencies
     

    1. Interpret purposeful and accurate medical and trauma assessments on live pt.’s
      1. Examine results of medical testing including vital signs, cardiac monitoring, lab results, and physical examination
      2. Recall uses of medications pt.’s are taking to support formulation of medical history
    2. Distinguish critically ill pt.’s from non-priority pt.’s
      1. Classify pt. presentations as life-threatening, potentially life threatening, and non-life threatening
      2. Determine appropriate facility destination for a pt. who presented similarly in the field
    3. Perform safe and appropriate medical interventions under the supervision of approved preceptors
      1. Apply skills mastered from Lab 401 appropriately based on pt. presentation and assessment
      2. Demonstrate therapeutic communication, when able, with pt. while interventions are being performed.
    4. Incorporate effective interdisciplinary communication with other healthcare workers during assessment, care, and transfer of care.
      1. Prioritize pertinent information from information less essential to pt. care
      2. Demonstrate knowledge and use of appropriate medical terminology
    5. Perform and complete all requirements of Commission on Accreditation capstone requirements.
      1. Demonstrate entry level proficiency to act in all aspects expected of a paramedic with student preceptor inputs regarding assessment, treatment and transport of pt.s’
      2. Illustrate proficiency in writing clear and concise reporting of all relevant actions made during pt. care.

    Competencies Revised Date: 2019


English

  
  • ENG 060 - College Preparatory Writing I

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Coll Prep
    Introduces students to writing at the basic sentence and paragraph levels, including grammar, punctuation, spelling and editing techniques. Students then compose 3-4 essays. Preparation for ENG 061  and ENG 105  
    Competencies
    1. Construct clear, concise and effective sentences
      1. Develop grammatically correct sentences using a variety of sentence structures
      2. Write using the basic rules of Standard English grammar, spelling, and punctuation
      3. Use a variety of organizational patterns in structuring paragraphs
      4. Produce main ideas with relevant details that contribute to paragraph unity
    2. Apply critical reading strategies
      1. Assess a selection based on content, organization, and style
      2. Determine main ideas and supporting details in a selection
      3. Construct well-reasoned and logical conclusions based on the information in a selection
    3. Examine topics and/or ideas for an essay
      1. Illustrate comprehension of the expectations for an assignment 
      2. Choose a topic to suit the guidelines of the assignment
      3. Apply prewriting strategies
      4. Select and/or generate adequate support to develop the topic 
    4. Organize information effectively in keeping with the purpose of the assignment
      1. Establish a clear direction and thesis
      2. Construct topic sentences to provide focus for each paragraph
      3. Structure supporting details and examples logically
      4. Use transitional devices to build coherence
    5. Discuss a variety of common writing issues
      1. Discuss the function of topic sentences, details as support of ideas, and paragraphs within an essay
      2. Identify examples of denotative and connotative writing
      3. Review the definition of plagiarism
    6. Evaluate essay drafts using a variety of strategies
      1. Apply editing strategies through workshops and individual or peer group editing
      2. Assess peer review feedback to address specific areas of focus, content and organization
      3. Demonstrate proofreading for word choice and sentence revision using Standard English grammar

  
  • ENG 061 - College Preparatory Writing II

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Coll Prep
    The purpose of this course is to increase students’ confidence in their writing abilities by practicing writing as a process requiring multiple drafts while learning to develop, organize, support, and revise drafts. Students will write a variety of typed assignments while practicing correct grammar, punctuation, analysis, drafting and presentation. Throughout the semester, students will produce 12-16 typed pages (4-6 essays) Academic integrity is expected in all work.
    Competencies
    1. Construct essays with well-developed paragraphs
      1. Assess ideas to establish a clear focus, thesis and/or topic sentence
      2. Use a variety of organizational patterns
      3. Develop main ideas with relevant details, support or evidence contributing to unity of ideas
      4. Show connections between ideas by using sentence variety for sentence level and essay fluency
      5. Relate material to a specific audience and purpose
      6. Select appropriate language for subject and audience
      7. Produce well-reasoned inferences and logical conclusions
      8. Demonstrate Standard English grammar appropriate to assigned content
    2. Apply critical reading strategies
      1. Select ideas from reading or discussion to suit the guidelines of an assignment
      2. Develop well-reasoned inferences and logical conclusions based on the information in a selection
      3. Classify main ideas and supporting facts and ideas in a selection
      4. Discuss the function of paragraphs, topic sentences and analysis in effective reading
      5. Assess a selection for content, organization, and style
      6. Demonstrate paraphrasing, summary and annotating
      7. Identify examples of denotative and connotative writing
    3. Organize information effectively in keeping with the purpose of the writing
      1. Use prewriting to explore topics and ideas for an essay
      2. Select a topic to suit the guidelines of the assignment
      3. Produce adequate supporting details and examples to develop the topic
      4. Construct supporting details logically
      5. Use transitional devices to build coherence
    4. Evaluate essay drafts based on assigned criteria
      1. Apply editing techniques in workshops, peer groups and individually
      2. Assess peer review feedback to address specific areas of focus, content, and organization
      3. Demonstrate proofreading for sentence and word choice revisions using Standard English grammar
    5. Show basic understanding of the process of writing a research paper
      1. Demonstrate research skills including locating credible sources
      2. Show a basic understanding of MLA or APA format
      3. Demonstrate a basic understanding of in-text citations and the use of a works cited/reference page
      4. Discuss the definition and ramifications of plagiarism

  
  • ENG 104 - Resources for Composition

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This course provides a college-credit composition environment that stresses the resources and reinforces the skills necessary for negotiating college writing.
    Competencies
    1. Use word processing software to plan, create, and present text
      1. Be able to format papers according to assignment guidelines
      2. Be able to e-mail attachments
      3. Be able to save documents in personal DMACC P-file
    2. Use a handbook or on-line writing resource
      1. Be able to look up information in a table of contents and index
      2. Know how to look up specific stylistic and mechanical problems
      3. Discover how to differentiate between database sources and web sources
      4. Be able to look up citation and documentation guidelines
    3. Develop an active reading process
      1. Be able to annotate a book and keep notes in a journal
      2. Be able to paraphrase, summarize and quote texts
      3. Be able to recognize and articulate essay thesis statements
      4. Understand and follow assignment criteria
    4. Develop a recursive writing process
      1. Understand pre-writing strategies
      2. Compose an effective thesis statement
      3. Compose consecutive, unified, and linked paragraphs
      4. practice revision strategies based on content, organization, and style
      5. Be able to reflect on the writing process
    5. Integrate anecdotal and referenced material appropriately into an original text
      1. Use signal phrases
      2. Correctly format dialog in narrative papers
      3. Be able to synthesize lecture notes and instructions
    6. Practice workshop strategies for editing
      1. Develop effective proof-reading skills
      2. Recognize one’s own pattern of error

  
  • ENG 105 - Composition I

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Composition I introduces students to the college-level writing process through the construction and revision of a series of expository and persuasive essays. Students may also produce other writing appropriate to the academic and working world. Through exposure to a variety of college-level readings, the students will build critical reading skills, and students will be expected to respond to assigned readings in a variety of ways. The course introduces library and computer-based research strategies. Students will write and revise at least 4 essays and produce a minimum of 20 pages.
    Prerequisite: Satisfactory writing skills
    Competencies
    1. Generate writing as an active process, using planning, drafting, revising, and editing
      1. Explore invention activities, such as brainstorming, listing, word-mapping, reading, freewriting, discussing, and journal writing
      2. Use planning and drafting techniques, such as outlining and freewriting
      3. Consider audience, purpose, and context
      4. Revise for clarity, coherence, and conciseness
      5. Use technology as appropriate given the task, assignment, and setting
    2. Evaluate strategies and approaches for organizing content
      1. Write well-structured introduction, body, and conclusion paragraphs
      2. Organize essays using thesis statements and topic sentences
      3. Use paragraphs as an organizational method
      4. Incorporate effective transitional devices
      5. Integrate relevant, credible supporting details and evidence from source materials
      6. Incorporate quotations from source material
    3. Examine college-level reading skills as an active part of the writing process
      1. Identify various genres of expository writing, including narrative, essay, and article
      2. Develop vocabulary, using relevant reference resources
      3. Examine various rhetorical and organizational methods
      4. Use effective reading techniques such as rereading, annotating, paraphrasing, and summarizing
      5. Analyze the content, expression, and context of verbal and/or visual texts
    4. Synthesize research resources appropriate to the task and context
      1. Develop researching skills to locate credible sources, which may include interviews, observations, surveys, DMACC library resources, library databases, and other web resources
      2. Distinguish between credible and unreliable print or electronic sources
      3. Integrate research into writing when appropriate
      4. Acknowledge ownership of ideas when using source information
    5. Integrate standard college-level documentation practices
      1. Understand definitions and consequences of plagiarism
      2. Identify reasons for documentation
      3. Distinguish between personal ideas and outside sources
      4. Develop summarizing, paraphrasing, and quoting skills using primary and secondary sources
      5. Integrate sources effectively within the given context
      6. Document sources in MLA or APA formatting style
    6. Adapt to the rules of Standard English grammar appropriate to context
      1. Use standard rules of grammar, punctuation, mechanics, and spelling
      2. Construct syntactically sound sentences using varied, appropriate vocabulary

  
  • ENG 106 - Composition II

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Composition II is a continuation of Composition I. Students will analyze, synthesize, and evaluate texts. Effective academic research is also emphasized. Assignments may include expository and persuasive writing appropriate to academic and professional contexts. Students will write and revise three or more essays, including a research-based argument, and produce a minimum of 20 pages of prose. Academic integrity is a key expectation of this course.
    Prerequisite: Grade of C- or better in ENG 105  
    Competencies
    1. Apply college-level reading skills to academic and professional texts
      1. Read a variety of academic and professional texts, primarily non-fiction
      2. Develop vocabulary
      3. Identify language nuances, such as denotation, connotation, and figurative language
      4. Determine a text’s audience, purpose, thesis, and context
      5. Restate texts by summarizing, paraphrasing, and quoting
    2. Analyze rhetorical strategies found in academic and professional texts
      1. Determine how ideas, structures, or other textual features influence interpretation, including rhetorical situations and social, cultural, and historical contexts
      2. Examine how multiple perspectives can operate at the same time
      3. Distinguish between types of evidence, such as primary, secondary, quantitative, and qualitative
      4. Determine logical fallacies, bias, slanted language, discriminatory language, and propaganda
    3. Integrate sources to support research-based projects
      1. Determine research objectives and schedule
      2. Locate primary and secondary sources via library databases, catalogs, Internet, and other resources
      3. Analyze the relevance and credibility of sources
      4. Illustrate claims using research sources
    4. Argue in response to continuing dialogues within and beyond academic disciplines
      1. Recognize various points-of-view
      2. Integrate audience-based persuasion techniques
      3. Evaluate multi-cultural, social or global perspectives for diverse audiences
      4. Synthesize ideas from multiple sources to reframe in new contexts
    5. Evaluate individual writing processes to produce college-level essays and projects
      1. Generate early drafting and revision strategies, including conference, workshop, or individual and peer feedback
      2. Compose clear, concise prose
      3. Construct syntactically sound sentences using varied, appropriate vocabulary
      4. Use standard rules of grammar, punctuation, mechanics, and spelling
    6. Integrate standard college-level documentation practices
      1. Understand definitions and consequences of plagiarism
      2. Identify reasons for documentation
      3. Distinguish between personal ideas and outside sources
      4. Integrate sources effectively within the given context
      5. Document sources using MLA or APA style

  
  • ENG 108 - Comp II: Technical Writing

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core


    A study of technical/business communication with emphasis on writing in the workplace. Course material includes written and oral communication to a variety of audiences in different situations. There will be special focus on individual career goals.
    Prerequisite: Grade of C- or better in ENG 105  
    Competencies
    1. Adapt communication for audience, purpose, and context
      1. Identify audience
      2. Establish purpose
      3. Modify communication for context
    2. Produce business writing
      1. Analyze business correspondence conventions
      2. Generate letters, memos, e-mails, reports and proposals
    3. Produce technical writing
      1. Analyze technical writing conventions
      2. Generate instructions, definitions, and descriptions
    4. Construct clear, concise language using applicable revision strategies
      1. Select appropriate vocabulary
      2. Revise for conciseness
      3. Edit for language sensitivity
      4. Copyedit mechanics and punctuation
    5. Design documents with effective visuals
      1. Analyze conventions of effective information design
      2. Create charts, graphs, and tables
    6. Construct job-search communication
      1. Research employment opportunities
      2. Compose resume and employment correspondence
      3. Develop job interview skills
    7. Demonstrate oral communication for audience, purpose, and context
      1. Develop  effective question-and-answer skills
      2. Produce oral presentations with effective visuals
    8. Integrate collaborative skills into workplace interactions
      1. Analyze effective collaboration practices
      2. Produce collaborative projects
      3. Use technology in collaborative work
      4. Assess effective conflict resolution strategies

     

     

     

     

     

     

     

     

     

       

     

          

  
  • ENG 145 - Strategies for Composition

    Credits: 2
    Lecture Hours: 1
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    Designed to support student success, ENG 145 provides the resources and reinforces the skills necessary to negotiate college-level writing and reading. Students will be enrolled concurrently in ENG 105  while taking ENG 145. This course provides whole-class and individualized support for ongoing ENG 105  writing projects to improve student understanding and performance.
    Prerequisite: Must complete one of the following four requisites:  ENG 060  or ENG 061   with a C- or better; ACT 16-18; COMPASS Reading 48-80 and Writing 54-69; ACCUPLACER Next Gen Reading 239-248 and Writing 249-253
    Corequisite: ENG 105  
    Competencies
     

    1. Develop an active reading process
      1. Identify effective reading techniques
      2. Demonstrate an understanding of assignment directions
      3. Review paraphrasing, summarizing, and quoting strategies
      4. Recognize genre, audience, purpose, thesis, context, and tone in a source
    2. Develop an active writing process
      1. Explore invention activities to generate ideas
      2. Produce content appropriate to context and audience
      3. Produce effective thesis statements and topic sentences
      4. Practice revision throughout the writing process
      5. Edit for clarity, conciseness, and accuracy
      6. Use a handbook resource or online resource to support effective revision
    3. Evaluate strategies and approaches for organizing content
      1. Produce effective thesis statements and topic sentences
      2. Construct organized and unified sentences, paragraphs, and essays
      3. Link paragraphs with transitional words, phrases, and sentences
      4. Integrate relevant, credible supporting details and evidence from source materials
    4. Adapt to the expectations of the academic context
      1. Recognize the features of academic writing
      2. Organize for clarity, coherence, and conciseness
      3. Construct syntactically sound sentences using varied, appropriate vocabulary
      4. Use standard rules of grammar, punctuation, mechanics, and spelling
    5. Integrate standard college-level documentation practices
      1. Choose credible sources
      2. Understand how to access academic sources through the library (databases, journals, etc.) and online
      3. Recognize how documentation format varies by discipline
      4. Identify signal phrases, parenthetical citations, and bibliographic information appropriate to MLA or APA style
      5. Understand definitions and consequences of plagiarism

  
  • ENG 221 - Creative Writing

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    An introduction to the techniques of writing poetry and fiction. Students will read the works of professional writers and apply the principles of imaginative writing to their own work.
    Competencies
    1. Develop critical reading and writing skills 
      1. Identify literary elements in creative writing 
      2. Demonstrate active reading and rereading for the purpose of creative writing
      3. Apply reading of student and/or published texts to the act creative writing
    2. Examine various approaches to crafting creative works 
      1. Comprehend creative writing techniques in multiple genres 
      2. Determine the purpose and effect of creative writing techniques
    3. Compose original creative works in multiple genres
      1. Demonstrate effective creative writing process
      2. Construct multiple creative texts 
      3. Incorporate various creative writing approaches, such as plot, meter, point of view, etc.
    4. Critique original student writing as part of the creative process
      1. Demonstrate awareness of craft elements in a peer’s writing
      2. Assess effectiveness use of techniques in a peer’s work 
      3. Synthesize critiques as an avenue to revision 
    5. Revise one’s own work for the purpose of substantial development
      1. Review the use of creative techniques applied to individual written work
      2. Develop multiple drafts of creative works
    6. Evaluate the role of diverse creative writing communities
      1. Identify creative writing communities that represent diverse cultures 
      2. Establish a participatory relationship with one or more literary or creative writing communities, such as literary publications, writing groups, public readings, etc.

  
  • ENG 225 - Creative Writing: Poetry

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    A course devoted to the advanced study and writing of poetry, emphasizing the development of poetic techniques and an expanded understanding of contemporary poets and their work.
    Competencies
    1. Develop critical reading and writing skills
      1. Identify literary elements in poetry
      2. Demonstrate active reading and rereading for the purpose of creative writing
      3. Apply reading of student and/or published texts to the act of creative writing
    2. Examine various approaches to crafting works of poetry
      1. Comprehend poetry writing techniques
      2. Determine the purpose and effect of creative writing techniques as they relate to composing poetry
    3. Compose original creative works of poetry
      1. Demonstrate effective creative writing process
      2. Construct multiple works of poetry
      3. Incorporate various creative writing approaches, such as metaphor, line break, imagery, etc.
    4. Critique original student writing as part of the creative process
      1. Demonstrate awareness of craft elements in a peer’s writing
      2. Assess effectiveness use of techniques in a peer’s work
      3. Synthesize critiques as an avenue to revision
    5. Revise one’s own work for the purpose of substantial development
      1. Review the use of poetry techniques applied to individual written work
      2. Develop multiple drafts of poetic works
    6. Evaluate the role of diverse creative writing communities
      1. Identify creative writing communities that represent diverse cultures
      2. Establish a participatory relationship with one or more literary or creative writing communities, such as literary publications, writing groups, public readings, etc.

  
  • ENG 230 - Creative Writing: Fiction

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    A course devoted to the advanced study and writing of fiction, emphasizing the development of narrative techniques and an expanded understanding of contemporary fiction writers and their work.
    Competencies
    1. Develop critical reading and writing skills
      1. Identify literary elements in fiction
      2. Demonstrate active reading and rereading for the purpose of creative writing
      3. Apply reading of student and/or published texts to the act creative of writing
    2. Examine various approaches to crafting works of fiction
      1. Comprehend fiction writing techniques
      2. Determine the purpose and effect of creative writing techniques as they relate to composing fiction
    3. Compose original creative works of fiction
      1. Demonstrate effective creative writing process
      2. Construct multiple works of fiction
      3. Incorporate various creative writing approaches, such as character, plot, point of view, etc.
    4. Critique original student writing as part of the creative process
      1. Demonstrate awareness of craft elements in a peer’s writing
      2. Assess effectiveness use of techniques in a peer’s work
      3. Synthesize critiques as an avenue to revision
    5. Revise one’s own work for the purpose of substantial development
      1. Review the use of fiction techniques applied to individual written work
      2. Develop multiple drafts of fictional works
    6. Evaluate the role of diverse creative writing communities
      1. Identify creative writing communities that represent diverse cultures
      2. Establish a participatory relationship with one or more literary or creative writing communities, such as literary publications, writing groups, public readings, etc.

  
  • ENG 235 - Playwriting and Screenwriting

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    A course devoted to the advanced study and writing of stage-worthy plays and/or marketable screenplays emphasizing appropriate techniques of each dramatic form and an expanded understanding of contemporary practitioners.
    Competencies
    1. Understand and perform critical analysis of plays and screen-plays
      1. Identify and define advanced aspects of plays
      2. Demonstrate an understanding of how various dramatic techniques work
    2. Compose and revise plays/screen plays
      1. Write and submit two one-act plays/film shorts for class discussion
      2. Provide critical suggestions for revision of other class members’ submissions
      3. Use critical terminology in workshop discussions
      4. Revise the two plays substantially
      5. Submit the revised work to the instructor for evaluation
    3. Incorporate into written work the following elements
      1. Character defining actions, consistency and plausibility
      2. Thematic unity
      3. Visual and auditory elements which complement meaning
      4. Language: craft in dialogue
      5. Research
      6. Correctness in format
    4. Develop an awareness of local and contemporary playwrights and screen-writers
      1. Attend the performance of two local theatre/film productions
      2. Interact with production participants before and after performances
      3. Write and submit to the instructor critical responses to each performance
    5. Submit original work for possible production in various markets
      1. Research theatre and film magazines, contests, and other markets
      2. Match recently written and revised work to appropriate markets
      3. Correctly submit work to appropriate publications


English Language Learner

  
  • ELL 098 - Reading and Comm Fluency

    Credits: 4
    Lecture Hours: 3
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Coll Prep
    This course introduces and supports reading and communication fluency for high-intermediate English language learners. Decoding and comprehension strategies are developed through the use of annotating, vocabulary work and guided reading activities. Group discussion and presentation skills are introduced and practiced. Pronunciation development and practice of segmentals and suprasegmentals are introduced through guided pre-college level reading and listening materials such as articles, journals, and non-fiction texts.
    Prerequisite: ESL Accuplacer minimum score 50-81
    Competencies
    1. Examine different types of texts and literacy resources
      1. Describe the differences between non-fiction and fiction.
      2. Identify the purpose and layout of textbooks, news articles, journals, literature, and biographies.
      3. Locate and become familiar with college and neighborhood public library.​​​
    2. Evaluate active reading  strategies
      1. Predict image(s) and graphic(s) connection to text prior to reading.
      2. Interpret meaning of title, headings, and subheadings.
      3. Locate key vocabulary and concepts in selected reading.
      4. Review questions prior to reading text.
    3. Assess details in academic reading selections
      1. Identify author(s) and evaluate author’s creditability.
      2. Locate main idea or thesis statement.
      3. Locate supporting details and their examples.
      4. Recognize implied meaning.
    4. Apply speed reading skills
      1. Increase rate of words per minute.
      2. Skim texts for main ideas and details.
      3. Scan texts for numbers, dates, and key words. 
    5. Evaluate various techniques to build academic vocabulary in context
      1. Identify textual clues to aide in understanding.
      2. Recognize target words’ collocations.
      3. Analyze word families, roots, prefixes, and suffixes.
      4. Apply synonyms and antonyms to target words. 
    6. Apply spoken academic language in classroom context
      1. Demonstrate learned academic vocabulary in classroom questions and responses.
      2. Use target vocabulary in formal and informal receptive assessments.
      3. Use target vocabulary in formal and informal productive assessments. 
    7. Apply the use of textual annotations.
      1. Demonstrate the difference between annotation summaries and reactions.
      2. Write a summary of text by defining main ideas, details, and target vocabulary.
      3. Show reaction of text by examining opinions, beliefs, and questions from author(s) and self.
      4. Relate learned annotations skills to speaking activities.
    8. Develop summarizing and paraphrasing skills through reading activities
      1. Identify and describe DMACC’s plagiarism policy.
      2. Read and label receptive and productive academic summaries through locating and embedding texts’ purpose.
      3. Read and label receptive and productive academic paraphrases through locating and interpreting text’s purpose. 
    9. Apply receptive listening strategies
      1. Construct inferences before listening to an excerpt.
      2. Construct predictions after listening to an excerpt.
      3. Select main point(s) of an excerpt.
      4. Select details such as names, dates, ratios, and percentages to an excerpt.
      5. Practice indirect instructions, commands, requests, invitations, and embedded questions.
    10. Apply productive speaking skills
      1. Reduce response time in forming questions and responses.
      2. Use Cornell note-taking skills.
      3. Orally report text information.
      4. Show platform speaking skills: eye contact, voice, gesture, movement, and posture in class presentations.
      5. Show effective group discussion skills and roles: eye contact, voice, movement, initiator, challenger, and interrupter in classroom group discussions.
      6. Practice indirect instructions, commands, requests, invitations, and embedded questions.
    11. Apply pronunciation skills to be better understood
      1. Chart and produce the correct International Phonetic Alphabet symbol with its sound.
      2. Use vowel sounds and consonant sounds correctly.
      3. Develop the use of syllables correctly.
      4. Show the differences in alphabet and relative vowel sounds.
      5. Produce singular and plural endings.
      6. Show contractions and reduced word forms.
      7. Demonstrate the differences in tag and information questions.

  
  • ELL 099 - Grammar and Writing Fluency

    Credits: 4
    Lecture Hours: 3
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Coll Prep
    This course introduces and applies English grammar in sentence and paragraph writing for high-intermediate English language learners. It teaches sentences and paragraph structures, using a step-by-step approach, using integrated grammar and writing practices. Students are guided through English grammar rules and functions as well as the writing process to produce well organized and adequately developed sentences and paragraphs. Students will also be introduced to essay writing.
    Prerequisite: ESL Accuplacer minimum score 50-81
    Competencies
    1. Examine English verb tenses in sentence and paragraph writing.
      1. Distinguish between present and progressive verb tenses.
      2. Use the past tense and its past tense time frames correctly.
      3. Use the future tense and its future time clauses correctly.
      4. Identify the difference between present perfect and present perfect progressive tenses.
      5. Formulate WH-questions correctly.
      6. Use the imperative form correctly.
      7. Use phrasal verbs correctly. 
    2. Apply English grammar functions in sentence and paragraph writing.
      1. Compare the use of modal, modal-like expressions, and their tense forms.
      2. Identify gerunds and infinitives using correct prepositions, verbs, and adverbs.
      3. Explain the use of adjectives and adverbs using the correct base, comparative, and superlative forms.
      4. Use proper, common, count, and non-countable nouns with correct quantifiers.
      5. Select definite and indefinite nouns correctly.
      6. Identify reflexive and reciprocal pronouns correctly.
    3. Apply English syntax to sentence and paragraph writing.
      1. Define simple, compound, and complex sentence and identify various parts of speech within the sentence.
      2. Identify complete and incomplete sentences.
      3. Practice converting incomplete sentences into complete ones. 
      4. Develop sentences for subject-verb agreement rules.
      5. Identify and use direct and indirect speech.
    4. Apply writing skills within well-developed paragraphs.
      1. Demonstrate the ability to format the paragraph correctly.
      2. Demonstrate the four main steps of writing a paragraph: prewriting, organizing, writing and editing.
      3. Develop free writing skills.
      4. Produce topic, supporting, and concluding sentences.
      5. Use time, space, and rank order.
      6. Construct transitions and connectors in writing.
      7. Show unity and coherence.
    5. Apply English language grammar mechanics in writing.
      1. Use capital letters appropriately.
      2. Use commas correctly.
      3. Demonstrate improved spelling skills.
      4. Develop proof-reading skills
      5. Develop guided- peer editing.
    6. Analyze the components of an academic paragraph and essay.
      1. Label the sentences in a paragraph.
      2. Recognize and create a topic sentence.
      3. Recognize and create effective supporting sentence with examples.
      4. Recognize and create an effective closing sentence
      5. Label the five-paragraph essay’s parts: introduction, body, and conclusion.
      6. Identify the different types of essays (narrative, description, compare/contract, and argumentative).
    7. Explain what plagiarism is and DMACC’s policy on plagiarism.
      1. Identify the different types of internet sources.
      2. Identify different types of plagiarism.
      3. Describe ways to avoid plagiarism.
    8. Use the Academic Achievement Center to assist in grammar and writing skills.
      1. Identify self-errors in grammar rules and structures
      2. Identify self-errors in writing sentences and paragraphs.
      3. Develop the skill of asking relevant questions based on your areas of growth opportunities.
      4. Apply correction(s) when editing sentences and paragraphs.

  
  • ELL 108 - Reading and Comm Accuracy

    Credits: 4
    Lecture Hours: 3
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General


    This course supports the mastery of academic reading and communication skills for advanced English language learners. Comprehension of textbook material, scholarly articles, and online scholarly publication are supported. Mastery of speed reading and comprehension strategies are emphasized through the use of annotating, vocabulary work and guided reading activities. Group discussion and presentation skills are evaluated and students will be exposed to academic lecture series. Growth of suprasegmentals are analyzed through guided college level reading and listening materials.
    Prerequisite: ESL Accuplacer minimum score of 82-110 or successful completion of a “C” or higher in ELL 098  and ELL 099 .
    Competencies
    1. Analyze different types of college-level reading

    1. Examine college-level textbook(s) and its components.
    2. Distinguish the differences of scholarly articles and online scholarly publications.
    3. Critique purpose and intent of academic articles and journals.
    4. Discern the different types of DMACC’s library resources.

    2. Analyze active reading  strategies

    1. Examine image(s) and graphic(s) prior to reading.
    2. Infer meaning of title, headings, and subheadings.
    3. Classify key vocabulary, footnotes, appendix, and other concepts in reading.
    4. Outline questions prior to reading text.
    5. Examine how the reading is connected to self and other known texts.

    3. Evaluate details in academic reading selections

    1. Assess author(s) and evaluate author’s credibility.
    2. Choose and interpret main idea or thesis statement.
    3. Choose and interpret supporting details and their examples.
    4. Assess implied meaning.

    4. Evaluate individual speed reading skills

    1. Rank individual progress of rate of words per minute and interpret gains.
    2. Appraise and interpret texts for main ideas and details.
    3. Appraise and interpret texts for numbers, dates, and key words.

    5. Evaluate vocabulary in college-level reading texts.

    1. Compare and contrast textual clues to aide in understanding.
    2. Determine word families, roots, prefixes, and suffixes.
    3. Assess synonyms and antonyms to target words.
    4. Decide target vocabulary’s part of speech.

    6. Evaluate spoken academic language in classroom context

    1. Differentiate learned academic vocabulary in classroom questions and responses.
    2. Compare and contrast target vocabulary in formal and informal receptive assessments such as academic lectures, interviews, academic listening segments, and college-level reading texts.
    3. Compare and contrast target vocabulary in formal and informal productive assessments such as group discussions and college-level writing.

    ​​​​​​7. Synthesize annotations in college-level reading texts.

    1. Produce summary of text by defining main ideas, details, and target vocabulary.
    2. Produce reaction of text by examining opinions, beliefs, and questions from author(s) and self.
    3. Integrate learned annotations skills to speaking activities.
    4. Incorporate skimming and scanning annotations into study habits.

    8. Synthesize the use of summarizing and paraphrasing skills through college-level reading texts

    1. Develop an individual code of academic integrity and compare with DMACC’s plagiarism policy.
    2. Produce receptive and productive academic summaries through evaluating and synthesizing texts’ purpose.
    3. Produce receptive and productive academic paraphrases through evaluating and synthesizing text’s purpose.

    9. Evaluate receptive listening strategies

    1. Predict before listening to an excerpt.
    2. Appraise and critique speaker after listening to an excerpt.
    3. Evaluate and defend main point(s) of an excerpt.
    4. Appraise details such as names, dates, ratios, and percentages to an excerpt.
    5. Compare and contrast lecturers’ spoken and written discourse.

    10. Evaluate productive speaking skills

    1. Appraise and evaluate individual and peer platform speaking skills: eye contact, voice, gesture, movement, and posture in class presentations.
    2. Appraise and evaluate effective group discussion skills and roles: eye contact, voice, movement, initiator, challenger, and interrupter in classroom group discussions.
    3. Compare and contrast Cornell note-taking skills with academic annotations.

    11. Assess pronunciation skills to be better understood

    1. Outline the correct International Phonetic Alphabet symbol with correct sound.
    2. Compare and contrast content, function, and structure words in sentences.
    3. Classify individual stress, rhythm, and prosody.
    4. Classify the sound differences in various consonants.
    5. Compare and contrast the differences in voicing and sibilants.
    6. Discriminate individual consonant errors.

  
  • ELL 109 - Grammar and Writing Accuracy

    Credits: 4
    Lecture Hours: 3
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This course supports the accuracy of English grammar in paragraph and essay writing for advanced English language learners. It reviews paragraph structures and teaches essay writing using a step-by-step approach with integrated grammar and writing practices. Students are guided through English grammar rules and functions as well as the writing process to produce well organized paragraphs and essays. Students will also be introduced to research writing.
    Prerequisite: ESL Accuplacer minimum score of 82-110 or successful completion of ELL 098  and ELL 099  with a “C” or higher.
    Competencies
    1. Analyze English verb tenses in paragraph and essay writing.
      1. Contrast the simple present, stative, and present progressive tenses.
      2. Differentiate between usage of simple past and past progressive.
      3. Compare usage of simple past, present perfect, and present perfect progressive.
      4. Demonstrate understanding of the past perfect tenses.
      5. Identify the difference between present perfect and present perfect progressive tenses.
      6. Illustrate the correct irregular forms and their spelling of the verbs.
    2. Evaluate gerunds and infinitives in paragraph and essay writing.
      1. Differentiate the correct verb after the infinitive or gerund.
      2. Examine gerunds as objects of prepositions.
      3. Discriminate simple and past gerunds.
    3. Analyze count and non-count nouns in paragraph and essay writing.
      1. Differentiate the ability to use count and non-count nouns.
      2. Apply correct quantifiers to their countable and non-count nouns.
      3. Learn modifications of nouns.
    4. Evaluate when to use adjective clauses in paragraph and essay writing.
      1. Compare adjective clauses with subject relative pronouns and object relative pronouns.
      2. Demonstrate proper placement of an adjective clause within a sentence.
      3. Punctuate adjective clauses correctly.
    5. Evaluate the impact of passive formation in paragraph and essay writing.
      1. Compare passive tense with modals in present, past and future tenses.
      2. Characterize passive causative.
      3. Illustrate the impact of passive verbs on results of action in writing.
      4. Use passive to describe situations and report opinions.  
    6. Apply the uses of factual and unreal conditions in present, future, and past tenses.
      1. Produce present and real conditions in paragraph and essay writing.
      2. Use subjunctive correctly in paragraph and essay writing.
      3. Use correct punctuation in sentence formation with if and result clauses.
    7. Analyze the differences between direct and indirect speech.
      1. Show correct tense changes in indirect speech.
      2. Select correct time phrases in indirect speech.
      3. Practice question formation using direct and indirect speech.
      4. Use correct punctuation with direct speech.
    8. Analyze English language grammar mechanics in writing.
      1. Illustrate the use capitalization.
      2. Differentiate when to use commas correctly.
      3. Locate misspelled words and provide correction.
      4. Illustrate proof-reading skills by evaluating self-audits.
      5. Discriminate errors in peer writing through guided- peer editing.
      6. Create recommendations for peer writing.
    9. Examine the components of an academic essay.
      1. Name the five-paragraph essay’s parts: introduction, body, and conclusion.
      2. Identify the different types of essays (narrative, description, compare/contract, and argumentative).
      3. Recognize and create a direct or indirect thesis statement.
      4. Recognize and create a hook.
      5. Recognize and create effective supporting paragraph with examples.
      6. Recognize and create an effective closing paragraph.
    10. Examine documentation with research writing.
      1. Develop how to format an essay’s header, title, and page number.
      2. Give examples of basic academic in-text citation methods.
      3. Write a works cited page.
      4. Develop how to paraphrase
    11. Evaluate what plagiarism is and DMACC’s policy on plagiarism.
      1. Explain the different types of internet sources.
      2. Summarize different types of plagiarism.
      3. Explain ways to avoid plagiarism.
    12. Use the Academic Achievement Center to assist in grammar and writing skills.
      1. Identify self-errors in grammar rules and structures.
      2. dentify self-errors in writing sentences and paragraphs.
      3. Develop the skill of asking relevant questions based on your areas of growth opportunities.
      4. Apply correction(s) when editing paragraphs and essays. 


Environmental Science

  
  • ENV 103 - Sustainable Living

    Credits: 1
    Lecture Hours: 1
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This class provides an up-close-and-personal look at the sustainability movement. Develop an understanding of the environment you live in. Learn more about the role you can play in creating a sustainable lifestyle for yourself and your family at home, work and school.
    Competencies
    1. Explain the concept of sustainability and need for sustainable thinking in all human activities
      1. Define the concepts of sustainability, sustainable development and sustainable living
      2. Analyze the effects and consequences of their own lifestyles on the natural environment through Eco-Footprint and Carbon Footprint assessments
    2. Assess their values, practices, and commitment to the environment
    3. Improve upon their own resource management practices within their homes and communities
      1. Identify a plan to reduce household waste
      2. Identify a household plan to conserve and protect water supplies
      3. Identify a plan to reduce household energy usage
      4. Identify a plan to incorporate sustainable transportation practices into their lifestyle
      5. Identify a plan which will allow them to reduce unnecessary consumption of goods and services without reducing perceived quality of life

  
  • ENV 115 - Environmental Science

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course combines the basic principles of environmental science with ecology. Issues examined include environmental policy, sustainability, and biodiversity. Energy conservation, water resources, agriculture, climate change, and waste management are also emphasized.
    Competencies
    1. Explain key concepts in environmental science
      1. Understand the scientific method.
      2. Demonstrate competence in basic scientific literacy.
      3. Describe the field of environmental science.
      4. Explain the importance and variety of natural resources.
      5. Identify current large-scale and local environmental issues.
    2. Describe environmental policy and assess its societal context.
      1. Discuss the history of the conservation movement.
      2. Recognize major legislation pertaining to US and global environmental policy.
      3. Demonstrate an understanding of environmental ethics.
    3. Investigate key concepts in sustainability.
      1. Define sustainability and the concept of sustainable development.
      2. Demonstrate how human population growth drives sustainability issues.
      3. Discuss the relationships between the envrionment and the economy.
    4. Identify basic ecological principles.
      1. Describe the principles and concepts of ecology.
      2. Outline the processes of natural selection and biological evolution.
      3. Identify causes of species extinctions and mass extinction events.
      4. Discuss topics relating to population and community ecology.
    5. Analyze issues related to biodiversity and conservation biology.
      1. Characterize the scope of biodiversity on Earth.
      2. Specify the benefits of biodiversity and the primary causes of biodiversity loss.
      3. Assess the science and practice of conservation biology.
    6. Summarize key issues related to our use of energy.
      1. Discuss nonrenewable energy.
      2. Discuss renewable energy.
      3. Generalize strategies for energy conservation.
    7. Identify environmental issues related to water resources.
      1. Examine the hydrologic cycle.
      2. Discuss human use of aquatic systems, including impacts.
      3. Identify sources and types of water pollution and related toxicology.
      4. Assess problems of water supply and quality, and propose solutions to address threse problems.
    8. Investigate environmental issues relating to modern agriculture.
      1. Discuss the challenge of feeding a growing human population.
      2. Describe various modern agricultural methods.
      3. Explain the goals and practices of sustainable agriculture.
      4. Examine practices related to soil conservation.
      5. Discuss the science behind and debate over genetically modified food.
    9. Investigate important concepts in atmospheric science.
      1. Understand basic processes relating to the Earth’s atmosphere.
      2. Describe sources and types of air pollution and related toxicology.
      3. Describe the causes and consequences of ozone depletion and acid precipitation.
    10. Analyze issues related to global climate change.
      1. Explain the Earth’s energy balance and natural cycles.
      2. Explain greenhouse gases and the greenhouse effect.
      3. Discuss the human impact on Earth’s climatic cycles.
      4. Examine the potential impacts and implications of global climate change. 
    11. Compare various methodologies related to waste management.
      1. Describe the components and management of municipal solid waste.
      2. Identify the components and management of industrial solid waste.
      3. Discuss the components and management of hazardous solid waste.

  
  • ENV 116 - Environmental Science Lab

    Credits: 1
    Lecture Hours: 0
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This lab supplements discussion in ENV 115  Environmental Science. Lab includes laboratory and field work related to environmental science. Emphasis is placed on scientific methodology and investigation.
    Prerequisite: Enrollment in or prior completion of ENV 115  or equivalent
    Competencies
    1. Explain the safety procedures and health rules of the environmental science laboratory
      1. Identify the locations of safety equipment in the environmental science laboratory
      2. Comply with safety and health rules of the environmental science laboratory
    2. Identify scientific issues, concepts, and hypotheses related to environmental science, which may include sustainability, human population growth, population ecology, biodiversity, energy, water resources, soul conservation, modern agriculture, atmospheric
      1. Identify key components of the issue, concept or hypothesis
      2. Explain the importance of the issue, concept or hypothesis
      3. Relate basic scientific principles to the issue, concept or hypothesis
    3. Relate scientific literature to scientific issues, concepts and hypotheses in environmental science
      1. Review relevant scientific information
      2. Select appropriate literature
      3. Distinguish scientific literature from popular, non-science based literature
    4. Design a strategy for scientific investigation
      1. Select appropriate investigative activities
      2. Describe how each activity will be completed
      3. Explain how each activity will aid in the investigation
      4. Organize activities into an appropriate timeline for completion in the allotted timeframe
    5. Investigate scientific issues, concepts, and hypotheses related to environmental science

  
  • ENV 145 - Conservation Biology

    Credits: 4
    Lecture Hours: 3
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course presents a broad overview of the patterns and processes influencing biodiversity on multiple scales, as well as practical approaches to resource management. We will examine issues causing loss of biodiversity, reserve design and management, ecological and population monitoring techniques and conservation approaches on varying levels.
    Prerequisite: ENV 115 , ENV 116  
    Competencies
    1. Explain what is meant by the terms conservation biology and biodiversity
      1. Differentiate between species, ecosystem, and genetic biodiversity
      2. Outline various methodologies used to measure biodiversity
    2. Assess biodiversity of key ecosystems
      1. Examine global patterns of biodiversity
      2. Discuss the field of taxonomy within a historical and a modern framework
      3. Identify key elements of biodiversity in Iowa
    3. Assess biodiversity of key ecosystems
      1. Explain how economic values are assigned to biological diversity
      2. Examine non-consumptive use and other indirect economic values of biodiversity
      3. Identify ethical values of biological diversity
    4. Compare historic and modern extinction events and extinction rates
      1. Explain previous mass extinction events and their contributing factors
      2. Analyze the current mass extinction event and the contributing factors
      3. Compare historic, modern and background extinction rates
    5. Explain the factors that make a species vulnerable to extinction
    6. Assess how changes in habitat and climate affect biodiversity and extinction rates
      1. Explain how human population growth affects global biodiversity
      2. Examine the ways in which habitat destruction and fragmentation affect wild populations
      3. Examine the current and predicted effects of global climate change on the Earth?s biological diversity
    7. Summarize the effects of overexploitation, invasive species, and disease on native wild populations
      1. Develop a model of maximum sustainable yield for a local population
      2. Investigate the characteristics that allow a species to become invasive
    8. Explain conservation problems specific to small populations
      1. Identify the components of a minimum viable population analysis
      2. Discuss the consequences of reduced genetic variability in small populations
      3. Explain the concepts of habitat sources and habitat sinks
    9. Explain common practices in the field of applied conservation biology
      1. Describe methodologies used to study wild populations
      2. Develop a population viability analysis for a local population
      3. Describe methodology used for long-term ecosystem and population monitoring
    10. Summarize the principles of threatened and endangered species management
      1. Explain the processes used to evaluate populations and to determine the level of threat to the population
      2. Discuss how predictive modeling is used as a tool in conservation
      3. Develop a management strategy for threatened species
    11. Summarize the methodologies utilized in establishing protected areas
      1. Identify proprieties for protecting biodiversity
      2. Describe elements of reserve design
      3. Compare strategies utilized in reserve management
    12. Explain issues relating to conservation outside of protected areas
      1. Examine conservation in urban areas
      2. Examine conservation in agricultural areas
      3. Discuss ecological restoration techniques
    13. Explain how conservation and human societies interact at local, national, and international levels
      1. Explain legislation related to the conservation of biodiversity
      2. Discuss funding opportunities related to conservation biology
      3. Discuss the future of conservation biology
    14. Perform modeling, measurement, and analysis tasks relevant to conservation biology
      1. Plan the design of an ecological monitoring program
      2. Conduct a field study based on ecological monitoring and data measurement protocol
      3. Analyze site biodiversity using a species-area curve
      4. Develop a site-specific habitat management plan based on monitoring and research findings
      5. Apply an existing mathematical model to a problem in conservation biology

  
  • ENV 160 - Restoring Plant Communities

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    Introduction to the restoration of native plant communities in Iowa. Identification of common native prairie, savanna, forest and wetland communities, common plants and animals. Identification of invasive plants. Field techniques for reestablishment and maintenance of native plant communities. Supervised field work at actual restoration sites.
    Prerequisite: ENV 115 , ENV 116 , ENV 138 or instructor permission
    Competencies
    1. Differentiate between woodland plant communities
      1. Identify factors determining which woodland plant communities are found in certain locales
      2. Identify characteristic plants of woodland plant communities
      3. Identify animals characteristic of woodland plant communities
      4. Identify human practices affecting woodland plant communities
      5. Characterize woodland borders
    2. Identify strategies for restoration of woodland plant communities
    3. Differentiate between prairie plant communities
      1. Identify factors determining which prairie plant communities are found in certain locales
      2. Identify characteristic plants of prairie plant communities
      3. Identify animals characteristic of prairie plant communities
      4. Identify human practices affecting prairie plant communities
      5. Identify food chains in prairie plant communities
      6. Characterize prairie borders
    4. Identify the benefits of planting only with local ecotype seed
    5. Identify strategies for restoration of prairie plant communities
    6. Differentiate between wetland plant communities
      1. Identify factors determining which wetland plant communities are found in certain locales
      2. Identify characteristic plants of wetland plant communities
      3. Identify animals characteristic of wetland plant communities
      4. Identify human practices affecting wetland plant communities
      5. Identify food chains in wetland plant communities
      6. Characterize wetland boarders
    7. Identify strategies for restoration wetland plant communities
    8. Identify strategies for establishing riparian buffers
    9. Assist in restoration of a native Iowa plant community
      1. Use appropriate tools and techniques
      2. Describe year-round timing for restoration activities
      3. Evaluate choices for obtaining plant material
    10. Discuss ethical considerations in plant community restoration


Finance

  
  • FIN 101 - Principles of Banking

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course surveys banking functions. It provides a comprehensive introduction to the diversified services offered by the banking industry today.
    Competencies
    1. Demonstrate the effect of full service commercial banking on the economy, the community, businesses, and individuals
    2. Explain the relationship between the deposit function, the credit function, and the payments function
    3. Evaluate the history of banking to judge the future of banking based on where it is today
    4. Identify the basic banking terms
    5. Describe the services that banks offer to governments, businesses, individuals, and correspondents
    6. Explain the different types of accounts
    7. Demonstrate how deposits are made, examined, sorted, proved and processed
    8. Identify the bank’s legal relationship with various types of depositors
    9. Explain check processing and collection
    10. Recognize the difference between paying and cashing a check
    11. Identify the various types of bank loans and investments
    12. Relate bank regulations to the operations of a bank

  
  • FIN 121 - Personal Finance

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course emphasizes family financial planning including financial statements, budgeting, taxes, risk management and retirement.
    Competencies
    1. Outline the life-cycle approach to financial planning
      1. Describe why setting financial and non-financial goals are an important first step in financial planning
      2. Define marginal analysis and opportunity costs
      3. Define the importance of career planning to financial planning
      4. Define time value of money in the context of financial planning
    2. Evaluate cash management strategy
      1. Compare the various services offered by commercial banks, savings and loan associations, and credit unions
      2. Differentiate the various types of savings investments and the characteristics associated with each type of savings account
      3. Illustrate the process of reconciling a bank statement
      4. Define compounding and the effects on your deposits over time
    3. Assess the various types and sources of credit and characteristics associated with obtaining credit
      1. List reasons for and against using credit
      2. Define credit history and the necessary steps to establish a credit history
      3. Analyze a credit contract or installment loan contract
    4. Explain the purpose of taxation
      1. Identify the individual components which determine the amount of income taxes
      2. Explain effective tax planning strategies to save or defer income taxes.
    5. Relate financial statements to your individual financial goals
      1. Identify the components of a balance sheet
      2. Identify the components of an income statement
      3. Identify pertinent consumer financial ratios used to evaluate financial position and financial performance
    6. Explain the role of the cash budget in financial planning
      1. Identify the major steps involved in the budgeting process
      2. Compare monthly income and expenses to budget amounts
      3. Review year end activities as part of next year’s budget
    7. Identify how a consumer durable purchase would fit into budget planning
      1. Identify a consumer durable
      2. Outline the different trade-off between purchase price and cost of operations
    8. Describe the characteristics of warranties and lemon laws
      1. Define between express and implied warranties
      2. State your rights under lemon laws
    9. Examine the automobile purchase decision
      1. Outline the sources of information about various brands and models of cars
      2. Distinguish between the lease vs. buy decision when purchasing an automobile
    10. Compare housing options
      1. Summarize the own vs. rent decision involved in housing
      2. List the steps taken when purchasing a home
    11. Explain the importance of insurance in your life cycle
      1. Identify the various characteristics of life insurance
      2. Identify the various characteristics of health insurance
      3. Identify the various characteristics of property and casualty insurance
    12. Assess investment tools
      1. Evaluate stock investment strategies
      2. Evaluate bond investment strategies
      3. Evaluate mutual fund investment strategies

  
  • FIN 180 - Introduction to Investments

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    Provides basic information to familiarize students with various investments: securities, options, commodities, tax shelters and other investment alternatives. Topics include analyzing investment opportunities, review of risks and returns, averages and indexes, and analyzing securities.
    Competencies
    1. Examine the various types of securities and other investment opportunities
      1. Identify possible investments
      2. Differentiate between various risks in investing
    2. Identify the risks and returns with different investments
    3. Explain how the securities business operates and how to utilize the services of stockbrokers
      1. Distinguish between stock, option, and other trading mechanisms
      2. Identify various types of stock brokerage services
      3. Separate the functions of a full service broker and one who offers little service other than market executions
      4. Explain the different charges for broker services
    4. Relate the steps utilizing research from available library sources to research stock and bond investments
      1. Compare stock analysis by various kinds of stock services
      2. Generate reports on individual stocks utilizing these services
      3. Relate this advice with annual reports from various businesses
    5. Explain commonly used stock averages and how to judge trends shown by these averages
      1. Explain how these averages were originated
      2. Compare the trends of these averages with actual stock movements vs. general business conditions
    6. Perceive the relationship of general and specific industry economic activities as they affect investment decisions
    7. Explain how various government actions, social trends and technology influence potential investments
      1. Relate government laws and regulations towards investment decisions
      2. Examine social trends as they affect the stock market and individual industries
      3. State how state-of-the-art technology can affect individual stock performances
    8. Analyze financial statements in relationship to making an investment
      1. Show the various financial ratios in terms of making investment plans
      2. Relate how changes in the status of reported numbers might affect an investment decision
      3. Compare individual companies’ reports with industry standards
    9. Explain various portfolio tactics in building an investment plan for people with different financial objectives
      1. Illustrate how the age of an investor should influence investment decisions
      2. Assess an individual’s personality towards speculating
      3. Measure the amount of risk that an individual might take when building a portfolio
    10. Recognize the tax considerations of each kind of investment
    11. Define different types of option buying and selling and how they can be part of good portfolio management
    12. Explain the mechanics of stock splits, dividends, rights, convertible securities, and warrants
      1. Distinguish between regular and reverse stock splits
      2. Explain the value of a stock holding before and after a stock split or dividend
      3. Contrast an investment in a convertible issue and in the common stock of the same company
      4. Explain how a warrant comes about and how it works
    13. Measure the role of other investments such as real estate, insurance, art, coins, and collectibles in building a diversified portfolio
      1. Analyze a portfolio of stocks and other investments
      2. Relate the affect of inflation on investments
      3. Compare the flexibility of stock investments and other investments
      4. Compare the ease of estimating the value of stocks vs. other investments

  
  • FIN 214 - Stocks, Bonds and Investments

    Credits: 1
    Lecture Hours: 1
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course explores personal investment in financial assets. Investing in stocks, bonds and mutual funds is the focus of investigation. Concepts, techniques and strategies related to realizing financial goals with these types of assets are considered.
    Competencies
    1. Recognize the characteristics of and the roles played by financial institutions in the economy as a prerequisite to understanding the use of financial assets in personal investment activity
      1. Define terms in the context of their use of financial assets in personal investment activity
      2. Describe the function and role of financial markets
      3. Evaluate the relationship between risk, reward, and uncertainty
      4. Describe the function and role of financial service companies in evaluating financial assets
      5. Comprehend and apply time value of money concepts
    2. Evaluate equity issues as a personal financial investment
      1. Differentiate between different types of equity investments
      2. Describe macroeconomic forces such as inflation and business cycles as they affect financial investments
      3. Assess the factors which determine the valuation of financial securities
      4. Examine the returns available to investors in stocks and other kinds of equity investments
      5. Explain the workings of stock markets and the role they play in personal investment decision making
      6. Differentiate between alternative investment analysis approaches: fundamental analysis, technical analysis, and the efficient market hypothesis
      7. Delineate the process of stock purchases and the sales and describe important terms and concepts related to the same
    3. Evaluate debt issues as a personal financial investment
      1. Investigate bond markets and the forces affecting bond prices
      2. List and evaluate various types of corporate debt paper
      3. List and evaluate various types of state and local government debt paper
      4. List and evaluate various types of federal government debt paper
      5. List and evaluate agency bonds and other types of government “backed” debt paper.
      6. Delineate the process of buying and selling debt paper and describe important terms and concepts related to the same
    4. Evaluate mutual funds as a personal financial investment
      1. Describe the rationale for the development of mutual funds and explore their application as a personal investment tool
      2. Identify the legal restrictions placed on and the parameters established by law on actions of investment companies
      3. Categorize mutual funds by objective and differentiate between them
      4. Categorize mutual funds by structure and differentiate between them
      5. Analyze mutual fund risk and return
      6. Review the mutual fund “prospectus” and “Statement of Additional Information
      7. Delineate the process of buying and selling mutual funds and comprehend important terms and concepts related to the same
    5. Assess the state and federal tax implications of investing in stocks, bonds, and mutual funds


Fire Science

  
  • FIR 111 - Principles Emergency Services

    Credits: 4
    Lecture Hours: 2
    Lab Hours: 4
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course is a survey of the basic principles of firefighting as they relate to Fire Fighter Professional Qualifications. Especially emphasized are the basic skills needed to become accredited as a Fire Fighter I based on the National Fire Protection Association Standard NFPA 1001.
    Corequisite: EMS 214  and FIR 127  
    Competencies
    1. Examine the history, mission, and functions of the fire service.
      1. Describe the history and culture of the fire service
      2. Explain the mission of the fire service. (NFPA® 1001, 5.1.1)
      3. Define fire department organizational principles. (NFPA® 1001, 5.1.1)
      4. State the functions of fire companies. (NFPA® 1001, 5.1.1)
      5. Summarize primary knowledge and skills the firefighter must have to function effectively. (NFPA® 1001,5.1.1)
      6. Cite the primary roles of fire service personnel. (NFPA® 1001, 5.1.1)
      7. Explain the policies, procedures, and standard operating procedures (SOPs). (NFPA® 1001, 5.1.1)
      8. Summarize components of the Incident Command System (ICS). (NFPA® 1001, 5.1.1)
      9. Restate the functions of the major subdivisions within the ICS structure. (NFPA® 1001, 5.1.1)
      10. Define ICS terms. (NFPA® 1001, 5.1.1)
      11. Discuss fire service interaction with other organizations. (NFPA® 1001, 5.1.1)
    2. Analyze firefighter safety and health
      1. List ways to prevent firefighter injuries and the main goals of a safety program. (NFPA® 1001, 5.1.1)
      2. Discuss National Fire Protection Association standards related to firefighter health and safety and the importance of personnel accountability. (NFPA® 1001, 5.1.1)
      3. Outline Occupational Safety and Health Administration regulations. (NFPA® 1001, 5.1.1)
      4. Discuss firefighter health considerations and employee assistance and wellness programs. (NFPA® 1001,5.1.1)
      5. Recall the guidelines for riding safely on the apparatus and demonstrate the correct mounting and dismounting of an apparatus. (NFPA® 1001, 5.3.2)
      6. Discuss safety in the fire station. (NFPA® 1001, 5.1.1)
      7. Explain how to maintain and service equipment used in training. (NFPA® 1001, 5.1.1)
      8. Discuss emergency scene preparedness and scene safety. (NFPA® 1001, 5.1.1)
      9. Summarize general guidelines for scene management including highway incidents, crowd control, and cordoning off emergency scenes. (NFPA® 1001, 5.3.3)
      10. Summarize basic interior operations techniques. (NFPA® 1001, 5.1.1)
      11. Describe emergency escape and rapid intervention. (NFPA® 1001, 5.1.1)
      12. Set up and operate in work areas at an incident using traffic and scene control devices. (NFPA® 1001,5.3.3, Skill Sheet 2-I-2)
    3. Assess fire behavior.
      1. Describe physical and chemical changes of matter related to fire. (NFPA® 1001, 5.3.11)
      2. Discuss modes of combustion, the fire triangle, and the fire tetrahedron. (NFPA® 1001, 5.3.11)
      3. Explain the difference between heat and temperature. (NFPA® 1001, 5.3.11)
      4. Give examples of sources of heat energy. (NFPA® 1001, 5.3.11)
      5. Paraphrase the transmission of heat. (NFPA® 1001, 5.3.12)
      6. Explain how the physical states of fuel affect the combustion process. (NFPA® 1001, 5.3.11)
      7. Asses how oxygen concentration affects the combustion process. (NFPA® 1001, 5.3.11)
      8. Discuss the self-sustained chemical reaction involved in the combustion process. (NFPA® 1001, 5.3.11)
      9. Describe common products of combustion. (NFPA® 1001, 5.3.11)
      10. Distinguish among classifications of fires. (NFPA® 1001, 5.3.16)
      11. Describe the stages of fire development within a compartment and the factors that affect fire development. (NFPA® 1001, 5.3.11)
      12. Chart methods used to control and extinguish fire. (NFPA® 1001, 5.3.8)
    4. Evaluate building construction related to fire service.
      1. Describe common building materials. (NFPA® 1001, 5.3.10)
      2. Describe construction types and the effect fire has on the structural integrity of the construction type. (NFPA® 1001, 5.3.12)
      3. Compare and contrast the primary strengths and weaknesses of construction types. (NFPA® 1001, 5.3.12)
      4. Point out dangerous building conditions created by a fire or by actions taken while trying to extinguish a fire. (NFPA® 1001, 5.3.10)
      5. Identify indicators of building collapse. (NFPA® 1001, 5.3.12)
      6. List actions to take when imminent building collapse is suspected. (NFPA® 1001, 5.3.12)
      7. Describe hazards associated with lightweight and truss construction. (NFPA® 1001, 5.3.12)
    5. Evaluate the use of firefighter personal protective gear and skills.
      1. Describe the purpose, characteristics, and guidelines of care for protective equipment. (NFPA® 1001,5.1.1)
      2. Distinguish among characteristics of respiratory hazards. (NFPA® 1001, 5.3.1)
      3. Describe physical, medical, and mental factors that affect the fire fighter’s ability to use respiratory protection effectively. (NFPA® 1001, 5.3.1)
      4. Discuss equipment, air-supply limitations, and effective air management of SCBA. (NFPA® 1001, 5.3.1)
      5. Describe basic SCBA component assemblies, storage, and safety checks for SCBA. (NFPA® 1001, 5.3.1)
      6. Summarize recommendations for the use of PASS devices. (NFPA® 1001, 5.3.5)
      7. Describe precautionary safety checks for SCBA. (NFPA® 1001, 5.3.1)
      8. Demonstrate donning and doffing PPE and SCBA at an emergency and prepare for reuse. (NFPA® 1001, 5.3.1)
      9. Summarize general items to check in daily, weekly, monthly, and annual SCBA inspections. (NFPA® 1001, 5.5.1)
      10. Demonstrate filling an SCBA cylinder from a cascade and compressor/purifier and look at safety precautions. (NFPA® 1001, 5.3.1)
      11. Discuss operating in areas of limited visibility, exiting areas with restricted openings, and actions to take in emergency situations. (NFPA® 1001,5.3.1 5.3.5)
      12. Inspect, clean, and sanitize PPE and SCBA for use at an emergency incident. (NFPA® 1001, 5.5.1, Skill Sheet 5-I-3)
    6. Assess the use of portable fire extinguishers
      1. Describe methods by which agents extinguish fire. (NFPA® 1001, 5.3.16)
      2. List mechanisms by which portable extinguishers expel their contents. (NFPA® 1001, 5.3.16)
      3. Distinguish among classifications of fires and the most common agents used to extinguish them. (NFPA® 1001, 5.3.16)
      4. Name the types of extinguishers and their common uses. (NFPA® 1001, 5.3.16)
      5. Discuss extinguishers and agents for metal fires. (NFPA® 1001, 5.3.16)
      6. Explain the portable extinguisher rating system. (NFPA® 1001, 5.3.16)
      7. Describe factors to consider in selecting the proper fire extinguisher. (NFPA® 1001, 5.3.16)
      8. Cite items to check for immediately before using a portable fire extinguisher. (NFPA® 1001, 5.3.16)
      9. Paraphrase the PASS method of application. (NFPA® 1001, 5.3.16)
      10. Summarize procedures that should be part of every fire extinguisher inspection. (NFPA® 1001, 5.3.16)
      11. Discuss damaged portable fire extinguishers and obsolete portable fire extinguishers. (NFPA® 1001, 5.3.16)
      12. Operate a stored pressure water, dry chemical, and carbon dioxide extinguisher correctly. (NFPA® 1001, 5.3.16, Skill Sheet 6-I-1)
    7. Apply basic use of ropes and knots.
      1. Compare and contrast the characteristics of life-safety rope and utility rope. (NFPA® 1001, 5.1.1)
      2. Summarize criteria for reusing life-safety rope. (NFPA® 1001, 5.1.1)
      3. Describe rope materials and the types of rope construction. (NFPA® 1001, 5.1.1)
      4. List the basic guidelines for rope maintenance and the storage of life-safety rope. (NFPA® 1001, 5.5.1)
      5. Label webbing and webbing construction. (NFPA® 1001, 5.1.1)
      6. Identify parts of a rope, characteristics, and knot elements. (NFPA® 1001, 5.1.1)
      7. Select commonly used rope hardware for specific applications. (NFPA® 1001, 5.1.1)
      8. Summarize hoisting safety considerations. (NFPA® 1001, 5.1.1)
      9. Discuss rescue rope and harness. (NFPA® 1001, 5.1.1)
      10. Coil and uncoil a rope. (NFPA® 1001, 5.5.1, Skill Sheet 7-I-2
      11. Tie the single overhand knot, bowline, clove hitch, clove hitch around an object, figure eight, figure eight on a bite, and becket bend. (NFPA® 1001, 5.1.2, Skill Sheet 7-I-3)
      12. Hoist an axe, pike pole, roof ladder, dry and charged hose line, and a power saw. (NFPA® 1001, 5.1.2, Skill Sheet 7-I-11)
    8. Evaluate procedures and guidelines for rescue operations and basic victim removal.
      1. Distinguish between rescue and extrication operations. (NFPA® 1001, 5.3.9)
      2. Summarize safety guidelines for search and rescue personnel operating within a burning building.(NFPA® 1001, 5.3.9)
      3. Describe primary search and secondary search and its operations. (NFPA® 1001, 5.3.9)
      4. Explain what actions a firefighter should take when in distress. (NFPA® 1001, 5.3.9)
      5. Describe actions that should be taken by a rapid intervention crew (RIC) when a firefighter is in distress. (NFPA® 1001, 5.3.9)
      6. Discuss victim removal methods. (NFPA® 1001, 5.3.9)
      7. Discuss emergency power and lighting equipment. (NFPA® 1001, 5.3.17)
      8. Conduct a primary and secondary search. (NFPA® 1001, 5.3.9; Skill Sheet 8-I-1)
      9. Exit a hazardous area. (NFPA® 1001, 5.3.5; Skill Sheet 8-I-2)
      10. Demonstrate the incline, blanket, and webbing drag. (NFPA® 1001, 5.3.9, Skill Sheet 8-I-3)
      11. Demonstrate the cradle-in-arms lift/carry, seat lift/carry, and chair lift/carry - One & two rescuer method. (NFPA® 1001, 5.3.9, Skill Sheet 8-I-6)
      12. Illuminate the emergency scene. (NFPA® 1001, 5.3.17, Skill Sheet 8-I-11)
    9. Analyze forcible entry through various types of doors, padlocks, windows, and walls.
      1. Select appropriate cutting tools for specific applications. (NFPA® 1001, 5.3.4)
      2. Discuss manual and hydraulic prying, pushing/pulling, and striking tools. (NFPA® 1001, 5.3.4)
      3. Summarize forcible entry tool safety rules and the care and maintenance of them. (NFPA® 1001, 5.3.4)
      4. Explain items to look for in sizing up a door. (NFPA® 1001, 5.3.4)
      5. Describe the characteristics of various types of metal swinging, sliding, revolving, overhead and wooden swinging doors. (NFPA® 1001, 5.3.4)
      6. Explain how fire doors operate. (NFPA® 1001, 5.3.4)
      7. Describe the characteristics of basic types of locks. (NFPA® 1001, 5.3.4)
      8. Describe rapid-entry lockbox systems. (NFPA® 1001, 5.3.4)
      9. Describe methods of forcible entry through doors, through-the ‘lock, and padlocks. (NFPA® 1001, 5.3.4)
      10. Describe ways of gaining entry through gates and fences. (NFPA® 1001, 5.3.4)
      11. Describe types of windows and entry techniques and the hazards. (NFPA® 1001, 5.3.4)
      12. Describe techniques for breaching walls and floors. (NFPA® 1001, 5.3.4)
    10. Demonstrate various ways of forcing entry into a structure.
      1. Clean, inspect, and maintain hand tools, power tools. (NFPA® 1001, 5.5.1, Skill Sheet 9-I-1)
      2. Force entry through an inward-swinging door - Two-firefighter method. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-3)
      3. Force entry through an outward-swinging door - Wedge-end method. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-4)
      4. Force entry using the through-the-lock method assisted by a K and A tool. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-5)
      5. Force entry through padlocks. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-8)
      6. Force entry through a double-hung window, pane glass, and Lexan. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-9)
      7. Force entry through a wood-framed wall (Type V Construction) with hand tools. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-12)
      8. Force entry through a masonry and metal wall with hand and power tools. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-13)
      9. Breach a hardwood floor. (NFPA® 1001, 5.3.4, Skill Sheet 9-I-15)
    11. Analyze the selection, construction, care, and work from ladders.
      1. Describe parts, types, and materials used in fire service ladders. (NFPA® 1001, 5.3.6)
      2. Discuss ladder maintenance, cleaning, inspection and servicing of ladders. (NFPA® 1001, 5.3.6)
      3. Summarize factors that contribute to safe ladder operation. (NFPA® 1001, 5.3.6)
      4. Discuss selecting the proper ladder for the job. (NFPA® 1001, 5.3.6)
      5. Summarize items to consider before removing and replacing ladders on apparatus. (NFPA® 1001, 5.3.6)
      6. Describe various types of ladder carries. (NFPA® 1001, 5.3.6)
      7. Explain proper procedures for positioning and raising ground ladders. (NFPA® 1001, 5.3.6)
      8. Describe various types of ladder raises. (NFPA® 1001, 5.3.6)
      9. Describe procedures for moving ground ladders. (NFPA® 1001, 5.3.6)
      10. Describe heeling and tying in ground ladders. (NFPA® 1001, 5.3.6)
      11. List guidelines for climbing ladders. (NFPA® 1001, 5.3.6)
      12. Describe methods for lowering conscious or unconscious victims down ground ladders. (NFPA® 1001, 5.3.6)
    12. Demonstrate the correct way to raise, carry and work from a ladder.
      1. Clean, inspect, and maintain a ladder. (NFPA® 1001, 5.5.1; Skill Sheet 10-I-1)
      2. Carry a ladder - One and two firefighter low-shoulder method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-2)
      3. Carry a ladder - Three-firefighter flat-shoulder method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-4)
      4. Tie the halyard. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-5)
      5. Raise a ladder - One-firefighter method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-6)
      6. Raise a ladder - Two, three, and four firefighter flat raise. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-7)
      7. Raise a ladder - Two-firefighter beam raise. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-8)
      8. Deploy a roof ladder - One-firefighter method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-10)
      9. Pivot and shift a ladder one and two-firefighter method. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-11)
      10. Leg lock on a ground ladder. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-14)
      11. Assist and remove a conscious and unconscious victim down a ground ladder. (NFPA® 1001, 5.3.9; Skill Sheet 10-I-15)
      12. Select, carry, and raise a ladder properly for various types of activities. (NFPA® 1001, 5.3.6; Skill Sheet 10-I-17)
    13. Assess the various types of ventilation and their use within a structure
      1. Describe the reason and need for fireground ventilation and its effect on the fire. (NFPA® 1001, 5.3.11, 5.3.12)
      2. Paraphrase vertical ventilation and safety precautions when undertaking vertical ventilation. (NFPA®1001, 5.3.12)
      3. Discuss roof coverings and using existing roof openings for vertical ventilation purposes on various types of roofs. (NFPA® 1001, 5.3.12)
      4. Describe trench or strip ventilation. (NFPA® 1001, 5.3.12)
      5. Explain procedures for ventilation of a conventional basement. (NFPA® 1001, 5.3.12)
      6. List factors that can reduce the effectiveness of vertical ventilation. (NFPA® 1001, 5.3.12)
      7. Discuss horizontal ventilation and the considerations for use. (NFPA® 1001, 5.3.11)
      8. Distinguish between advantages and disadvantages of forced ventilation. (NFPA® 1001, 5.3.11)
      9. Compare and contrast positive-pressure and negative-pressure ventilation. (NFPA® 1001, 5.3.11)
      10. Describe hydraulic ventilation along with the disadvantages of its use. (NFPA® 1001, 5.3.11)
      11. Explain the effects of building systems on fires or ventilation. (NFPA® 1001, 5.3.11, 5.3.12)
      12. Ventilate a flat and pitched roof. (NFPA® 1001, 5.3.12, Skill Sheet 11-I-1)
      13. Ventilate a structure using mechanical positive-pressure and horizontal hydraulic ventilation. (NFPA® 1001, 5.3.11, Skill Sheet 11-I-3)
    14. Evaluate hydrant connections and draft from static water source.
      1. Describe dry-barrel and wet-barrel hydrants. (NFPA® 1001, 5.3.15)
      2. Discuss fire hydrant marking and location. (NFPA® 1001, 5.3.15)
      3. Summarize potential problems to look for when inspecting fire hydrants. (NFPA® 1001, 5.3.15)
      4. Explain the process of fire hydrant testing. (NFPA® 1001, 5.3.15)
      5. Assess alternative water supplies. (NFPA® 1001, 5.3.15)
      6. Discuss rural water supply operations. (NFPA® 1001, 5.3.15)
      7. Operate a hydrant. (NPFA® 1001, 5.3.15, Skill Sheet 12-I-1)
      8. Make soft-sleeve and hard-suction hydrant connections. (NFPA® 1001, 5.3.15, Skill Sheet 12-I-2)
      9. Connect and place a hard-suction hose for drafting from a static water source. (NFPA® 1001, 5.3.15, Skill Sheet 12-I-3)
      10. Deploy a portable water tank. (NFPA® 1001, 5.3.15, Skill Sheet 12-I-4)
    15. Judge maintenance fire hoses, couplings, hose appliances, and tools.
      1. Discuss fire hose sizes. (NFPA® 1001, 5.3.10)
      2. Describe types of fire hose damage and practices to prevent such damage. (NFPA® 1001, 5.3.10)
      3. Discuss general care and maintenance of fire hose. (NFPA® 1001, 5.5.2)
      4. Distinguish between characteristics of threaded couplings and non threaded couplings and there care.(NFPA® 1001, 5.3.10)
      5. Identify the characteristics of hose appliances and tools. (NFPA® 1001, 5.3.15)
      6. Compare and contrast common hose rolls. (NFPA® 1001, 5.3.10)
      7. Describe common hose loads and finishes. (NFPA® 1001, 5.3.10)
      8. Discuss preconnected hose loads for attack lines. (NFPA® 1001, 5.3.10)
      9. List guidelines when laying hose. (NFPA® 1001, 5.3.10)
      10. Identify the basic hose lays for supply hose. (NFPA® 1001, 5.3.10)
      11. Describe procedures for handling preconnected and other hose. (NFPA® 1001, 5.3.10)
      12. Discuss procedures, techniques and safety guidelines for advancing and operating a hose inside a burning structure. (NFPA® 1001, 5.3.10)
    16. Perform various types of hose loads and finishes and caring for fire hose, couplings, appliances, and tools.
      1. Inspect and maintain hose. (NFPA® 1001, 5.5.2, Skill Sheet 13-I-1)
      2. Make a straight and donut hose roll. (NFPA® 1001, 5.5.2, Skill Sheet 13-I-2)
      3. Couple and uncouple a hose. (NFPA®1001, 5.3.10, Skill Sheet 13-I-4)
      4. Make the accordion, horseshoe, flat, preconnected flat, triple layer, and minuteman hose load. (NFPA®
      5. 1001, 5.5.2, Skill Sheet 13-I-6)
      6. Connect to a hydrant using a forward lay and make a reverse hose lay. (NFPA® 1001, 5.5.2, Skill Sheet 13-I-12)
      7. Advance the preconnected flat hose load. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-14)
      8. Advance the minuteman and triple layer hose load. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-15)
      9. Advance hose ’ Shoulder-load and working line drag method. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-17)
      10. Advance a line into a structure and down an interior stairway. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-19)
      11. Advance a charged and uncharged line up a ladder into a window and operate. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-21)
      12. Simulate the procedure for controlling a loose hoseline. (NFPA®1001, 5.3.10, Skill Sheet 13-I-24)
      13. Extend a hoseline and replace a burst hoseline. (NFPA® 1001, 5.3.10, Skill Sheet 13-I-25)
    17. Operate a solid stream, fog, and broken steam nozzle.
      1. List methods that are used with fire streams to reduce the heat from a fire and provide protection to firefighters and exposures. (NFPA® 1001, 5.3.10)
      2. Discuss the extinguishing properties of water. (NFPA® 1001, 5.3.10)
      3. Describe friction loss. (NFPA® 1001, 5.3.10)
      4. Define water hammer. (NFPA® 1001, 5.3.10)
      5. Distinguish among characteristics of fire stream sizes. (NFPA® 1001, 5.3.10)
      6. Discuss types of streams and nozzles. (NFPA® 1001, 5.3.10)
      7. Discuss handling handline nozzles. (NFPA® 1001, 5.3.10)
      8. Describe types of nozzle control valves. (NFPA® 1001, 5.3.10)
      9. List checks that should be included in nozzle inspections. (NFPA® 1001, 5.3.10)
      10. Operate a solid stream, fog stream, and broken stream nozzle. (NFPA® 1001, 5.3.10, Skill Sheet 14-I-1)
    18. Attack various types of fires by using effective attack tactics.
      1. Describe initial factors to consider when suppressing structure fires and considerations before entering. (NFPA® 1001, 5.3.10)
      2. Explain the gas cooling technique when using direct, indirect, and combination attacks. (NFPA® 1001, 5.3.10)
      3. Discuss deploying master stream devices and the use of aerial devices. (NFPA® 1001, 5.3.10)
      4. Describe actions and hazards associated with suppressing Class C fires. (NFPA® 1001, 5.3.16)
      5. Discuss responsibilities of companies in structural fires. (NFPA® 1001, 5.3.10)
      6. Explain actions taken in attacking fires in below ground and upper levels of structures. (NFPA® 1001,
      7. 5.3.10)
      8. Explain actions taken when attacking a vehicle, trash container, and confined space fires. (NFPA® 1001,5.3.7)
      9. Summarize influences and parts of wildland fire behavior and methods of attack.
      10. Attack a structure fire ’ Interior and exterior attack. (NFPA® 1001, 5.3.8, Skill Sheet 15-I-1)
      11. Deploy and operate a master stream device. (NFPA® 1001, 5.3.8, Skill Sheet 15-I-2)
      12. Turn off building utilities. (NFPA® 1001, 5.3.18, Skill Sheet 15-I-3)
      13. Attack a passenger vehicle, trash container, stacked/piled material and ground cover fire. (NFPA® 1001,5.3.7, Skill Sheet 15-I-5)
    19. Operate various fire detection, alarm, and suppression systems and operate at fires in protected properties.
      1. List functions of fire detection, alarm, and suppression systems. (NFPA® 1001, 5.3.14)
      2. Discuss general automatic sprinkler protection and types of coverage. (NFPA® 1001, 5.3.14)
      3. Identify control valves and operating valves used in sprinkler systems. (NFPA® 1001, 5.3.14)
      4. Describe major applications of sprinkler systems. (NFPA® 1001, 5.3.14)
      5. Discuss operations at fires in protected properties. (NFPA® 1001, 5.3.14)
      6. Operate a sprinkler system control valve. (NFPA® 1001, 5.3.14, Skill Sheet 16-I-1)
      7. Manually stop the flow of water from a sprinkler. (NFPA® 1001, 5.3.14, Skill Sheet 16-I-2)
      8. Connect hoseline to a sprinkler system FDC. (NFPA® 1001, 5.3.14, Skill Sheet 16-I-3)

  
  • FIR 112 - Principles Emergency Serv II

    Credits: 4
    Lecture Hours: 2
    Lab Hours: 4
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course is a survey of the basic principles of firefighting as they relate to Fire Fighter Professional Qualifications. Especially emphasized are the basic skills needed to become accredited as a Fire Fighter I and II based on the National Fire Protection Association Standard NFPA 1001.
    Prerequisite: FIR 111   and FIR 127  with a grade C or above and EMS 214 .
    Competencies
    1. Perform loss control operations.
      1. Explain the philosophy of loss control and salvage operations. (NFPA® 1001, 5.3.14)
      2. Describe salvage covers, salvage cover maintenance, and equipment used in salvage operations. (NFPA® 1001, 5.3.14, 5.5.1)
      3. Summarize basic principles of salvage cover deployment. (NFPA® 1001, 5.3.14)
      4. Summarize methods used to catch and route water from firefighting operations and cover openings using salvage covers. (NFPA® 1001, 5.3.14)
      5. Discuss overhaul operations, safety, and the tools used in overhaul. (NFPA® 1001, 5.3.13)
      6. Discuss locating hidden fires. (NFPA® 1001, 5.3.13)
      7. Clean, inspect, and repair a salvage cover. (NFPA® 1001, 5.5.1, Skill Sheet 17-I-1)
      8. Roll a salvage cover for a one-firefighter spread. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-2)
      9. Spread a rolled and folded salvage cover - One-firefighter method. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-3)
      10. Fold a salvage cover for a one and two-firefighter spread and balloon throw. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-4)
      11. Construct a water chute with and without pike poles and a catchall. (NFPA® 1001, 5.3.14, Skill Sheet 17-I-8)
      12. Locate and extinguish hidden fires. (NFPA® 1001, 5.3.10, 5.3.13, Skill Sheet 17-I-11)
    2. Identify indicators of an incendiary fire and protect and preserve evidence after a fire.
      1. Describe signs and indications of an incendiary fire. (NFPA® 1001, 5.3.13)
      2. Summarize important observations to be made en route, after arriving at the scene, and during fire fighting operations. (NFPA® 1001, 5.3.13)
      3. Discuss firefighter conduct and statements at the scene. (NFPA® 1001, 5.1.1.1)
      4. Explain firefighter responsibilities after the fire. (NFPA® 1001, 5.1.1.1, 5.3.13)
      5. Discuss protecting and preserving evidence. (NFPA® 1001, 5.3.13)
    3. Communicate effectively by radio and telephone.
      1. Describe communication responsibilities of the firefighter and the necessary skills. (NFPA® 1001, 5.2.1)
      2. Describe basic communications equipment used in telecommunications centers. (NFPA® 1001, 5.2.1)
      3. Describe basic business telephone courtesies. (NFPA® 1001, 5.2.2)
      4. Explain how a firefighter should proceed when receiving emergency calls from the public. (NFPA® 1001, 5.2.1)
      5. Summarize the types of public alerting systems. (NFPA® 1001, 5.2.1)
      6. Describe procedures that the public should use to report a fire or other emergency. (NFPA® 1001, 5.2.1)
      7. Discuss ways of alerting fire department personnel to emergencies. (NFPA® 1001, 5.2.1)
      8. Summarize guidelines for radio communications and tactical channels. (NFPA® 1001, 5.2.3)
      9. Describe information given in arrival, progress, personnel accountability, and evacuation signals reports. (NFPA® 1001, 5.2.3)
      10. Discuss calls for additional resources and emergency radio traffic. (NFPA® 1001, 5.2.3)
      11. Handle business calls and reports of emergencies. (NFPA® 1001, 5.2.1, 5.5.2, Skill Sheet 19-I-1)
      12. Use a portable radio for routine and emergency traffic. (NFPA® 1001, 5.2.3, Skill Sheet 19-I-2)
    4. Identify the primary responsibilities of fire prevention personnel including code enforcement and public information.
      1. Describe a survey and an inspection.
      2. Discuss fire prevention activities of reviewing community data and code enforcement.
      3. Discuss the role of public information officer.
      4. Discuss when information should be given to the public.
    5. Identify the responsibilities of both awareness and operations level personnel at hazardous materials incidents, summarize types of clothing and protection necessary at hazardous materials incidents, and discuss various clues for detecting the presence of and identifying hazardous materials.
      1. Summarize Awareness-Level and Operations-Level responsibilities at hazardous materials incidents.
      2. Summarize respiratory equipment limitations.
      3. Describe types of protective clothing and respiratory protection, NFPA 1994, and the proper selection of PPE.
      4. Explain proper procedures for inspection, testing, and maintenance of protective clothing and equipment
      5. Describe health and physical hazards that may be present at hazmat incidents.
      6. Describe physical properties of hazardous materials.
      7. Explain how the General Hazardous Materials Behavior Model (GEBMO) can help firefighters understand the likely course of an incident.
      8. Explain locations or occupancies clues to the presence of hazardous materials.
      9. Explain container shapes clues to the presence of hazardous materials and placards, labels and markings.
      10. Explain other markings and colors (non-transportation) clues to the presence of hazardous materials.
      11. Explain how written resources can be used to assist firefighters in identifying hazardous materials and the use of the Emergency Response guide (ERG).
      12. Explain how the senses and monitoring and detection devices can provide clues to the presence of hazardous materials.
      13. Summarize indicators of terrorist attacks and secondary attack.
    6. Evaluate the basic operations at hazmat and terrorist incidents and perform emergency decontamination and defensive procedures.
      1. Summarize incident priorities, management structure, and problem-solving for all hazmat and terrorist incidents.
      2. Explain how the strategic goal of isolation, scene control, notification, and responder safety is achieved.
      3. Summarize general guidelines for decontamination operations.
      4. Describe the three types of decontamination.
      5. Discuss implementing decontamination.
      6. Discuss rescue at hazmat incidents.
      7. Explain how the strategic goal of spill control and confinement is achieved.
      8. Discuss crime scene management and evidence preservation.
      9. Explain actions taken during the recovery and termination phase of a hazmat or terrorist incident.
      10. Perform emergency decontamination. (Skill Sheet 23-I-1)
      11. Perform defensive control functions - Absorption, diking, damming, diversion, retention, dilution, and vapor dispersion. (Skill Sheet 23-I-2)
    7. Implement and maintain an Incident Management System and transfer command
      1. Determine the need for command.
      2. Organize and maintain an Incident Command System until command is transferred
      3. Function within an assigned role in the Incident Command System
    8. Identify the effects of fire and fire suppression activities on a structure and list actions to take when imminent building collapse is suspected.
      1. List signs of structural instability and potential building collapse
      2. Determine developing hazardous building or fire conditions
      3. List actions to take when imminent building collapse is suspected
    9. Use various rescue and extrication tools.
      1. Safely set up fire service lighting equipment
      2. Service and maintain portable power plants and lighting
      3. Use hydraulic rescue and extrication tools
      4. Use manual jacks and cribbing
      5. Use a pneumatic chisel/hammer
      6. Use air lifting bag(s).
      7. Use block and tackle
    10. Assist a rescue operation team, work as a member of a team to extricate a victim trapped in a motor vehicle, and Perform special rescue operations
      1. Remove automotive window glass
      2. Remove vehicle doors
      3. Move or remove vehicle roofs
      4. Remove steering wheels and columns
      5. Displace dashboards
    11. Test the operability of and flow from a fire hydrant
      1. Match to their correct definitions terms associated with water flow and pressure
      2. Select from a list conditions that reduce hydrant effectiveness
      3. Measure and record hydrant flow pressures 
    12. Identify and use hose tools and appliances and service test hose
      1. Select adapters and appliances for given fireground situations
      2. Use hose tools and appliances
      3. Service test hose
    13. Mix foam concentrate and assemble and operate a foam fire stream system
      1. Select foams for specific fire situations
      2. Select nozzles for specific fire situations
      3. Install an in-line eductor and operate a high-expansion foam generator
    14. Operate as part of a team to coordinate an interior attack and to control and/or extinguish ignitable liquid fires and flammable gas cylinder fires
      1. Use water to control an ignitable liquid in an open pan
      2. Control and/or extinguish a flammable gas cylinder fire
      3. Determine actions to take, including retreat, when dealing with specific Class B fire conditions
    15. Discuss the operation of typical automatic fire detection and suppression systems. Identify the components of typical automatic sprinkler systems and inspect those systems
      1. Select fact about heat detectors
      2. Select facts about smoke detectors
      3. Complete statements about flame detectors
      4. Complete statements about fire-gas detectors
      5. Inspect protected property fire suppression systems
    16. Identify his or her responsibilities in fire cause determination and protect evidence of fire cause and origin
      1. List the responsibilities of a fire investigator
      2. Select facts about securing the scene and legal considerations
      3. Protect evidence of fire cause and origin
      4. Assess the origins and causes of fires
    17. Assess a basic incident report and communicate the need for team assistance
      1. Identify appropriate incident report codes
      2. Proofread incident reports
      3. Create incident reports using department equipment
    18. Conduct a pre-incident survey, working as a member of a team
      1. List goals of pre-incident surveys
      2. Provide examples of the types of information that a pre-incident survey can provide
      3. Make field sketch and report drawings
      4. Perform a pre-incident survey and complete related documentation

  
  • FIR 124 - Building Construction

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course provides the components of building construction related to firefighter and life safety. The elements of construction and design of structures are shown to be key factors when inspecting buildings, preplanning fire operations and operating at emergencies.
    Prerequisite: FIR 111  or Instructor Approval
    Competencies
    1. Describe building construction as it relates to firefighter safety, building codes, fire prevention, code inspection, firefighting strategy and tactics.
      1. Recognize the significance of methods and materials historically used in building construction, as well as importance of the age of the building.
      2. Discuss building variables as they relate to the work of firefighters.
      3. Identify the ways roofs can affect structural firefighting.
      4. Exam usual code requirements for buildings with limited access.
      5. Discuss the building code requirements to minimize the effect of the forces of nature on building stability.
    2. Classify major types of building construction in accordance with local/model building codes.
      1. Discuss the basic building classifications as they relate to fire resistance.
      2. Exam wood construction and properties related to wood construction.
      3. Describe the properties of masonry products used in building materials.
      4. Identify properties of steel and iron used in building construction.
      5. Discuss the production, and methods used in concrete construction.
    3. Analyze the hazards and tactical considerations associated with the various types of building construction.
      1. Describe the impact of conditions found at construction sites on firefighting tactics.
      2. Discuss the methods of providing fire protection at construction sites.
      3. Identify and discuss hazards associated with building remodeling and renovation as they impact firefighting.
      4. Describe the hazards presented by buildings being demolished as they relate to firefighting tactics.
      5. Describe the characteristics of high-rise buildings and their impact on firefighting tactics.
    4. Explain the different loads and stresses that are placed on a building and their interrelationships.
      1. Explain the various loads exerted on a building resulting from environmental sources.
      2. Distinguish between the classifications of loads based on origin and movement.
      3. Recognize and discuss the internal forces resulting from the loads and forces applied to a structural member.
    5. Identify the function of each principle structural component in typical building design.
      1. Describe basic structural components.
      2. Describe the basic structural systems.
      3. Discuss the various types of stairs, elevators, and structural requirements related to each.
      4. Exam the functions and components of HVAC systems and how they impact firefighting.
      5. Describe systems used to support roofs.
    6. Differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each.
      1. Define fire resistance.
      2. Discuss methods of determining fire resistance and the limitations of each method.
      3. Identify fire testing organizations and discuss the significance of fire test results.
      4. Discuss factors affecting combustibility of various interior finishes and their effect on fire behavior.
    7. Classify occupancy designations of the building code.
      1. Exam International Building Code Classifications.
      2. List NFPA 500 classifications and NFPA Life Safety Code and the use of 12 major occupancies.
      3. Discuss mixed occupancies.
      4. Analyze the hazards of occupancy change.
    8. Identify the indicators of potential structural failure as they relate to firefighter safety.
      1. Discuss building failure, structural integrity, building systems, and design deficiencies as building design considerations.
      2. Describe the forces of nature that can result in partial or total building collapse.
      3. Look at scenarios that resulted in human-caused building collapse.
    9. Identify the role of GIS as it relates to building construction.

  
  • FIR 127 - Fire Behavior and Combustion

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This course explores the theories and fundamentals of how and why fires start, spread and are controlled.
    Prerequisite OR Corequisite: EMS 214  or Instructor Approval
    Corequisite: FIR 111  or Instructor Approval
    Competencies
    1. Prepare students to understand importance of fire behavior and dynamics.
      1. Identify and define the various roles of fire safety professionals.
      2. Describe the importance of understanding fire behavior and fire dynamics as it applies to all fire safety professions.
      3. Summarize fire fatality statics and be able to analyze these statics.
    2. Use algebra and trigonometry related to fire development.
      1. Perform conversions and use formulas needed to understand fire from a mathematical concept.
      2. Understand units of measure and conversion between the systems of these units of measure.
      3. Interpret concepts of math and reduce apprehension related to understanding fire through math.
    3. Examine important chemical reactions and chemistry related to fire development.
      1. Comprehend chemical terms related to fire dynamics.
      2. Use the periodic table to describe characteristics of specific elements.
      3. Identify the chemical composition of various fuels.
      4. Differentiate among elements, compounds, mixtures, and solutions.
      5. Explain how the oxidation reaction occurs with specific chemicals.
      6. Define the concept of heat
      7. Explain conduction, convection, and radiation heat transfer.
    4. Assess properties of matter and physics related to fire dynamics.
      1. Identify the physical elements that affect the combustion process.
      2. Identify the properties that characterize the three physical states of matter.
      3. Understand the relationship of mass, volume, density, pressure, and the physical characteristics of the states of matter.
      4. Compare and contrast temperature and heat.
      5. Describe how thermodynamics, energy, and work play an important role in fire dynamics.
    5. Analyze the phenomenon known as fire and the process of combustion.
      1. Describe similarities and differences in the fire triangle and fire tetrahedron models used to describe fire.
      2. Describe and explain similarities and differences in premixed and diffusion flames.
      3. Describe and explain laminar and turbulent flames.
      4. List five classes of fire and describe what differentiates each.
      5. Describe the terms flame plume, fire plume, flame jet, and flame spread.
      6. Describe and explain the term heat of combustion as it relates to fuel.
      7. Describe and explain combustion efficiency as it relates to fuels.
      8. Define heat release rate.
    6. Analyze the process of gaseous combustion and its properties.
      1. Describe and explain conditions that separate matter that exists in the gaseous state from other states of matter.
      2. Describe and explain flammable limits of a gaseous fuel, including upper flammable limits, lower flammable limit, and stoichiometric mixture.
      3. Diagram a simple oxidation reaction.
      4. Describe and explain three atmospheric conditions that affect gaseous combustion.
      5. Explain the difference in auto ignition temperature and minimum ignition energy for gaseous fuels.
      6. Explain the term vapor density and how it affects fire hazards.
    7. Examine ignitable liquids and point out there properties.
      1. Explain changes in matter that occur for ignitable liquids to enter into an oxidation reaction.
      2. List and describe factors that differentiate flammable and combustible liquids.
      3. Explain the similarities and differences in an ignitable liquid?s flash point and fire point..
      4. Describe and explain the terms vapor pressure and boiling point of ignitable liquids.
      5. Describe and explain ignition hazards associated with aerosols.
      6. Calculate the heat release rate of a pool fire for a given ignitable liquid.
    8. Analyze the process of solid combustion and its properties.
      1. Explain thermal decomposition in solids.
      2. Explain and describe pyrolysis.
      3. Distinguish among and categorize different types of solid fuels and their fuel characteristics.
      4. Identify and explain the variables affecting solid combustion.
    9. Analyze the process of ignition and related materials.
      1. Explain the difference between piloted and auto ignition.
      2. Define the concept of ignition.
      3. Understand the concept of ignition temperature for solids.
      4. Use formulas to predict the ignition time of solids.
    10. Examine the fire modeling and its relationship the fire behavior.
      1. Explain the history and origin of modeling.
      2. Describe the different types of computer fire models available.
      3. Summarize the general uses and limitations of fire models.
      4. Identify potential uses of fire modeling for the various fire safety professions.
    11. Assess the ways fire are extinguished and the agents used.
      1. Understand and cite four methods of extinguishing fires.
      2. Describe how removal of fuel can extinguish fires.
      3. Describe how water extinguishes fire by cooling.
      4. Describe how water reacts when heated above its vaporization point.
      5. Describe how the chemical chain reaction of fire can be interrupted to facilitate extinguishment.

  
  • FIR 138 - Principles of Fire Prevention

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course is a survey of the principles of fire prevention. Students will learn to interpret and apply complex fire prevention regulations. Course covers traditional regulatory aspects and functions associated with fire prevention, the fire code process, plan review, inspections and fire protection systems testing. The investigation process from the fire scene to the courtroom and state and federal agencies involved in fire investigation is also covered. Other topics are the importance of fire prevention records and recordkeeping, personnel and financial management.
    Prerequisite OR Corequisite: FIR 127  , FIR 111  
    Competencies
    1. Define the national fire problem and the main issues relating thereto
      1. Discuss the fire problem in the United States and give reasons for its existence.
      2. Contrast the fire record of the United States with other countries
      3. Name organizations that have been instrumental in our nation”s fire prevention efforts
      4. Discuss the effect that timing has on the adoption and enforcement, or lack of enforcement, of fire prevention regulations
    2. Recognize the need, responsibilities, and importance of fire prevention as part of an overall mix of fire protection
      1. Discuss the role of the federal and state governments in the prevention of fires and the reduction in fire deaths and injuries
      2. Contrast the roles between the two levels of government in the prevention of fires
      3. Name the watershed federal fire programs, and describe the events or national conditions that led to their creation
      4. List the fire prevention functions performed by traditional fire prevention bureaus, and describe nontraditional systems for delivery of those services
      5. List federal agencies with fire prevention missions, and describe their missions and programs
    3. Review minimum professional qualification at the state and national level for Fire Inspector, Fire Investigator, and Public Educator
      1. Discuss the benefits of staffing fire prevention bureaus with uniformed firefighters, civilian personnel, and a combination of both
      2. Discuss the value of national certification for fire prevention staff
      3. Name the MFPA professional qualifications standards for their prevention personnel
      4. Define the term job performance requirement and discuss the impact of JPRs on certification
      5. Define and contrast accreditation and certification as it applies to fire prevention bureau personnel
    4. Define the elements of a plan review program
      1. Discuss the reasons construction plans are reviewed prior to construction
      2. List the types of plans that fire departments typically review
      3. Discuss the benefits of fire department involvement in plan review for the business community
    5. Identify the laws, rules, codes, and other regulations relevant to fire protection of the authority(s) having Jurisdiction
      1. Describe the origin of the model code system in the United States
      2. List the major model code organizations and describe the evolution of model code organizations in the United States
      3. Describe the code change process used by the model code organizations
      4. Describe the methods of code adoption by states and local governments
      5. Discuss the impact of the agendas of groups participating in the model code process
    6. Discuss the inspection process as part of a fire prevention effort
      1. Define the term acceptable risk and discuss its impact on the level of code enforcement
      2. Discuss the potential impact of inspections on a jurisdiction’s fire record
      3. Define the term selective enforcement as applied to fire codes
    7. Discuss fire prevention through investigation
      1. Identify local, state, and federal agencies involved in the investigation of fires
      2. Describe the benefits of effective fire investigation
      3. Identify the various roles adopted by fire departments to investigate fires
      4. Identify agencies and organizations that provide fire investigations training
      5. Discuss the use of case closure rate and conviction rate as a measure of effectiveness for fire investigation units
    8. Discuss the major programs for public education
      1. Discuss and contrast the use of local and national fire statistics in the developing fire safety education programs
      2. Describe the impact of “America Burning” on the role of fire departments in public fire safety education
      3. Describe the five step “Process for Public fire Safety Education Planning”, and discuss the importance of planning in the development of fire safety education programs
      4. Discuss the role of media in public fire safety education
    9. Identify and discuss the importance of fire prevention records and record keeping
      1. Describe what is meant by the terms public record and retention schedule
      2. Describe the Freedom of Information Act (FOIA), and its impact on the day-to-day working of government
      3. Discuss the reasons for the exemptions included in the FOIA
      4. Discuss the benefits of electronic information management systems (IMS) in the operation of a fire prevention program
      5. Discuss the potential impact of poor planning and implementation of an electronic IMS

  
  • FIR 145 - Strategy and Tactics

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course provides principles of fire ground control through the utilization of personnel, equipment and extinguishing agents.
    Prerequisite OR Corequisite: FIR 111  
    Competencies
    1. Examine the need for preparation for the fire service in the arena of strategy and tactics.
      1. Discuss the behavior of fire.
      2. Understand the benefits of training firefighters, company officers, and the fire department.
      3. Discuss the benefits of preplanning
      4. Understand how to calculate needed fire flow.
      5. Recognize the duties of both company and chief officers.
      6. Identify the traits of a person with command presence
      7. Identify and discuss the 16 firefighter life safety initiatives.
    2. Investigate the tools for managing the fire ground
      1. Understand the origin of the Incident Command System.
      2. Understand the implementation of the National Incident Management System.
      3. Understand the positions of an incident management system.
      4. Discuss the position of Command.
      5. Know the different types of status reports and the information required in each type of report.
    3. Analyze several avenues for decision making on the fire ground
      1. Describe an Incident Action Plan.
      2. Understand the difference between cue-based and classical decision making.
      3. Identify and discuss the 13 points of size-up.
      4. Discuss strategy, tactics, and tasks found in the classical decision making process.
      5. Discuss the modes of fire attack.
    4. Outline company operations on the fire ground.
      1. Discuss engine company duties.
      2. Discuss hose-line placement considerations.
      3. Discuss sprinkler and standpipe operations.
      4. Discuss truck company duties
    5. Describe the several different types of building construction and scene safety.
      1. Identify and discuss the five basic types of building construction.
      2. Discuss the benefits and safety concerns of fires involving timber trusses.
      3. Discuss the benefits and safety concerns of lightweight building components.
    6. Analyze building collapse and scene safety.
      1. Describe building collapse indicators
      2. Describe a plan to address search at a building collapse.
      3. Discuss the role and responsibilities of an incident scene Safety Officer.
    7. Classify special situations and occupancies and analyze tactics during their operation.
      1. Understand the special occupancies discussed and the types of fires that may confront firefighters.
      2. Identify pertinent characteristics of these occupancies.
      3. Recognize the 13 points of size-up that pertain to these special occupancies.
      4. Recognize the strategic considerations for these special occupancies.
      5. Understand the incident management considerations of special occupancies
    8. Point out special strategies and tactics during incidents involving health care and high-risk populations.
      1. Understand the special occupancies discussed and the types of fires that may confront firefighters.
      2. Identify pertinent characteristics of these occupancies.
      3. Recognize the 13 points of size-up that pertain to these special occupancies.
      4. Recognize the strategic considerations for these special occupancies.
      5. Understand the incident management considerations of special occupancies.
    9. Identify the needs during commercial and industrial incidents.
      1. Understand the special occupancies discussed and the types of fires that may confront firefighters.
      2. Identify pertinent characteristics of these occupancies.
      3. Recognize the 13 points of size-up that pertain to these special occupancies.
      4. Recognize the strategic considerations for these special occupancies.
      5. Understand the incident management considerations of special occupancies.
      6. Be able to identify the basic components needed in an operational guideline for high-rise fires.
      7. Have a basic understanding of high-rise building systems.
      8. Identify the specific components of a high-rise command system.
    10. Investigate technical operations and their hazards.
      1. Discuss the initial concerns at a hazard materials incident.
      2. Set up initial exclusion zones at a suspected hazardous materials incident.
      3. Identify the difference between evacuation and protecting in place.
      4. Discuss boilover, slopover, and frothover at a burning storage tank.
      5. Discuss the weapons of terrorism.
      6. Discuss problems associated with natural disasters.

  
  • FIR 152 - Fire Protection Systems

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    An examination of devices and systems that support the fire service in the detection and suppression of fire.
    Prerequisite: FIR 127  ,FIR 111  or Instructor Approval
    Competencies
    1. Describe the steps and general specifications for installation of a dry fire hydrant
      1. Demonstrate the use of the ISU “rate of flow formula” for assessing fire risk in buildings
      2. List considerations in site selection for dry hydrants
      3. Use sample forms to secure legal access to water and sites for use and installation od fry fire hydrants from land and water owners
      4. Describe principles in the use of dry fire hydrants and water movement for rural fires
      5. List the maintenance steps and intervals for dry fire hydrants
    2. Explain the extinguishing properties of water
      1. Describe the advantages and disadvantages of using water as an extinguishing agent.
      2. Describe different types of pressure as they relate to water
      3. List the basic components of municipal water supply system
      4. Describe the fundamental components of a water distribution system
      5. Describe the water supply requirements for a standpipe and hose system
    3. Identify and describe factors governing the installation, inspection and maintenance of portable extinguishers and extinguishing agents
      1. Describe the different symbol systems used on portable extinguishers
      2. Identify five classifications of portable fire extinguishers
      3. Identify the types of extinguishing agents used in portable fire extinguishers
      4. Describe the methods by which extinguishers are rated
      5. Identify the safety hazards associated with certain extinguishing agents
      6. Describe the method of determining the proper distribution of portable fire extinguishers
    4. Describe the basic components of modern fire detection and signaling systems
      1. List the types of initiating devices that are used in fire detection and signaling systems
      2. Describe the function and operation of manual alarm-initiation devices
      3. Identify different automatic alaram-initiating devices
    5. Describe the three most common types of fire pumps
      1. List the types types of pump drivers that are acceptable for use with fire pumps, including their advantages and disadvantages
      2. Describe the operation of a pump controller
      3. Descibe the function of a relief valve on a fire pump
    6. Describe the types, components, and operation of standpipes
      1. Describe the different classes of standpipe systems and their intended uses
      2. Describe the function of a fire department connection
      3. Determine water pressure considerations for standpipes in high-rise buildings
      4. Describe the use of pressure-regulating devices
    7. Describe the types, components and operation of special extinguising systems
      1. Describe the major distinction between an automatic sprinkler system and a specialized extinguishing system
      2. Describe the hazards for which a wet chemical system is best suited
      3. Name at least four hazard areas for which dry chemical extinguishing systems are well suited
      4. Name at least four hasard areas for which gaseous extinguishing systems are well suited
      5. Describe the most serious safety problem associated with the use of carbon dioxide systems
      6. Describe the typical areas in which foam extinguishing systems are likely to be installed
    8. Identify and describe the types, installation, inspection, and maintenance of automatic sprinkler systems
      1. Name three reasons why sprinkler systems are installed
      2. Identify the three componenents of a sprinkler
      3. Name the two major types of heat-sensitive devices
      4. Name the basic types of sprinkler design and their uses
      5. Discuss the theory and function of early-suppression fast-response (ESFR) sprinklers
      6. Describe the function of a check valve
      7. Name the four main types of sprinkler systems
      8. Describe the operating action of a dry-pipe sprinkler
      9. Describe the purpose of a quick-opening device
      10. Describe the way in which a deluge sprinkler system operates
    9. Provide the reasons for an unsatisfactory automatic sprinkler systems performance
    10. Demonstrate an understanding of the design and construction techniques for specific applications of alarm and fire suppression systems for the following
    11. Describe the design, construction and installation of various types of suppression and detection systems

  
  • FIR 158 - Fire Officer I

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course is designed to meet NFPA 1021, Standard for Fire Officer Professional Qualities , for Fire Officer I. Throughout this course, students will participate in various classroom activities and exercises designed to reinforce the lectures. Topics will include the company officer’s role, effective communications, management of resources, leadership, personnel safety, fire prevention, and investigation and planning. Students will be required to complete a class project that will be due within 2 months after conclusion of the course.
    Prerequisite OR Corequisite: FIR 335  
    Competencies
    1. Outline the transition to the role of company officer.
      1. Recall and examine the importance of the company officer.
      2. Select facts about the challenges a new company officer will encounter.
      3. Indicate the types of expectations facing a new company officer.
      4. Identify solutions that may need to be attained by a new company officer.
      5. Recall the individuals or groups to which a company officer may be responsible.
      6. Compare the Fire Officer Level I human resources management community relations, administrative duties, inspection and investigation and health and safety duties.
    2. Examine leadership and the company officer.
      1. Match leadership terms to their definitions.
      2. Recall information about the leadership trait theory.
      3. Select facts about the behavioral theory of leadership.
      4. Choose correct responses about the principle-centered leadership theory.
      5. Identify characteristics of the basic leadership, situational leadership, social-change, and alpha leadership models.
      6. Select facts about leadership concepts and skills.
      7. Identify various types of power.
      8. Identify personality attributes needed and steps to be taken to achieve command presence.
    3. Identify and analyze logic, ethics, and decision-making.
      1. Match to their definitions terms associated with logic.
      2. Identify the four types of reasoning.
      3. Identify types of fallacies.
      4. Identify facts about ethical conduct
      5. Place in correct order the steps for dealing with ethical issues.
      6. Recall the elements of making a decision.
      7. Select correct responses about the steps of the decision-making process.
      8. Identify barriers to decision making.
      9. Identify the questions of the four-way test for ethical decision-making.
    4. Analyze the legal responsibilities and liabilities as a company officer
      1. Select facts about the major sources of law and identify the seven classifications.
      2. Match to their definitions legal terms.
      3. Recall various forms of liability.
      4. Select facts about federal and statutory laws of importance to the company officer’s duties.
      5. Identify national consensus standards that relate to emergency activities.
    5. Demonstrate interpersonal communications.
      1. Identify the six basic elements of all forms of communication.
      2. Select facts about the five purposes for interpersonal communication
      3. Identify correct responses about words as symbols.
      4. Recall information about the cultural concept of words.
      5. Select facts about the actions that a company officer can take to improve verbal and nonverbal communication skills.
      6. Recall information about the listening process and improving listening skills.
      7. Apply the interpersonal communication model to an emergency and non-emergency situation scenario.
    6. Demonstrate interpersonal communications.
      1. Identify elements of the speech communication process.
      2. Distinguish between interpersonal communication and speech communication.
      3. Identify characteristics of effective speakers.
      4. Match to their definitions the three types of formal speeches.
      5. Select facts about the persuasive and informative speech.
      6. Identify facts about various speaking opportunities available to the company officer
      7. Recall information about public relations speeches.
      8. Choose correct responses about the steps of the speech preparation process.
    7. Analyze and demonstrate written communications.
      1. Identify common paragraph transitions, parts of an outline, and accepted writing guidelines.
      2. Select facts about writing letters, memos and e-mail messages.
      3. Identify guidelines to follow when writing a press release.
      4. Given a scenario, write a news release over a fire and emergency services event.
      5. Select facts about various types of reports.
      6. Write a report on a specific fire department topic
      7. Select facts about executive summaries, agendas, and minutes.
      8. Identify basic information to be included in a policy or procedure.
      9. Recall information about requests for proposals (RFPs) and bid specifications.
    8. Examine the administrative functions of the company officer.
      1. Select facts about the main objectives of the customer service concept.
      2. Identify various information-gathering methods and steps to interpret information.
      3. Apply the customer service concept to a citizen inquiry
      4. Select facts about written policies and procedures.
      5. Recall information about the policy and procedures revision and monitoring process.
      6. Given a scenario, recommend changes to an existing policy or implement a new departmental policy.
      7. Identify various budget systems, types, and revenue sources.
      8. Prepare a budget request for a specific fire service need.
    9. Analyze and dissect safety and health issues.
      1. Identify facts about emergency scene casualties and nonemergency workplace casualties.
      2. Identify facts about safety initiatives and resources that focus on ensuring a safe work environment.
      3. Recall various safety policies and procedures.
      4. Distinguish among activities to ensure a safe work environment at the emergency scene, en route to and from the emergency scene, and at facilities.
      5. Select facts about information included in a safety and health program.
      6. Recall information about conducting accident investigations and complete an accident investigation.
      7. Identify facts about collecting data and completing accident report forms.
      8. Select facts about investigating injuries, illnesses, and exposures.
    10. Examine organizational structure and the company officer.
      1. Identify purposes of fire protection organizations.
      2. Identify public and private fire and emergency services organizations.
      3. Match to their definitions various types of staffing.
      4. Select facts about the three types of resource allocation.
    11. Outline and generalize company-level training.
      1. Distinguish between the two levels of fire and emergency services training.
      2. Recall information about the four-step method of instruction.
      3. Select facts about lesson plans.
      4. Identify various methods of training and training evolutions.
    12. Discuss human resources management.
      1. Recall information about company-level planning.
      2. Select facts about issues involving personnel assignments.
      3. Select facts about promotion and retention.
      4. Select correct responses about performance evaluations.
      5. Select correct responses about specific human resources issues a company officer may face.
      6. Respond to scenarios about human resources policies and procedures.
      7. Recall information about discipline as it applies to the company officer.
    13. Analyze labor/management relationship.
      1. Identify components of the history of the labor movement in North America.
      2. Recall information about the negotiating process.
      3. Select facts about grievance procedures.
    14. Investigate community relations and public fire and life-safety education.
      1. Recall information about community demographics and the diversity of a community.
      2. Respond to scenarios about community needs.
      3. Select facts about the purpose and scope of a public fire and life-safety education program.
      4. Identify different types of public education programs.
      5. Select correct responses regarding the five-step process in creating a public education program.
      6. Deliver a fire and life-safety presentation.
      7. Select facts about dealing with customer concerns, complaints, and inquiries
      8. Respond to scenarios about concerns of citizens.
      9. Select facts about the public information officer (PIO) and media relations.
    15. Examine and outline record management.
      1. Identify the steps in the management information system (MIS) process.
      2. Select facts about types of records normally maintained by a fire and emergency services organization.
      3. Recall information about the components of the electronic storage/retrieval system.
      4. Distinguish between private and public records.
    16. Highlight and examine pre-incident planning.
      1. Select facts about preincident planning.
      2. Match to their definitions the NFPA 220 types of building construction.
      3. Match to their definitions the International Building Code® (IBC®) types of building construction.
      4. Identify different types of roofs.
      5. Select facts about conducting the preincident survey.
      6. Select facts about fire loading, fire protection and structure ventilation systems.
    17. Outline and identify incident scene management practices.
      1. Recall the common characteristics of the National Incident Management System/Incident Command System (NIMS-ICS).
      2. Identify facts about incident priorities and incident size-up.
      3. Identify the five steps in the size-up process as developed by Lloyd Layman.
      4. Choose correct facts about the various scene-control methods.
      5. Select true statements concerning traffic control at an emergency scene.
      6. Choose correct facts about crowd control and on-scene occupant services.
      7. Apply the NIMS-ICS model to an emergency incident plan.
      8. Implement an incident action plan (IAP) at an emergency scene
    18. Discuss and analyze incident scene operations.
      1. Recall each of the elements of the Layman Decision-Making Model.
      2. Select facts about the application of size-up theory to three specific time periods
      3. Recognize condition indicators that may be present at a structure fire.
      4. Identify facts about operational implementation and modes.
      5. Recall facts about apparatus placement and positioning at structural, high-rise, haz-mat medical, aircraft fire scenes.
      6. Identify the incident termination activities of the Company Officer.
    19. Identify post-incident activities.
      1. Define scene security and chain of custody.
      2. Distinguish between an interview and an interrogation.
      3. Place in order the steps of an interview.
      4. Identify characteristics of an incident report.
      5. Identify the common causes of fires.
      6. Select facts about determining the point of origin for various types of fires.
      7. Apply the evaluation process to the fire cause and determination task.
      8. Identify the most common sources of contamination at fire scenes.
      9. Select facts about the elements of a postincident analysis and critique.

  
  • FIR 160 - Fire Inspector I

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course is designed to provide a basic understanding of fire prevention and fire inspection efforts. Students will develop a basic understanding of fire prevention; administration of codes and standards; impact of fire behavior on buildings; building construction; fire detection and protection systems; identification and correct of hazards; and field
    inspections.
    Prerequisite: FIR 124  , FIR 127  , FIR 138  and FIR 152  .
    Competencies
    1. Describe the the functions, objectives, and roles of the inspection unit with a fire department.
      1. Explain the code enforcement system and the fire inspector’s role in that system.
      2. Understand the development and adoption process for codes and standards.
      3. Know the differences between prescriptive and performance based codes.
      4. Recognize ethical practices for the code enforcement officer.
      5. Identify the professional development process for code enforcement practitioners. 
    2. Understand the relationship between building construction and the inspection process.
      1. Describe the characteristics of the following building materials: masonry, concrete, steel, glass, gypsum board, and wood.
      2. Identify the types of building construction.
      3. List the characteristics of each of the following types of building construction: fire-resistive construction, noncombustible construction, ordinary construction, heavy timber construction, and wood-frame construction.
      4. Describe the function of each of the following building components: foundations, doors, ceilings, roofs, trusses, walls, doors, windows, interior finishes, and door coverings.
    3. Understand the different types of occupancies.
      1. Describe how the occupancy classification of a building is determined.
      2. List the fifteen specific occupancy groupings.
      3. Describe the identifying characteristics of one- and two- family dwellings,lodging, hotels and dormitories, apartment buildings, healthcare, day-care, educational, business, industrial, mercantile, storage, assembly, detention, multiple occupancy, and mixed occupancies.
    4. Assess fire behavior and its relationship to the inspection process.
      1. Describe the ignition, growth, fully developed, and decay phases of fire process.
      2. Examine the characteristics of a room and contents fire through each of the four phases of fire.
    5. Demonstrate the applicable use of the appropriate codes and their relationship to other requirements for the fire inspection process.
      1. Describe the types of fire inspections.
      2. Describe when the fire inspector should begin to inspect a building.
      3. Describe the fire inspection process.
      4. Describe how to verify the proper installation and maintenance of heat, ventilation, and air conditioning systems; kitchen cooking equipment; laundry chutes; elevators; and escalators.
      5. Describe how to verify that a new construction project meets all applicable codes, standards, and polices.
      6. Describe how to verify that a remodeling project meets all applicable codes, standards, and polices.
      7. Describe when and how to cite code violations.
      8. Describe how to investigate a complaint against an occupancy and ensure that the complaint is resolved.
    6. Understand the reasons for performing plan checks, the objectives of a proposed plans review program, the impact of such a program, and how the program will enhance current fire prevention programs.
      1. List the reasons why a plan review may be required.
      2. Describe how to evaluate a plan review application.
      3. Describe the types of drawings included in a plan.
      4. Describe how to determine the occupancy of a structure using a set of plans.
      5. Describe how to determine if adequate access for fire apparatus is provided in the plans for a structure.
      6. Describe how to evaluate a building’s fire protection system using a set of plans.
      7. Describe how to evaluate the building’s life safety systems and building services equipment using a set of plans.
    7. Determine occupancy classification, construction type:calculate occupant load and, the height and area of a building.
      1. Discuss the importance of calculating the occupant load in determining the egress requirements of the building.
      2. Describe how to ensure that the means of egress meet all applicable codes and standards.
      3. Describe how to ensure that emergency access for an existing site meets all applicable codes and standards.
      4. Describe how to evaluate emergency evacuation plans to ensure they meet all applicable codes and standards.
      5. Describe how to evaluate evacuation drills in various occupancies.
    8. Evaluate fire flow and the fire suppression system requirements.
      1. Describe the elements of a plan review of a fire suppression system.
      2. Describe the two types of water distribution systems and the sources of water for a municipal water supply system.
      3. Describe dry-barrel and wet-barrel hydrants.
      4. Describe the factors to be considered during the design phase of an automatic sprinkler system.
      5. Identify the six types of sprinkler systems.
      6. Identify the three types of standpipes.
      7. Describe how to test the readiness of fire suppression systems.
    9. Verify the compliance of a heating, ventilating, and air conditioning (HVAC) system, review sources requiring venting and combustion air, verify the proper location of ?re dampers, and evaluate a stairwell pressurization system.
      1. Describe the components of an electrical system.
      2. Describe the protective practices and equipment of an electrical system.
      3. Describe the common hazards of an electrical system.
      4. Describe how to identify and seek correction of electrical hazards.
      5. Describe the components and operation of heating, ventilation, and air conditioning systems.
      6. Describe the impact of heating, ventilation, and air conditioning systems on smoke movement throughout a building.
      7. Describe how to identify and seek correction of heating,ventilation, and air conditioning systems.
      8. Analyze proper storage and handling practices.
    10. Analyze proper storage and handling practices.
      1. List the classifications of flammable and combustible liquids and gases.
      2. Describe the classifications of hazardous materials and their labeling systems.
      3. Describe how to properly store hazardous materials, including flammable and combustible liquids and gases.
      4. Describe how to ensure that hazardous materials, including flammable and combustible liquids and gases, are stored, handled, and used in accordance with all applicable codes, standards, and policies.
      5. Describe the fire protection systems and equipment that are appropriate for use with hazardous materials, including flammable and combustible liquids and gases.
    11. Evaluate the importance of writing reports and record keeping.
      1. Describe the common elements of effective written documentation.
      2. Discuss the barriers that affect written communications.
      3. Describe how field notes, sketches, diagrams, and photographs are used to complete a fire inspection report.
      4. Describe how to properly reference a code or standard.
      5. Describe how to comply with Freedom of Information Act requests.
      6. Describe how to present evidence during a legal proceeding.

  
  • FIR 235 - Fire Investigation I

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course is intended to provide the student with fundamental and technical knowledge needed for proper fire science interpretations, including recognizing and conducting origin and cause, preservation of evidence and documentation, scene security, motives of fire setter and types of fire causes.
    Prerequisite: FIR 112  , FIR 127  
    Prerequisite OR Corequisite: FIR 124  
    Competencies
    1. Examine the challenges of Fire and Emergency Services Instruction.
      1. Identify obligations of fire and emergency service instructors to students, the organization, the profession and themselves.
      2. List characteristics of effective instructors.
      3. Identify solutions to challenges that instructors must meet.
    2. Analyze safety and the training function in during instruction.
      1. Define accident and list places where injuries and fatalities occur.
      2. Identify facts about the instructor’s role in providing a safe training environment and prevention.
      3. Describe the instructor’s role in an accident investigation.
    3. Examine legal and ethical considerations.
      1. Identify facts about how legal considerations and liability affect the instructor.
      2. Distinguish among the types of laws.
      3. Identify legal requirements for recordkeeping.
      4. Discuss the basic components of ethics.
    4. Analyze and discuss effective interpersonal communications.
      1. Identify facts about the elements of interpersonal communications.
      2. List the purposes of interpersonal communications.
      3. Identify facts about the verbal component of interpersonal communications.
      4. List verbal and nonverbal skills improvement guidelines.
      5. Identify components of the listening process.
    5. Examine instructional facilities and props.
      1. Identify infrastructure requirements and mobile training facilities.
      2. List live-fire training area characteristics.
      3. Discuss portable training props.
      4. Identify facts about using acquired structures for live-fire training and responsibilities for using them
    6. Outline report writing and record keeping.
      1. List fire and emergency services activities that are documented by reports
      2. Identify general considerations in report writing.
      3. Identify guidelines for report development and writing styles.
      4. List types of training records.
      5. Described steps in the record-keeping systems development process.
    7. Examine principles of learning.
      1. Identify characteristics of pedagogy and andragogy.
      2. Identify terms associated with the learning process
      3. Describe the three domains of learning.
      4. Identify the levels of learning in the cognitive and psychomotor domain
      5. List the three basic categories of learning styles.
      6. Explain the cone of learning model.
      7. Identify characteristics of the traditional and mastery approach to teaching.
    8. Examine student attributes and behaviors.
      1. Identify how student characteristics affect learning.
      2. Identify characteristics of categories of learning abilities and ways instructors can manage each type.
      3. Identify accurate statements about behavior management.
      4. List example of student-caused disruption behavior.
      5. Discuss methods of dealing with student-caused disruptive behavior.
    9. Analyze and identify preparation for instruction.
      1. Define lesson plan and its components.
      2. Distinguish among the steps in the four-step methods of instruction.
      3. Discuss methods of ensuring course continuity.
      4. Identify types of classroom seating arrangements and indoor environments.
    10. Examine and discuss instructional delivery.
      1. Discuss types of instructional delivery methods.
      2. List advantages and disadvantages of the lecture format.
      3. List guidelines for using visual aids in an illustrated lecture and demonstration.
      4. Discuss types of technology-based training.
      5. Identify accurate statements about self-directed learning and individualized instruction.
      6. List the characteristics of effective speaker.
      7. Describe the components of an oral presentation.
      8. List advantages of active learning.
      9. Discuss responding to student answers or new questions students may ask.
    11. Examine audiovisual technology.
      1. List the guidelines and benefits of using audiovisual training aids.
      2. List purposes of transitions.
      3. Describe a verbal and a nonverbal transition.
      4. Identify facts about non-projected training aids.
      5. Identify accurate statements about front-screen and rear-screen projection devices.
      6. List cleaning guidelines for audiovisual training aid devices
    12. Outline and analyze structured exercises, demonstrations, and practical training evolutions.
      1. Identify facts about structured exercises.
      2. Explain the steps in a psycho motor skills demonstration and benefits of practical training.
      3. List types of tasks or situations applicable to practical training evolutions.
      4. Discuss locations used for practical training evolutions.
      5. Describe methods used to control an evolution.
      6. Discuss complex and technical training evolutions.
      7. List guidelines for interior and exterior structural fire training.
      8. Identify accurate statements about instructor preparation when planning practical training evolutions.
    13. Outline and examine student progress evaluation and testing.
      1. Explain the purpose of student evaluations and testing.
      2. Define criterion-referenced and norm-referenced tests.
      3. Distinguish among prescriptive, formative, and summative.
      4. Identify accurate statements about performance, oral, and written tests.
      5. Identify guidelines for administering written and performance tests.
      6. List guidelines regarding test security.
      7. Identify facts about feedback.

  
  • FIR 335 - Fire Instructor I

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course will focus on the presentation skills that new instructors need to deliver prepared lesson plans. Topics will include preparing to teach, developing presentation skills, using audiovisual equipment, and identifying lesson objectives, questions, tests, and evaluation instruments. Students will make three presentations during the course. This course follows the guidelines set out by National Fire Protection Association Standard 1041. Students will need to obtain a score of 70% or greater on the course final and final presentation for successful completion. Students will be able to take the State of Iowa Fire Instructor I certification exam after successful completion of the class.
    Competencies
    1. Examine the challenges of Fire and Emergency Services Instruction.
      1. Identify obligations of fire and emergency service instructors to students, the organization, the profession and themselves.
      2. List characteristics of effective instructors.
      3. Identify solutions to challenges that instructors must meet.
    2. Analyze safety and the training function in during instruction.
      1. Define accident and list places where injuries and fatalities occur.
      2. Identify facts about the instructor’s role in providing a safe training environment and prevention.
      3. Describe the instructor’s role in an accident investigation.
    3. Examine legal and ethical considerations.
      1. Identify facts about how legal considerations and liability affect the instructor.
      2. Distinguish among the types of laws.
      3. Identify legal requirements for recordkeeping.
      4. Discuss the basic components of ethics.
    4. Analyze and discuss effective interpersonal communications.
      1. Identify facts about the elements of interpersonal communications.
      2. List the purposes of interpersonal communications.
      3. Identify facts about the verbal component of interpersonal communications.
      4. List verbal and nonverbal skills improvement guidelines.
      5. Identify components of the listening process.
    5. Examine instructional facilities and props.
      1. Identify infrastructure requirements and mobile training facilities.
      2. List live-fire training area characteristics.
      3. Discuss portable training props.
      4. Identify facts about using acquired structures for live-fire training and responsibilities for using them
    6. Outline report writing and record keeping.
      1. List fire and emergency services activities that are documented by reports
      2. Identify general considerations in report writing.
      3. Identify guidelines for report development and writing styles.
      4. List types of training records.
      5. Described steps in the record-keeping systems development process.
    7. Examine principles of learning.
      1. Identify characteristics of pedagogy and andragogy.
      2. Identify terms associated with the learning process
      3. Describe the three domains of learning.
      4. Identify the levels of learning in the cognitive and psychomotor domain
      5. List the three basic categories of learning styles.
      6. Explain the cone of learning model.
      7. Identify characteristics of the traditional and mastery approach to teaching.
    8. Examine student attributes and behaviors.
      1. Identify how student characteristics affect learning.
      2. Identify characteristics of categories of learning abilities and ways instructors can manage each type.
      3. Identify accurate statements about behavior management.
      4. List example of student-caused disruption behavior.
      5. Discuss methods of dealing with student-caused disruptive behavior.
    9. Analyze and identify preparation for instruction.
      1. Define lesson plan and its components.
      2. Distinguish among the steps in the four-step methods of instruction.
      3. Discuss methods of ensuring course continuity.
      4. Identify types of classroom seating arrangements and indoor environments.
    10. Examine and discuss instructional delivery.
      1. Discuss types of instructional delivery methods.
      2. List advantages and disadvantages of the lecture format.
      3. List guidelines for using visual aids in an illustrated lecture and demonstration.
      4. Discuss types of technology-based training.
      5. Identify accurate statements about self-directed learning and individualized instruction.
      6. List the characteristics of effective speaker.
      7. Describe the components of an oral presentation.
      8. List advantages of active learning.
      9. Discuss responding to student answers or new questions students may ask.
    11. Examine audiovisual technology.
      1. List the guidelines and benefits of using audiovisual training aids.
      2. List purposes of transitions.
      3. Describe a verbal and a nonverbal transition.
      4. Identify facts about non-projected training aids.
      5. Identify accurate statements about front-screen and rear-screen projection devices.
      6. List cleaning guidelines for audiovisual training aid devices
    12. Outline and analyze structured exercises, demonstrations, and practical training evolutions.
      1. Identify facts about structured exercises.
      2. Explain the steps in a psycho motor skills demonstration and benefits of practical training.
      3. List types of tasks or situations applicable to practical training evolutions.
      4. Discuss locations used for practical training evolutions.
      5. Describe methods used to control an evolution.
      6. Discuss complex and technical training evolutions.
      7. List guidelines for interior and exterior structural fire training.
      8. Identify accurate statements about instructor preparation when planning practical training evolutions.
    13. Outline and examine student progress evaluation and testing.
      1. Explain the purpose of student evaluations and testing.
      2. Define criterion-referenced and norm-referenced tests.
      3. Distinguish among prescriptive, formative, and summative.
      4. Identify accurate statements about performance, oral, and written tests.
      5. Identify guidelines for administering written and performance tests.
      6. List guidelines regarding test
      7. Identify facts about feedback.

  
  • FIR 400 - Emergency Safety & Survival

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Open
    This course introduces the basic principles and history related to the national firefighter life safety initiatives, focusing on the need for cultural and behavior change throughout the emergency services.
    Prerequisite: FIR 111  or Instructor Approval
    Competencies
    1. Define and describe the need for cultural and behavioral change within the emergency services relating to safety, incorporating leadership, supervision, and accountability and personal responsibility.
      1. Define Culture.
      2. Discuss the need for culture change in the fire service relating to safety.
      3. Discuss the aspects of a safety culture within fire and emergency services.
      4. Discuss the gaps between a safety culture and the existing culture of emergency services.
      5. List examples of how an organization can use change to its advantage.
      6. Discuss ways to use the successes of other industries as a catalyst for advocating a safety culture within fire and emergency services.
    2. Explain the need for enhancements of personal and organizational accountability for health and safety.
      1. Define personal and organizational accountability and list their advantages.
      2. Discuss ways that accountability can affect health and safety within fire and emergency services.
      3. Explain the process of using NFPA 1500 to improve the accountability related to health and safety of an organization.
      4. Discuss implementing the combination of accountability and no-fault management together.
      5. Discuss the need to create health and safety parameters for organizational accountability.
    3. Define how the concepts of risk management affect strategic and tactical decision-making.
      1. Define risk management and why it is important component of incident management.
      2. Describe a risk-benefit analysis and its application to emergency services.
      3. Apply the United States Coast Guard’s risk management model to emergency services.
      4. Identify the features of recognition-primed decision making (RPD).
      5. List five safety features of the incident management in the incident action plan.
      6. Describe OSHA?s “two-in, two-out” rule and its effect on rapid intervention.
      7. Identify risk management practices at the strategic, tactical, and task levels.
      8. Explain the components of effective communication from the aviation industry.
    4. Describe and evaluate circumstances that might constitute an unsafe act.
      1. Define what constitutes an unsafe act.
      2. List some examples of energy conversion and how they cause injury.
      3. List some of the perceived problems with using PPE.
      4. List examples for each of the four categories of unsafe acts.
    5. Explain the concept of empowering all emergency services personal to stop unsafe acts.
      1. Explain empowerment and how it relates to the fireground.
      2. List examples of using education, engineering, environment, and enforcement to prevent injuries.
      3. Describe the differences between training fires and real fires, and why it’s important to understand them.
      4. Describe ways to address a safety concern with your supervisor.
    6. Validate the need for national training standards as they correlate to professional development inclusive of qualifications, certifications, and re-certification.
      1. Explain national standards for training, qualifications, and certification.
      2. Describe the purpose and advantages of credentialing for emergency responders.
      3. Identify ways to use cognitive learning skills and apply them to an effective psychomotor lesson plan.
      4. Explain the advantages of the professional qualification standards with regard to safety.
      5. List the components of a job performance requirement.
      6. Describe some of the differences in training requirements between volunteer and career firefighters, as well as state to state and the effects on safety.
      7. Describe how methods of training should be adjusted for various risk scenarios you may encounter.
    7. Defend the need for annual medial evaluation and the establishment of physical fitness criteria for emergency services personnel throughout their careers.
      1. Discuss what national medical and physical fitness standards are and the relevance to fire and emergency services.
      2. Explain why improving the health, wellness, and fitness of emergency responders is important.
      3. List the reasons heat dissipation is difficult for firefighters.
      4. Explain maximum heart rate and the influence that emergency responses have on it.
      5. Describe the importance of a responder?s ability to use oxygen.
      6. List the components of a firefighter?s criterion task test, such as CPAT.
      7. Describe the difference between wellness and fit-for-duty.
      8. Identify the NFPA standards developed for medical and fitness application.
      9. Explain the application of maintenance versus repairs when discussing health.
    8. Explain the vital role of local departments in national research and data collection systems.
      1. Explain what a data collection system is and how it relates to the 16 initiatives.
      2. Explain how research and development could be used by emergency services to add another element of safety.
      3. Describe some ways research can benefit risk management.
      4. List some of the dangers of implementing changes without research.
      5. Explain the uses of statistical data from incident reports and the importance of accuracy.
      6. Discuss the differences between qualitative and quantitative data.
      7. Identify the effective components of hypothesis, and how it can be used in research.
      8. Discuss the unique problem of “exposure” as related to injury and LODD data.
      9. Explain how data collection, analysis, and utilization are used in conjunction with each other.
    9. Illustrate how technological advancements can produce higher levels of emergency services safety and survival.
      1. Describe how technology can produce higher levels of health and safety.
      2. Describe some safety improvements that have evolved since the introduction of newer technologies in the fire service.
      3. Explain the problems that can arise by over relying on technology.
      4. Discuss the use of technology in improving the medical monitoring of personnel.
      5. List the ways technology can be adopted from other industries to reduce injuries and deaths from motor vehicle crashes.
      6. Explain the theory of using time, distance, and shielding to prevent injuries.
      7. Discuss the design aspects of simulators that are necessary to improve training systems.
      8. Describe the application of robotics to improve safety.
    10. Explain the importance if investigating all near misses injuries and fatalities.
      1. Explain the reasons for thoroughly investigating firefighter fatalities, injuries, and near-misses.
      2. List the two reasons for thorough investigation.
      3. Describe the causes for injuries and explain how it affects events that have already occurred.
      4. Explain the advantages of indemnity in the near-miss reporting process.
      5. Explain the disadvantages of voluntary reporting as it applies to near-miss reporting.
      6. Describe the process of near-miss reporting, and the information needed.
      7. List the five leverage points that can be used when implementing a safety system.
      8. Explain how sharing information can reduce future injuries and LODDs.
    11. Describe how obtaining grants can support safety and survival initiatives.
      1. Explain the importance of safe practices as an eligibility requirement for obtaining a grant.
      2. List the advantages of using community organization for finding opportunities.
      3. Name some of the companies that support the fire service on the national level.
      4. Explain the benefits gained by using research and education grants to firefighter safety.
      5. Describe how a program seed grant can benefit for volunteer recruitment.
      6. Illustrate the importance of compiling a list of FLSI 16- registered organizations.
      7. Explain the relationship between developing effective grant requests and grant priorities.
      8. Explain the influence of an effective grant narrative in being awarded a grant.
    12. Formulate an awareness of how adopting standardized policies for responding to emergency scenes can minimize near-misses, injuries, and deaths.
      1. Define a standards developing organization (SDO) and how it can affect safety.
      2. Explain the importance of terminology in policies and procedures.
      3. Differentiate between standard operating procedures (SOP) and standard operating guideline. SOG).
      4. List seven components of an effective procedure or guideline
      5. Explain the differences among the three series of procedures.
      6. Discuss the assembling, modeling, and adoption of procedures.
      7. Explain how safety would be improved with national standards
    13. Explain how the increase in violent incidents impacts safety for emergency services personnel when responding to emergency scenes.
      1. Explain the difference between terrorism and other violent events such as riots.
      2. Describe the similarities between standard procedures developed by journalists in dangerous areas and procedures that can be developed for emergency services.
      3. Explain the importance of establishing better training to be prepared for violent incidents.
      4. List specific types of violent incidents that should have national standards.
      5. List the reasons fire and EMS uniforms should be professional yet unique.
      6. Explain the benefits if using Level II staging for violent events.
      7. Describe a situation in which “staging for a safe scene” is not an opinion.
      8. Describe how to best prepare for violent incidents.
    14. Recognize the need for counseling and psychological support for emergency services personnel, their families, as well as, identify access to local resources and services.
      1. Compare the effects of physical and psychological stresses of a critical incident on health and well-being of responders.
      2. Explain the myths of relying on alcohol or drugs to cure depression.
      3. List the differences between critical incident stress am post-traumatic stress disorder.
      4. Compare the components of an Alcoholics Anonymous (AA) meeting and a critical incident debriefing.
      5. Define psychotherapy and how it is normally applied to fire and emergency services.
      6. Explain the differences between demobilizing, defusing, and debriefing in critical incident stress management.
      7. List some of the ways individual therapy is offered to emergency responders.
      8. Explain the features of an effective chaplaincy program.
      9. Describe how technology influences confidentiality for psychological support.
    15. Describe the importance of public education as a critical component of life safety programs.
      1. Discuss why public education must receive more resources in order to be championed as a critical fire and life safety program.
      2. Discuss the difference between prevention and preparation.
      3. Describe the advantage of using local statics to develop a fire and life safety program to address a need.
      4. Describe what resources are available for public education in relation to fire and life safety.
      5. Explain the purpose of using an action plan to ensure safety during equipment demonstrations.
      6. List the components of NFPA’s Champion Model and how they can be applied to project management while building major programs.
      7. Describe the link between fire and life safety education and firefighter safety.
    16. Discuss the importance of fire sprinklers and code enforcement.
      1. Discuss the importance of code enforcement and home fire sprinklers.
      2. Cite some examples of how NFPA 13D makes it easy to comply with.
      3. Discuss some of the arguments against residential sprinklers.
      4. Explain how fire and life safety education can promote the message and importance of residential fire sprinklers.
      5. Discuss the advantages of partial systems in addressing immediate safety concerns.
    17. Explain the importance of safety in design of apparatus and equipment.
      1. Discuss why safety should be a primary consideration in the design of apparatus and equipment.
      2. List some of the groups responsible for originating safety.
      3. Describe how manufactures can improve safety thus better serving the fire service.
      4. Discuss the advantages of creating a fire-based safety invention clearinghouse.
      5. Compare the level of safety when designed into equipment versus safety that is retrofitted into it.
      6. Explain how a cost-benefit analysis can justify investing in safety techniques.
    18. Explain the safe use of various exercise equipment and techniques.
      1. Examine the use of exercise equipment and techniques.
      2. Describe the purpose of each exercise.


Arabic-Foreign Language

  
  • FLA 141 - Elementary Arabic I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course is an introduction to learning the Arabic language, with emphasis on acquiring basic skills in reading, writing and conversational communications. Thus, recognizing the Arabic alphabet will be strongly dealt with during the class as a basis for future Arabic classes.
    Competencies
    1. Produce orally and in writing the Arabic alphabets
      1. Pronounce/write the Arabic letters
      2. Pronounce/write the Arabic vowel letters
      3. Build basic vocabulary list
      4. Pronounce/write the Arabic “sun” letters.
      5. Pronounce/write the Arabic “moon” letters.
      6. Pronounce/write short and long letters.
      7. Write Arabic alphabets in 3 word locations (start/middle/end).
    2. Pronounce basic Arabic statements sufficient for survival.
      1. Ask for directions.
      2. Follow directions
      3. Ask a question
      4. Seek information
      5. Interpret Arabic signs and ads
    3. Demonstrate ability to be social
      1. Use appropriate Arabic greeting messages
      2. Use names and titles appropriately
      3. Introduce oneself in an appropriate way
      4. Give brief personal information to others
    4. Demonstrate ability to tell time in Arabic
      1. Ask about time in Arabic
      2. Answer questions about time in Arabic
      3. Read the written time
    5. Differentiate between the three types of verbs in Arabic
      1. Recognize the past, present, and imperative verbs
      2. Conjugate selected verbs in three forms.
      3. Use each in a sentence in an appropriate form
    6. Orally respond, in 2 statements, to limited Arabic questions
      1. Regarding weather
      2. Regarding residence
      3. Regarding health.
      4. Regarding job.
      5. Regarding money
      6. Regarding travel
      7. Regarding hotel
      8. Regarding country
      9. Regarding hobby
      10. Regarding sport
      11. Regarding marriage
      12. Regarding family
      13. Regarding clothes
      14. Regarding food
      15. Regarding study
      16. Regarding politics
      17. Regarding religion
    7. Identify Arabic speaking countries, and their characteristics
      1. Name each Arab country and its capital
      2. Mention something about their culture, products, weather.
      3. Show their locations on the world map
      4. Write the names of each country from memory (dictation).
      5. Recognize their flags
      6. Tell about their type of government
      7. Write down their names and pronounce them loudly.
    8. Discuss a general issue related to Arabic language and/or culture.
      1. Share something that is known about the Arabic language and/or culture.
      2. Share one’s opinion with others
      3. Describe prejudices and stereotyping of Arabic culture.
      4. Identify three popular American personalities of Arabic origin.

  
  • FLA 142 - Elementary Arabic II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continue to acquire an elementary level of Arabic language skills of reading, writing, grammar and conversational communications. Reading and conversation will be emphasized.
    Prerequisite: FLA 141  or permission of instructor
    Competencies
    1. Demonstrate an ability to understand simple statements made by Arabic native speakers
      1. Ask specific questions
      2. State opinion in clear statements
      3. Appropriately react to the surrounding cultural situations.
      4. Show cultural sensitivity when necessary
      5. Give information about self to others.
      6. Build basic vocabulary list.
      7. Write simple words from memory (dictation).
    2. Use basic Arabic statements sufficient for survival.
      1. Ask for directions clearly
      2. Follow directions.
      3. Negotiate a price in buying or selling.
      4. Ask for time and appointments.
      5. React to Arabic media.
      6. Respond correctly to Yes/No questions.
    3. Demonstrate ability to be social in an appropriate manner.
      1. Read and use all appropriate Arabic greeting messages.
      2. Use gender appropriately
      3. Respond correctly to Yes/No questions
      4. Arrange for a meeting with others, specifying time and date.
      5. When necessary request help in a correct fashion.
    4. Demonstrate ability to read simple Arabic prose
      1. Read simple Arabic prose
      2. Verbally answer questions about what has been read
      3. Write the few answers as a writing test
      4. Look up Arabic words in an Arabic/English dictionary.
    5. Learn the differences of Arabic verbs, nouns and articles.
      1. Recognize the past, present and imperative verbs.
      2. Use each in a sentence in an appropriate form
      3. Recognize male/female nouns and use relevant verbs.
      4. Make up short sentences from memory.
      5. Use correct Arabic grammar during a short talk
      6. Conjugate some verbs and use them in sentences
    6. Respond orally and in writing (up to 5 statements), to basic Arabic questions.
      1. Regarding weather.
      2. Reagarding residence.
      3. Regarding health.
      4. Regarding job.
      5. Regarding money.
      6. Regarding hotel.
      7. Regarding travel.
      8. Regarding country.
      9. Regarding hobby.
      10. Regarding sport.
      11. Regarding marriage.
      12. Regarding family.
      13. Regarding clothes.
      14. Regarding food.
      15. Regarding study.
      16. Regarding politics.
      17. Regarding religion.
    7. Translate simple selected English passages to Arabic language
      1. Identify the culture in each statement before translating it.
      2. Memorize a script from Arabic culture and show its meaning.
      3. Point to some differences between Arabic and English novels.
      4. Name important figures in Arabic culture and find similar ones in English.
      5. Pronounce and write down famous Arabic names.
      6. Compare some proverbs in Arabic and English
      7. Find few English words of Arabic origin.
    8. Discuss a general issue related to Arabic language and/or culture.
      1. Share something that is known about the Arabic language and/or culture.
      2. Share one’s opinion with others
      3. Describe prejudices and stereotyping of Arabic culture.
      4. Identify three popular American personalities of Arabic origin.

  
  • FLA 241 - Intermediate Arabic I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continue to acquire a higher level of Arabic language skills of reading, writing, grammar and conversational communications. Writing, grammar and conversation will be emphasized.
    Prerequisite: FLA 142  or permission of instructor
    Competencies
    1. Demonstrate an ability to correctly respond to general Arabic communications (orally and in writing).
      1. Answer questions in short answers
      2. Follow directions given by the teacher in Arabic.
      3. Write directions to others
      4. Build basic vocabulary list
      5. Write words or statements from memory (dictation).
      6. Ask the teacher about information in Arabic
      7. Write a short description of self.
    2. Use of basic Arabic grammar
      1. Distinguish verbs from nouns
      2. Classify verb tense and type of noun
      3. Correctly use articles and adverbs in writing.
      4. Show knowledge of adjectives
      5. React to Arabic media
      6. Respond correctly to opinion questions
    3. Demonstrate ability to be sensitive to the Arabic cultures
      1. Read and use all appropriate Arabic greeting messages
      2. Use gender appropriately
      3. Identify the type of customs of each Arabic speaking region.
      4. Differentiate between styles of greetings and expectations.
      5. Learn about prominent historical figures in each country.
    4. Demonstrate ability to read and comprehend common Arabic printed materials.
      1. Read short Arabic passages from any Arabic source
      2. Answer questions, both written and orally, on the information read from the printed materials.
      3. Summarize the articles read
      4. Look up new Arabic words in an Arabic/English dictionary
      5. Learn new words and use them in sentences
      6. Find words which sound similar in English
    5. Interpret simple literary writings in Arabic
      1. Read an Arabic short story and write a summary about it.
      2. Discuss in Arabic the story with other class members
      3. Find similar story in English literature and analyze it.
      4. Write few descriptive sentences about the story
      5. Express opinions related to the story
      6. Explain few lines of famous poetry
      7. Show the difference between styles of language used in prose and in poetry.
    6. Respond orally and in writing (up to 10 statements), to ordinary questions in Arabic.
      1. Regarding weather.
      2. Regarding residence.
      3. Regarding health.
      4. Regarding job.
      5. Regarding money.
      6. Regarding hotel.
      7. Regarding travel.
      8. Regarding country.
      9. Regarding hobby.
      10. Regarding sport.
      11. Regarding marriage.
      12. Regarding family.
      13. Regarding clothes.
      14. Regarding food.
      15. Regarding study.
      16. Regarding politics.
      17. Regarding religion.
    7. Interpret Arabic TV shows, and/or Radio announcements
      1. Identify the culture described in each show
      2. Interpret the theme of the each show
      3. Point to some differences between Arabic and English shows.
      4. Name important figures in Arabic show business and find similar ones in English.
      5. Pronounce and write down famous Arabic names
      6. Compare some proverbs, topics and customs in Arabic and English.
      7. Find common grounds between Arabic and English cultures using these shows.
      8. Give a short presentation about the show and provide a written summary.
    8. Discuss a general issue related to Arabic language and/or culture.
      1. Share something that is known about the Arabic language and/or culture.
      2. Share one’s opinion with others.
      3. Describe prejudices and stereotyping of Arabic culture.
      4. Identify three popular American personalities of Arabic origin.

  
  • FLA 242 - Intermediate Arabic II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continue to acquire a higher level of Arabic language skills of reading, writing, grammar and conversational communications. Writing, grammar and conversation will be emphasized within cultural context.
    Prerequisite: FLA 241  or permission of instructor
    Competencies
    1. Communicate with others in a more advanced Arabic skill (orally and in writing).
      1. Answer questions in short answers
      2. Follow directions given by the teacher in Arabic
      3. Write directions to others
      4. Ask the teacher about information in Arabic
      5. Build basic vocabulary list
      6. Use Arabic proverbs, idioms and sayings
    2. Use advanced Arabic grammar.
      1. Write in classical Arabic correctly
      2. Write words or statements from memory (dictation).
      3. Distinguish between functions of words in Arabic.
      4. Correctly use articles and adverbs in writing.
      5. Show knowledge of adjectives, nouns, pronouns.
      6. Analyze words in selected Arabic statements
      7. Show correct usage of words in selected Arabic ads
      8. Comment on usage of words in a selected literary work.
    3. Demonstrate ability to be sensitive to the Arabic personality.
      1. Read simple Arabic historical passages
      2. Read about general Arabic personality
      3. Identify the type of customs of each Arabic speaking region.
      4. React to Arabic expectations of others
      5. Learn about prominent figures in each country
    4. Demonstrate ability to write in simple Arabic
      1. Use the correct verb tense when writing short reports.
      2. Write one’s brief opinion
      3. Use a variety of grammatical forms.
      4. Use new words by using an Arabic/English dictionary.
      5. Write a short personal invitation
      6. Write a short response for the invitation
      7. Use famous Arabic opening statements in communications.
    5. Interpret customs of Arabic regions
      1. Read some Arabic article about Arabic customs.
      2. Orally discuss the Arabic article with other class members.
      3. Find similar issue in English literature and compare it.
      4. Explain the pros and cons of these customs
      5. Give a short presentation in classical Arabic
    6. Respond orally and in writing (up to 10 statements), to ordinary questions in Arabic.
      1. Regarding weather
      2. Regarding residence.
      3. Regarding health
      4. Regarding job
      5. Regarding money.
      6. Regarding hotel
      7. Regarding travel.
      8. Regarding country
      9. Regarding hobby
      10. Regarding sport
      11. Regarding marriage
      12. Regarding family
      13. Regarding clothes
      14. Regarding food
      15. Regarding study
      16. Regarding politics
      17. Regarding religion
    7. Interpret/summarize Arabic TV and/or Radio shows, and journal ads.
      1. Identify the culture described show or ad.
      2. Interpret the theme of each show or ad.
      3. Point to differences between Arabic and USA shows or ads.
      4. Name important figures in Arabic and find similar ones in USA.
      5. Pronounce and write down famous Arabic names
      6. Compare some proverbs, topics and customs in Arabic and USA
      7. Find common grounds between Arabic and USA cultures using these shows.
      8. Give a short presentation about the show and provide a written summary.
    8. Discuss a general issue related to Arabic language and/or culture.
      1. Share something that is known about the Arabic language and/or culture.
      2. Share one’s opinion with others
      3. Describe prejudices and stereotyping of Arabic culture.
      4. Identify three popular American personalities of Arabic origin.


Chinese-Foreign Language

  
  • FLC 141 - Elementary Chinese I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Development of the basic skills of understanding, speaking, reading and writing Chinese. Grammar analysis, classroom conversational practice and some exploration of the Chinese culture.
    Competencies
    1. Produce memorized utterances and sequences in oral and written form.
      1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
      2. Repeat such basic questions and ask them of other students.
      3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
      4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing
    2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
      1. Seek information
      2. Express confusion or lack of understanding
      3. Follow directions
      4. Make excuses and ask permission
    3. Demonstrate reading and writing skills sufficient to meet survival needs.
      1. Translate selected signs and announcements
      2. Follow selected written directions
    4. React, in a limited way, in a social situation without complications.
      1. Use appropriate greetings and leave-takings
      2. Use typical names and titles appropriately
      3. Give personal information in one-or-two sentence sequences
    5. Interpret, in written and oral form, a one-sentence structured question about real, personal experiences.
      1. Identify yes/no questions
      2. Identify questions which elicit information
      3. Distinguish between different grammatical structures used to create questions.
    6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
      1. Choose appropriate subject and verb forms to create a response.
      2. Select appropriate verbs for responses to specific questions
      3. Vary responses without changing meaning
    7. Ask, in written and oral form, a structured question about real, personal experiences.
      1. Choose appropriate subject and verb forms to create a question.
      2. Create questions using different grammatical constructions
      3. Use intonation as an interrogative form
    8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation
      3. Give a one-sentence description of items using color and size.
      4. give one-word or one sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences
      6. Express agreement and disagreement with others’ likes and dislikes.
    9. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual.
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation.
      3. give a one-sentence description of items using color and size.
      4. Give one-word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences
      6. Express agreement and disagreement with others’ likes and dislikes.
    10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation.
      3. Make necessary agreements with subjects, verbs, and adjectives.
    11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation
      3. Make necessary agreements with subjects, verbs, and adjectives.
      4. Use accurate intonation and pronunciation at a novice level
    12. Write English language equivalents to selected short passages in the target language.
    13. Distinguish meaning from selected listening comprehension passages in the target language.
      1. Listen to selections in the target language.
      2. Identify correct responses to questions
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLC 142 - Elementary Chinese II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued practice of the four basic skills and grammar analysis. Introduction of short prose selections with conversational emphasis.
    Prerequisite: FLC 141  or instructor permission
    Competencies
    1. Demonstrate ability to get into, through and out of typical cultural situations.
      1. Make simple oral inquires
      2. Get people to restate things more simply or slowly
      3. Complain and refuse politely
      4. Give more extended personal information
    2. Attend to the welfare of people in the target language with culturally appropriate responses.
      1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness).
      2. Request help in attending to needs and/or uncertainties.
      3. Buy items in a street market or various stores.
      4. Cash a check and change money
    3. Interact socially in an appropriate manner.
      1. Use a variety of appropriate greeting/leave-taking and social formulas
    4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
    5. Produce, in written form, a paragraph describing the known and concrete environment.
    6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
    7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
    8. Translate selected passages in the target language to English, in oral and written form
    9. Translate selected English sentences into their target language equivalents, both orally and in writing
    10. Respond appropriately in the target language to ?situations? described in English.
    11. Performa a character role in the target language
      1. Memorize a scripted role
      2. Play the role in a skit or dramatic production
      3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech)
    12. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
    13. Generate correct grammatical structures, orally and in writing.
      1. Identify correct usage of tenses in addition to the present.
      2. Produce correct compound and complex sentences
    14. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
    15. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLC 241 - Intermediate Chinese I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Review of essential grammatical construction emphasizing major areas of difficulty for English speakers. Use of Chinese cultural and literary materials to develop conversational skills.
    Prerequisite: FLC 142  or instructor permission
    Competencies
    1. Respond correctly to both written and oral instruction given in the target language
      1. Follow directions for homework and classwork exercises and test procedures given the target language.
      2. Ask for information in the target language
    2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
      1. Demonstrate familiarity with grammatical terms in the target language.
      2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms.
      3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
    3. Describe selected aspects of the culture of areas where the target language is spoken.
      1. Identify individual countries and/or regions of the world where the target language is spoken
    4. Interpret, in written form, various representations of authentic print material used in the classroom.
    5. Interpret, in written and oral form, selected short essays and short stories.
    6. Discuss, with other class members, assigned stories, essays and other readings.
    7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
    8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
    9. Describe one’s family, friends, places and personal reactions in the target language.
    10. Comment on an event in progress (sports event, theater, television, or some observed action).
    11. Discuss selected current and past actions and events.
    12. Discuss events and gossip in a restaurant setting.
    13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly 

  
  • FLC 242 - Intermediate Chinese II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued review of grammatical constructions using Chinese cultural materials. Reading, writing and conversation will be emphasized in the context of cultural issues and current events.
    Prerequisite: FLC 241  or instructor permission
    Competencies
    1. Interpret nuances of language in written and oral form
      1. Identify idiomatic expressions
      2. Use appropriate verb forms in the target language where their usage differs from English
    2. Demonstrate speaking skills which include a variety of styles.
      1. Use idiomatic expressions in speech
      2. Use appropriate informal and formal patterns of speaking, depending on the situation
      3. Present factual information, in the form of a short classroom presentation.
      4. Converse with native speakers or non-native speakers.
    3. Interpret abridged or annotated versions of literary works
    4. Interpret selected aspects of the history and literature of areas where the target language is spoken
    5. Demonstrate writing skills for both formal and informal writing tasks.
    6. Demonstrate persuasive discourse
    7. Assess the influence of the language and culture of focus areas on American culture, history and language
    8. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken
    9. Express discomfort about physical and emotional conditions
    10. Express impression about selected topics and circumstances.
    11. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances.
    12. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
    13. Discuss plans for the future
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly


French-Foreign Language

  
  • FLF 151 - Elementary French I

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    An introduction to the basic skills in understanding, speaking, reading and writing French. Grammar analysis, classroom conversational practice and some exploration of French culture.
    Competencies
    1. Produce memorized utterances and sequences in oral and written form
      1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative.
      2. Repeat such basic questions and ask them of other students.
      3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
      4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing 
    2. Demonstrate listening and speaking skills sufficient to meet survival needs.
      1. Seek information
      2. Express confusion or lack of understanding
      3. Follow directions
      4. Make excuses and ask permission
    3. Demonstrate reading and writing skills sufficient to meet survival needs
      1. Translate selected signs and announcements
      2. Follow selected written directions
    4. React, in a limited way, in a social situation without complications.
      1. Use appropriate greetings and leave-takings
      2. Use typical names and titles appropriately
      3. Give personal information in one-or-two sentence sequences.
    5. Interpret, in written and oral form, a one-sentence structured question about real, personal experiences
      1. Identify yes/no questions
      2. Identify questions which elicit information
      3. Distinguish between different grammatical structures used to create questions.
    6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
      1. Choose appropriate subject and verb forms to create a response.
      2. Select appropriate verbs for responses to specific questions
      3. Vary responses without changing meaning
    7. Ask, in written oral form, a structured question about real, personal experiences.
      1. Choose appropriate subject and verb forms to create a question.
      2. Create questions using different grammatical constructions.
      3. Use intonation as an interrogative form
    8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation
      3. Give a one-sentence description of items, using color and size.
      4. Give one-word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences.
      6. Express agreement and disagreement with others’ likes and dislikes
    9. Demonstrate, in written form, some spontaneity and creative language use in response to an oral or written question or a situation or visual.
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation
      3. Give a one-sentence description of items, using color and size.
      4. Give one-word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences
      6. Express agreement and disagreement with others’ likes and dislikes.
    10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation.
      3. Make necessary agreements with subjects, verbs, and adjectives.
    11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world
      2. Manipulate grammatical constructions to fit a situation.
      3. Make necessary agreements with subjects, verbs, and adjectives.
      4. Use accurate information and pronunciation at a novice level.
    12. Write English language equivalents to selected short passages in the target language
    13. Distinguish meaning from selected listening comprehension passages in the target language
      1. Listen to selections in the target language
      2. Identify correct responses to questions
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLF 152 - Elementary French II

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued practice of the four basic skills and grammar analysis. Introduction of short prose selections with conversational emphasis.
    Prerequisite: FLF 151  or instructor permission
    Competencies
    1. Demonstrate ability to get into, through and out of typical cultural situations.
      1. Make simple oral inquiries
      2. Get people to restate things more simply or slowly
      3. Complain and refuse politely
      4. Give more extended personal information
    2. Attend to the welfare of people in the target language with culturally appropriate responses
      1. Express physical discomfort and needs, and describe medical needs in very simple terms (e., hunger, fatigue, illness).
      2. Request help in attending to needs and/or uncertainties.
      3. Buy items in a street market or various stores
      4. Cash a check and change money
    3. Interact socially in an appropriate manner
      1. Use a variety of appropriate greeting/leave-takings and social formulas.
      2. Issue and react to simple invitations
      3. Arrange a meeting with someone at a specific time, place and date.
      4. Use common and appropriate telephone phrases
    4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
      1. Respond correctly to true/false questions
      2. Answer simple questions based on theme and information contained in the essay.
      3. Produce simple, grammatically correct answers that involve some original thinking
    5. Produce, in written form, a paragraph describing the known and concrete environment.
      1. Use basic vocabulary without the aid of a dictionary.
      2. Relate an event in the present, past, or future, using the appropriate grammatical forms
      3. Use direct and indirect object pronouns in appropriate constructions.
    6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
      1. Manipulate grammatical constructions, including the past, present, and future, as necessary
      2. Respond to another person’s information with appropriate questions to elicit further information
      3. Use accurate intonation and pronunciation at a novice high level.
    7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
      1. Respond correctly to true/false questions based on the listening passage or dialogue
      2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue
      3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
      4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercise
    8. Translate selected passages in the target language to English, in oral and written form. Translate selected passages in the target language to English, in oral
    9. Translate selected English sentences into their target language equivalents, both orally and in writing
    10. Respond appropriately in the target language to “situations” described in English.
    11. Perform a character role in the target language
      1. Memorize a scripted role
      2. Play the role in a skit or dramatic production
      3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech).
    12. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
    13. Generate correct grammatical structures, orally and in writing
      1. Identify correct usage of tenses in addition to the present.
      2. Produce correct compound and complex sentences
    14. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
    15. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly 

  
  • FLF 241 - Intermediate French I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Review of essential grammatical constructions emphasizing major areas of difficulty for English speakers. Use of cultural and literary materials to develop conversational skills.
    Prerequisite: FLF 152  or permission of instructor
    Competencies
    1. Respond correctly to both written and oral instructions given in the target language.
      1. Follow directions for homework and classwork exercises and test procedures given the target language
      2. Ask for information in the target language
    2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
      1. Demonstrate familiarity with grammatical terms in the target language.
      2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms
      3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
    3. Describe selected aspects of the culture of areas where the target language is spoken.
      1. Identify individual countries and/or regions of the world where the target language is spoken
      2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
      3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken
      4. Identify important personalities who have influenced the culture or history of focus countries
    4. Interpret, in written form, various representations of authentic print material used in the classroom
      1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English
      2. Answer questions, both written and oral, on information from printed articles.
      3. Identify special idiomatic uses, and translate them into standard English expressions
      4. Summarize articles in the target language
    5. Interpret, in written and oral form, selected short essays and short stories
      1. Read short essays and short stories, with the aid of a dictionary
      2. Answer questions, both written and oral, about information in the printed selections
      3. Write short descriptions of events or characters in the printed selections.
    6. Discuss, with other class members, assigned stories, essays, and other readings.
      1. Formulate questions about the characters or events
      2. Express personal opinions on a topic related to the readings.
      3. React to the opinions and interpretations of other students.
    7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
      1. Memorize unfamiliar vocabulary used in assigned readings.
      2. Use new vocabulary in original writing assignments
    8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
      1. Answer questions, in written and oral form, based on information presented in the discourse
      2. Summarize, in written and oral form, the content of the discourse.
      3. Discuss the subject matter or give personal reactions.
      4. Create original presentations, alone or with a partner, based on models used in class.
    9. Describe one’s family, friends, places and personal reactions in the target language.
    10. Comment on an event in progress (sports event, theater, television, or some observed action).
    11. Discuss selected current and past actions and events.
    12. Discuss events and gossip in a restaurant setting.
    13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLF 242 - Intermediate French II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued review of grammatical constructions using cultural materials. Reading, writing and conversation will be emphasized in the context of cultural issues and current events.
    Prerequisite: FLF 242 or permission of instructor
    Competencies
    1. Interpret nuances of language in written and oral form.
      1. Identify idiomatic expressions.
      2. Use appropriate verb forms in the target language where their usage differs from English
    2. Demonstrate speaking skills which include a variety of styles.
      1. Use idiomatic expressions in speech.
      2. Use appropriate informal and formal patterns of speaking, depending on the situation
      3. Present factual information, in the form of a short classroom presentation.
      4. Converse with native speakers or non-native speakers.
    3. Interpret abridged or annotated versions of literary works
      1. Read passages from literary works with the aid of a dictionary.
      2. Answer questions, both written and oral, about characters, events, and themes in the works
      3. Write about characters, events and themes in the works
    4. Interpret selected aspects of the history and literature of areas where the target language is spoken
      1. Identify some of the major writers of the language.
      2. Identify some of the important historical figures of focus areas.
      3. Describe some of the more important literary trends or movements in the language
    5. Demonstrate writing skills for both formal and informal writing tasks.
      1. Use correct grammatical forms, including subject, verb, and adjective agreement and verb tenses
      2. Display variety in style, using appropriate language for formal and informal tasks
      3. Write a short essay on a given topic.
      4. Demonstrate creative expression in writing
      5. Write a business letter
      6. Write a personal letter
    6. Demonstrate persuasive discourse
      1. Argue, orally, for or against a controversial issue.
      2. Argue, in writing, for or against a controversial issue.
    7. Assess the influence of the language and culture of focus areas on American culture, history, and language
      1. Recognize influences from the target language on English
      2. Recognize influences from the focus area on American traditions, customs, and lifestyles
    8. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken
      1. Answer questions, in written and oral form, about a specific area.
      2. Give a short oral presentation about a specific area.
    9. Express discomfort about physical and emotional conditions.
      1. Describe symptoms and feelings
      2. Complain about circumstances relating to personal conditions.
    10. Express impressions about selected topics and circumstances.
    11. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances
    12. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
    13. Discuss plans for the future
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly


German-Foreign Language

  
  • FLG 141 - Elementary German I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Development of the basic skills of understanding, speaking, reading and writing German. Grammar analysis, classroom conversational practice and some exploration of the German culture.
    Competencies
    1. Memorized utterances and sequences in oral and written form.
      1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
      2. Repeat such basic questions and ask them of other students.
      3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
      4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing
    2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
      1. Seek information
      2. Express confusion or lack of understanding
      3. Follow directions
      4. Make excuses and ask permission
    3. Demonstrate reading and writing skills sufficient to meet survival needs.
    4. Translate selected signs, menus and announcements
    5. Follow selected written directions
    6. React, in a limited way, in a social situation without complications.
      1. Use appropriate greetings and leave-takings
      2. Use typical names and titles appropriately
      3. Give personal information in one or two sentence sequences
    7. Interpret, in written and oral form, a one-sentence structured questions about real, personal experiences
      1. Identify yes/no questions
      2. Identify questions which elicit information
      3. Distinguish between grammatical structures used to create questions 
    8. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
      1. Choose appropriate subject and verb forms to create a response.
      2. Select appropriate verbs for responses to specific questions.
      3. Vary responses without changing meaning
    9. Ask, in written and oral form, a structured question about real, personal experiences.
      1. Choose appropriate subject and verb forms to create a question.
      2. Create questions using different grammatical constructions.
      3. Use intonation as an interrogative form
    10. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class
      2. Manipulate memorized material to fit a situation
      3. Give a one-sentence description of items, using color and size.
      4. Give one word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences
      6. Express agreement and disagreement with the likes and dislikes of others.
    11. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class
      2. Manipulate memorized material to fit a situation
      3. Give a one-sentence description of items, using color and size.
      4. Give one word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences.
      6. Express agreement and disagreement with others’ likes and dislikes
    12. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation
      3. Make necessary agreements with subjects, verbs, and adjectives.
    13. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation
      3. Make necessary agreements with subjects, verbs, and adjectives.
      4. Use accurate intonation and pronunciation at a novice level.
    14. Distinguish meaning from selected listening comprehension passages in the target language
      1. Listen to selections in the target language
      2. Identify correct responses to questions
    15. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLG 142 - Elementary German II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued practice of the four basic skills and grammar analysis. Introduction of short prose selections with conversational emphasis.
    Prerequisite: FLG 141  or instructor permission
    Competencies
    1. Demonstrate ability to get into, through and out of typical cultural situations
      1. Make simple oral inquires
      2. Get people to restate things more simply or slowly
      3. Complain and refuse politely
      4. Give more extended personal information
    2. Attend to the welfare of people in the target language with culturally appropriate responses
      1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness)
      2. Request help in attending to needs and/or uncertainties.
      3. Buy items in a department store or various stores
      4. Paying a bill
    3. Interact socially in an appropriate manner
      1. Use a variety of appropriate greeting/leave-taking and social formulas.
      2. Issue and react to simple invitations
      3. Arrange a meeting with someone at a specific time, place and date
      4. Use common and appropriate telephone phrases.
    4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
      1. Respond correctly to true/false questions
      2. Answer simple questions based on theme and information contained in selected reading pieces
      3. Produce simple, grammatically correct answers that involve some original thinking
    5. Produce, in written form, a paragraph describing the known and concrete environment.
      1. Use basic vocabulary without the aid of a dictionary
      2. Relate an event in the present, past, or future, using the appropriate grammatical forms
      3. Use direct and indirect object pronouns in appropriate constructions.
    6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
      1. Manipulate grammatical constructions, including the past, present, and future, as necessary
      2. Respond to another person’s information with appropriate questions to elicit further information
      3. Use accurate intonation and pronunciation at a novice high level.
    7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
      1. Respond correctly to true/false questions based on the listening passage or dialogue
      2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue
      3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
      4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercise
    8. Translate selected English sentences into their target language equivalents, both orally and in writing
    9. Respond appropriately in the target language to ?situations? described in English.
    10. Perform a character role in the target language
      1. Memorize a scripted role
      2. Play the role in a skit or dramatic production.
      3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech).
    11. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
    12. Generate correct grammatical structures, orally and in writing.
      1. Identify correct usage of tenses in addition to the present.
      2. Produce correct compound and complex sentences
    13. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLG 241 - Intermediate German I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Review of essential grammatical constructions emphasizing major areas of difficulty for English speakers. Use of German cultural and literary materials to develop conversational skills.
    Prerequisite: FLG 142  or instructor permission
    Competencies
    1. Respond correctly to both written and oral instructions given in the target language
      1. Follow directions for homework and class work exercises and test procedures given the target language
      2. Ask for information in the target language
    2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
      1. Demonstrate familiarity with grammatical terms in the target language.
      2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and direct object
      3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
    3. Describe selected aspects of the culture of areas where the target language is spoken.
      1. Identify individual countries and/or regions of the world where the target language is spoken.
      2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
      3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken
    4. Interpret, in written form, various representations of authentic print material used in the classroom.
      1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English
      2. Answer questions, both written and oral, on information from printed articles.
      3. Identify special idiomatic uses, and translate them into standard English expressions
      4. Summarize articles in the target language
    5. Interpret, in written and oral form, selected short essays and short stories.
      1. Read short essays and short stories, with the aid of a dictionary.
      2. Answer questions, both written and oral, about information in the printed selections
      3. Write short descriptions of events or characters in the printed selections.
    6. Discuss, with other class members, assigned stories, essays, and other readings.
      1. Formulate questions about the characters or events.
      2. Express personal opinions on a topic related to the readings.
      3. React to the opinions and interpretations of other students
    7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
      1. Memorize unfamiliar vocabulary used in assigned readings
      2. Use new vocabulary in original writing assignments
    8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers.
      1. Answer questions, in written and oral form, based on information presented in the discourse
      2. Summarize, in written and oral form, the content of the discourse
      3. Discuss the subject matter or give personal reactions
      4. Create original presentations, alone or with a partner, based on models used in class.
    9. Describe one’s family, friends, places and personal reactions in the target language.
    10. Comment on an event in progress (sports event, theater, television, or some observed action).
    11. Discuss selected current and past actions and events.
    12. Discuss events and gossip in a restaurant setting
    13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLG 242 - Intermediate German II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued review of grammatical constructions using German cultural materials. Reading, writing and conversation will be emphasized in the context of cultural issues and current permission.
    Prerequisite: FLG 241  or instructor permission
    Competencies
    1. Interpret nuances of language in written and oral form
      1. Identify idiomatic expressions
      2. Use appropriate verb forms in the target language where their usage differs from English
    2. Demonstrate speaking skills which include a variety of styles.
      1. Use idiomatic expression in speech
      2. Use appropriate informal and formal patterns of speaking, depending on the situation
      3. Present factual information, in the form of a short classroom presentation.
      4. Converse with native speakers or non-native speakers
    3. Demonstrate writing skills for both formal and informal writing tasks.
      1. Use correct grammatical forms, including subject, verb, and adjective agreement and verb tenses
      2. Display variety in style, using appropriate language for formal and informal tasks.
      3. Write a short essay on a given topic
      4. Demonstrate creative expression in writing
      5. Write a business letter
      6. Write a personal letter
    4. Assess the influence of the language and culture of focus areas on American culture, history, and language
      1. Recognize influences from the target language on English
      2. Recognize influences from the focus area on American traditions, customs, and lifestyles
    5. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken
      1. Answer questions, in written and oral form, about a specific area.
      2. Give a short oral presentation about a specific area
      3. Give a short oral presentation about an imaginary trip to a German speaking country
    6. Express discomfort about physical and emotional conditions.
      1. Describe symptoms and feelings
      2. Complain about circumstances relating to personal conditions.
    7. Express impressions about selected topics and circumstances.
    8. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances
    9. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
    10. Discuss plans for the future
    11. Demonstrate basic knowledge of autos
      1. Identify traffic signs
      2. TUV.
      3. Label and use car parts in conversation
    12. Interpret, in written form, various representations of authentic print material used in the classroom
      1. Read newspapers and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English.
      2. Answer questions, both written and oral, on information from printed articles
      3. Identify special idiomatic uses, and translate them into standard English expressions
      4. Summarize articles in the target language
    13. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
      1. Answer questions, in written and oral form, based on information presented in the discourse
      2. Summarize, in written and oral form, the content of the discourse.
      3. Discuss the subject matter or give personal reactions.
      4. Create original presentations, alone or with a partner, based on models used in class
    14. Discuss events in a restaurant setting
      1. Discuss differences between American and German restaurants.
      2. Demonstrate how to order from a menu.
      3. Demonstrate restaurant etiquette
    15. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly


Italian-Foreign Language

  
  • FLI 141 - Elementary Italian I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Development of the basic skills of understanding, speaking, reading and writing Italian. Grammar analysis, classroom conversational practice and some exploration of the Italian culture.
    Competencies
    1. Produce memorized utterances and sequences in oral and written form
      1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
      2. Repeat such basic questions and ask them of other students.
      3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
      4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing
    2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
      1. Seek information
      2. Express confusion or lack of understanding
      3. Follow directions
      4. Make excuses and ask permission
    3. Demonstrate reading and writing skills sufficient to meet survival needs.
      1. Translate selected signs and announcements.
      2. Follow selected written directions
    4. React, in a limited way, in a social situation without complications.
      1. Use appropriate greetings and leave-takings
      2. Use typical names and titles appropriately
      3. Give personal information in one or two sentence sequences.
    5. Interpret, in written and oral form, a one-sentence structured question about real, personal experiences
      1. Identify yes/no questions
      2. Identify questions which elicit information.
      3. Distinguish between different grammatical structures used to create questions.
    6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
      1. Choose appropriate subject and verb forms to create a response
      2. Select appropriate verbs for responses to specific questions
      3. Vary responses without changing meaning
    7. Ask, in written and oral form, a structured question about real, personal experiences.
      1. Choose appropriate subject and verb forms to create a question.
      2. Create questions using different grammatical constructions
      3. Use intonation as an interrogative form
    8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class
      2. Manipulate memorized material to fit a situation
      3. Give a one-sentence description of items, using color and size.
      4. Give one word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences
      6. Express agreement and disagreement with the likes and dislikes of others.
    9. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation.
      3. Give a one-sentence description of items, using color and size.
      4. Give one word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences.
      6. Express agreement and disagreement with others’ likes and dislikes.
    10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation.
      3. Make necessary agreements with subjects, verbs, and adjectives.
    11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation.
      3. Make necessary agreements with subjects, verbs, and adjectives.
      4. Use accurate intonation and pronunciation at a novice level.
    12. Distinguish meaning from selected listening comprehension passages in the target language.
      1. Listen to selections in the target language
      2. Identify correct responses to questions
    13. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLI 142 - Elementary Italian II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued practice of the four basic skills and grammar analysis. Introduction of short prose selections with conversational emphasis.
    Prerequisite: FLI 141  or instructor permission
    Competencies
    1. Demonstrate ability to get into, through and out of typical cultural situations
      1. Make simple oral inquiries
      2. Get people to restate things more simply or slowly
      3. Complain and refuse politely
      4. Give more extended personal information
    2. Attend to the welfare of people in the target language with culturally appropriate responses
      1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness).
      2. Request help in attending to needs and/or uncertainties.
      3. Buy items in a street market or various stores
      4. Cash a check and change money
    3. Interact socially in an appropriate manner
      1. Use a variety of appropriate greeting/leave-taking and social formulas.
      2. Issue and react to simple invitations
      3. Arrange a meeting with someone at a specific time, place and date.
      4. Use common and appropriate telephone phrases
    4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
      1. Respond correctly to true/false questions
      2. Answer simple questions based on theme and information contained in selected reading pieces
      3. Produce simple, grammatically correct answers that involve some original thinking
    5. Produce, in written form, a paragraph describing the known and concrete environment.
      1. Use basic vocabulary without the aid of a dictionary
      2. Relate an event in the present, past, or future, using the appropriate grammatical forms
      3. Use direct and indirect object pronouns in appropriate constructions.
    6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
      1. Manipulate grammatical constructions, including the past, present, and future, as necessary
      2. Respond to another person’s information with appropriate questions to elicit further information
      3. Use accurate intonation and pronunciation at a novice high level.
    7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
      1. Respond correctly to true/false questions based on the listening passage or dialogue
      2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue
      3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
      4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercise
    8. Translate selected passages in the target language to English, in oral and written form.
    9. Respond appropriately in the target language to ?situations? described in English.
    10. Perform a character role in the target language
      1. Memorize a scripted role.
      2. Play the role in a skit or dramatic production
      3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech)
    11. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
    12. Generate correct grammatical structures, orally and in writing.
      1. Identify correct usage of tenses in addition to the present.
      2. Produce correct compound and complex sentences.
    13. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLI 241 - Intermediate Italian I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Review of essential grammatical constructions emphasizing major areas of difficulty for English speakers. Use of Italian cultural and literary materials to develop conversational skills.
    Prerequisite: FLI 142  or instructor permission
    Competencies
    1. Respond correctly to both written and oral instructions given in the target language
      1. Follow directions for homework and class work exercises and test procedures given the target language
      2. Ask for information in the target language
    2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
      1. Demonstrate familiarity with grammatical terms in the target language.
      2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms
      3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
    3. Describe selected aspects of the culture of areas where the target language is spoken.
      1. Identify individual countries and/or regions of the world where the target language is spoken
      2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
      3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken
      4. Identify important personalities who have influenced the culture or history of focus countries
    4. Interpret, in written form, various representations of authentic print material used in the classroom
      1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English.
      2. Answer questions, both written and oral, on information from printed articles.
      3. Identify special idiomatic uses, and translate them into standard English expressions
      4. Summarize articles in the target language
    5. Interpret, in written and oral form, selected short essays and short stories.
      1. Read short essays and short stories, with the aid of a dictionary.
      2. Answer questions, both written and oral, about information in the printed selections
      3. Write short descriptions of events or characters in the printed selections.
    6. Discuss, with other class members, assigned stories, essays, and other readings.
      1. Formulate questions about the characters or events.
      2. Express personal opinions on a topic related to the readings.
      3. React to the opinions and interpretations of other students. 
    7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
      1. Memorize unfamiliar vocabulary used in assigned readings.
      2. Use new vocabulary in original writing assignments.
    8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers
      1. Answer questions, in written and oral form, based on information presented in the discourse.
      2. Summarize, in written and oral form, the content of the discourse.
      3. Discuss the subject matter or give personal reactions.
      4. Create original presentations, alone or with a partner, based on models used in class
    9. Describe one’s family, friends, places and personal reactions in the target language.
    10. Comment on an event in progress (sports event, theater, television, or some observed action).
    11. Discuss selected current and past actions and events
    12. Discuss events and gossip in a restaurant setting
    13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLI 242 - Intermediate Italian II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued review of grammatical constructions using Italian cultural materials. Reading, writing and conversation will be emphasized in the context of cultural issues and current events.
    Prerequisite: FLI 241  or instructor permission
    Competencies
    1. Interpret nuances of language in written and oral form
      1. Identify idiomatic expressions
      2. Use appropriate verb forms in the target language where their usage differs from English.
    2. Demonstrate speaking skills which include a variety of styles.
      1. Use idiomatic expressions in speech.
      2. Use appropriate informal and formal patterns of speaking, depending on the situation
      3. Present factual information, in the form of a short classroom presentation.
      4. Converse with native speakers or non-native speakers
    3. Demonstrate writing skills for both formal and informal writing tasks.
      1. Use correct grammatical forms, including subject, verb and adjective agreement and verb tenses
      2. Display variety in style, using appropriate language for formal and informal tasks.
      3. Write a short essay on a given topic
      4. Demonstrate creative expression in writing
      5. Write a business letter
      6. Write a personal letter
    4. Assess the influence of the language and culture of focus areas on American culture, history, and language
      1. Recognize influences from the target language on English
      2. Recognize influences from the focus area on American traditions, customs, and lifestyles
    5. Demonstrate knowledge of the culture and customs of a particular region or area of Italy
      1. Answer questions, in written and oral form, about a specific area
      2. Give a short oral presentation about a specific area.
    6. Express discomfort about physical and emotional conditions.
      1. Describe symptoms and feelings
      2. Complain about circumstances relating to personal conditions.
    7. Express impressions about selected topics and circumstances.
    8. Express intentions, preference, opinions, needs, and wishes about selected topics and circumstances
    9. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
    10. Discuss plans for the future
    11. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly


Japanese-Foreign Language

  
  • FLJ 141 - Elementary Japanese I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Development of the basic skills of understanding, speaking, reading and writing Japanese. Grammar analysis, classroom conversational practice and some exploration of the Japanese culture.
    Competencies
    1. Produce memorized utterances and sequences in oral and written form.
      1. Respond to basic questions used in class, dealing with health, weather, and time in the affirmative or negative
      2. Repeat such basic questions and ask them of other students.
      3. Recite sequences, such as the alphabet, days of the week, months, seasons, and numbers
      4. Respond to visual clues dealing with colors, time, members of the family, rooms of the house, and articles of clothing 
    2. Demonstrate listening and speaking skills sufficient to meet some basic survival needs.
      1. Seek information
      2. Express confusion or lack of understanding.
      3. Follow directions
      4. Make excuses and ask permission
    3. Demonstrate reading and writing skills sufficient to meet survival needs
      1. Translate selected signs and announcements
      2. Follow selected written directions
    4. React, in a limited way, in a social situation without complications.
      1. Use appropriate greetings and leave-takings
      2. Use typical names and titles appropriately
      3. Give personal information in one or two sentence sequences.
    5. Interpret, in written and oral form, a one sentence structured question about real, personal experiences
      1. Identify yes/no questions
      2. Identify questions which elicit information
      3. Distinguish between different grammatical structures used to create questions.
    6. Answer in one sentence, in written and oral form, a structured question about real, personal experiences
      1. Choose appropriate subject and verb forms to create a response.
      2. Select appropriate verbs for responses to specific questions.
      3. Vary responses without changing meaning.
    7. Ask, in written and oral form, a structured question about real, personal experiences.
      1. Choose appropriate subject and verb forms to create a question.
      2. Create questions using different grammatical constructions.
      3. Use intonation as an interrogative form
    8. Show, in oral form, some spontaneity and creative language use in response to an oral or written question or a situation or visual
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation.
      3. Give a one-sentence description of items, using color and size.
      4. Give one word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences.
      6. Express agreement and disagreement with the likes and dislikes of others
    9. Demonstrate, in written form, some spontaneity and creative language used in response to an oral or written question or a situation or visual.
      1. Respond realistically to basic questions used in class.
      2. Manipulate memorized material to fit a situation.
      3. Give a one-sentence description of items, using color and size.
      4. Give one word or one-sentence answers to factual questions based on cultural information
      5. Express likes and dislikes in single sentences
      6. Express agreement and disagreement with others’ likes and dislikes
    10. Produce, in written form, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation.
      3. Make necessary agreement with subjects, verbs, and adjectives.
    11. Produce, orally, a limited description of two-four single sentences about the known and concrete environment, given a topic or visual aid.
      1. Display knowledge of basic vocabulary about the everyday world.
      2. Manipulate grammatical constructions to fit a situation
      3. Make necessary agreements with subjects, verbs, and adjectives.
      4. Use accurate intonation and pronunciation at a novice level.
    12. Write English language equivalents to selected short passages in the target language.
    13. Distinguish meaning from selected listening comprehension passages in the target language.
      1. Listen to selections in the target language.
      2. Identify correct responses to questions
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLJ 142 - Elementary Japanese II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued practice of the four basic skills and grammar analysis. Introduction of short prose selections with conversational emphasis.
    Prerequisite: FLJ 141  or instructor permission
    Competencies
    1. Demonstrate ability to get into, through and out of typical cultural situations.
      1. Make simple oral inquiries
      2. Get people to restate things more simply or slowly
      3. Complain and refuse politely
      4. Give more extended personal information
    2. Attend to the welfare of people in the target language with culturally appropriate responses
      1. Express physical discomfort and needs, and describe medical needs in very simple terms (i.e., hunger, fatigue, illness)
      2. Request help in attending to needs and/or uncertainties.
      3. Buy items in a street market or various stores
      4. Cash a check and change money
    3. Interact socially in an appropriate manner
      1. Use a variety of appropriate greeting/leave-taking and social formulas
      2. Issue and react to simple invitations
      3. Arrange a meeting with someone at a specific time, place and date.
      4. Use common and appropriate telephone phrases
    4. Discuss, in written form, the meaning of a short essay on personal or cultural topics.
      1. Respond correctly to true/false questions
      2. Answer simple questions based on theme and information contained in the essay
      3. Produce simple, grammatically correct answers that involve some original thinking
    5. Produce, in written form, a paragraph describing the known and concrete environment.
      1. Use basic vocabulary without the aid of a dictionary
      2. Relate an event in the present, past, or future, using the appropriate grammatical forms
      3. Use direct and indirect object pronouns in appropriate constructions.
    6. Begin and maintain a conversation about simple, everyday experiences or relate a personal experience
      1. Manipulate grammatical constructions, including the past, present, and future, as necessary
      2. Respond to another person’s information with appropriate questions to elicit further information
      3. Use accurate intonation and pronunciation at a novice high level.
    7. Interpret correctly, in written or oral form, a conversation or situation presented in the target language
      1. Respond correctly to true/false questions based on the listening passage or dialogue
      2. Answer questions, in written or oral form, based on information given in the listening passage or dialogue.
      3. Express an opinion, in written or oral form about information given in the listening passage or dialogue
      4. Create original responses, in written or oral form, to questions posed in an open-ended dialogue exercises
    8. Translate selected passages in the target language to English, in oral and written form.
    9. Translate selected English sentences into their target language equivalents, both orally and in writing
    10. Respond appropriately in the target language to ?situations? described in English.
    11. Performa a character role in the target language.
      1. Memorize a scripted role
      2. Play the role in a skit or dramatic production.
      3. Create speech in the target language to play a role in a skit following cues or general character sketches (not memorized speech).
    12. Converse with a classmate or the instructor in the target language on selected topics in semi-structured settings, where certain grammar forms and vocabulary are stressed.
    13. Generate correct grammatical structures, orally and in writing.
      1. Identify correct usage of tenses in addition to the present.
      2. Produce correct compound and complex sentences
    14. Discuss, in a limited way in the target language and more fully in English, selected aspects of the focus area’s culture
    15. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLJ 241 - Intermediate Japanese I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Review of essential grammatical constructions emphasizing major areas of difficulty for English speakers. Use of Japanese cultural and literary materials to develop conversational skills.
    Prerequisite: FLJ 142  or instructor permission
    Competencies
    1. Respond correctly to both written and oral instructions given in the target language.
      1. Follow directions for homework and class work exercises and test procedures given the target language
      2. Ask for information in the target language
    2. Summarize, in written and oral form, class discussions and lectures on grammatical constructions as well as cultural information
      1. Demonstrate familiarity with grammatical terms in the target language.
      2. Demonstrate mastery of basic grammatical constructions, such as subject, verb, and adjective forms
      3. Demonstrate familiarity with general cultural features of areas where the target language is spoken
    3. Describe selected aspects of the culture of areas where the target language is spoken.
      1. Identify individual countries and/or regions of the world where the target language is spoken
      2. Distinguish linguistic or cultural differences that occur in different countries or regions where the language is spoken
      3. Contrast major differences between customs or celebrations of the United States and countries where the target language is spoken.
      4. Identify important personalities who have influenced the culture or history of focus countries
    4. Interpret, in written form, various representations of authentic print material used in the classroom.
      1. Read newspaper and/or magazine articles, with the aid of a dictionary, and translate them, in written form, to English
      2. Answer questions, both written and oral, on information from printed articles
      3. Identify special idiomatic uses, and translate them into standard English expressions
      4. Summarize articles in the target language
    5. Interpret, in written and oral form, selected short essays and short stories.
      1. Read short essays and short stories, with the aid of a dictionary.
      2. Answer questions, both written and oral, about information in the printed selections
      3. Write short descriptions of events or characters in the printed selections.
    6. Discuss, with other class members, assigned stories, essays, and other readings
      1. Formulate questions about the characters or events.
      2. Express personal opinions on a topic related to the readings.
      3. React to the opinions and interpretations of other students.
    7. Demonstrate expanded knowledge of basic vocabulary to include some specialized terms or idiomatic expressions
      1. Memorize unfamiliar vocabulary used in assigned readings.
      2. Use new vocabulary in original writing assignments.
    8. Interpret, in oral form, dialogues or television and radio broadcasts done by native speakers.
      1. Answer questions, in written and oral form, the content of the discourse.
      2. Summarize, in written and oral form, the content of the discourse.
      3. Discuss the subject matter or give personal reactions.
      4. Create original presentations, alone or with a partner, based on models used in class.
    9. Describe one;s family, friends, places and personal reactions in the target language.
    10. Comment on an event in progress (sports event, theater, television, or some observed action).
    11. Discuss selected current and past actions and events.
    12. Discuss events and gossip in a restaurant setting.
    13. Discuss selected cross-cultural topics and issues, mostly in the target language, but occasionally in English.
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines
      2. Attend class regularly

  
  • FLJ 242 - Intermediate Japanese II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    Continued review of grammatical constructions using Japanese cultural materials. Reading, writing and conversation will be emphasized in the context of cultural issues and current events.
    Prerequisite: FLJ 241  or instructor permission
    Competencies
    1. Interpret nuances of language in written and oral form.
      1. Identify idiomatic expressions
      2. Use appropriate verb forms in the target language where their usage differs from English
    2. Demonstrate speaking skills which include a variety of styles.
      1. Use idiomatic expressions in speech
      2. Use appropriate informal and formal patterns of speaking, depending on the situation
      3. Present factual information, in the form of a short classroom presentation.
      4. Converse with native speakers or non-native speakers.
    3. Interpret abridged or annotated versions of literary works.
      1. Read passages from literary works with the aid of a dictionary.
      2. Answer questions, both written and oral, about characters, events, and themes in the works
      3. Write about characters, events and themes in the works.
    4. Interpret selected aspects of the history and literature of areas where the target language is spoken
      1. Identify some of the major writers o the language
      2. Identify some of the important historical figures of focus areas
      3. Describe some of the more important literary trends or movements in the language
    5. Demonstrate writing skills for both formal and informal writing tasks.
      1. Use correct grammatical forms, including subject, verb, and adjective agreement and verb tenses
      2. Display variety in style, using appropriate language for formal and informal tasks.
      3. Write a short essay on a given topic
      4. Demonstrate creative expression in writing.
      5. Write a business letter
      6. Write a personal letter
    6. Demonstrate persuasive discourse
      1. Argue, orally, for or against a controversial issue.
      2. Argue, in writing, for or against a controversial issue.
    7. Assess the influence of the language and culture of focus areas on American culture, history, and language
      1. Recognize influences from the target language on English.
      2. Recognize influences from the focus area on American traditions, customs, and lifestyles
    8. Demonstrate knowledge of the culture and customs of a particular region or area where the target language is spoken.
      1. Answer questions, in written and oral form, about a specific area.
      2. Give a short oral presentation about a specific area
    9. Express discomfort about physical and emotional conditions.
      1. Describe symptoms and feelings
      2. Complain about circumstances relating to personal conditions.
    10. Express impressions abut selected topics and circumstances.
    11. Express intentions, preferences, opinions, needs, and wishes about selected topics and circumstances
    12. Express various emotions, including suggesting, demanding, and complaining about selected topics and circumstances
    13. Discuss plans for the future
    14. Demonstrate academic self-discipline
      1. Meet assigned deadlines.
      2. Attend class regularly


Spanish-Foreign Language

  
  • FLS 151 - Elementary Spanish I

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core


    This course aims to develop functional proficiency in Spanish through listening, speaking, reading and writing to and with others based on themes of everyday life using authentic resources to interpret information and expand their knowledge of cultures of the Spanish-speaking peoples of the world. 
    Competencies
    1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and informational texts at novice-mid level.
      1. Comprehend isolated learned words and high-frequency phrases on very familiar topics.
      2. Classify places, people and things based on given information.
      3. Determine the main idea and viewpoint of selected texts.
      4. Follow simple instructions, directions or requests.
      5. Answer questions about information presented aurally, visually or in writing.
      6. Draw conclusions and make inferences about authentic messages and informational texts.
    2. Derive meaning from texts using listening, reading, and viewing strategies at novice-mid level.
      1. Understand new words and phrases with the help of visuals and graphics.
      2. Use knowledge of cognates between English and Spanish to aid comprehension.
      3. Employ background knowledge of the situation, the purpose of communication or context clues to aid comprehension.
      4. Recognize identified idiomatic expressions that cannot be directly translated into their own language(s).
    3. Interact with others using culturally appropriate language orally and in writing on familiar and some unfamiliar topics at novice-mid level.
      1. Engage in culturally appropriate formulaic greetings, introductions and leave-taking.
      2. Describe basic information about people, places, things and events.  
      3. Ask questions and provide answers on limited familiar topics (i.e. daily schedules, likes/dislikes, family).  
      4. Give and follow simple instructions or requests to engage in a variety on familiar social, educational and cultural tasks and activities. 
      5. Provide information using knowledge of the target language and culture. 
    4. Negotiate meaning with requests, clarification and conversation strategies at novice-mid level.
      1. Use limited memorized expressions to seek clarification.   
      2. Use strategies such as circumlocution or observing nonverbal cues (gestures, visuals) to help clarify meaning.  
    5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at novice-mid level.
      1. Present information about self, interests and activities using a mixture of practiced or memorized words, phrases and simple sentences.
      2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.
      3. Express likes and dislikes on very familiar and everyday topics of interest, using a mixture of practiced or memorized words, phrases and simple sentences. 
    6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at novice-mid level.
      1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Recognize cross-cultural similarities and differences in the target culture products to understand their perspectives.
    7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at novice-mid level.
      1. Identify some typical practices related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Recognize cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
    8. Explore connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at novice-mid level.
      1. Identify places in which Spanish is spoken.
      2. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
      3. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
      4. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals. 
    9. Reflect on the nature of language through comparisons of the target language and the student’s own language at novice-mid level.
      1. Recognize cognates between English and Spanish. 
      2. Compare the sound and writing systems of Spanish to English, including stress, intonation and punctuation.
      3. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
      4. Identify differences in formal and informal requirements for language between the target language and the student’s language.
    10. Experience the target language and culture(s) and share information and personal reactions with others at novice-mid level.
      1. Use media to experience language and culture in authentic contexts.
      2. Participate in a variety of cross-cultural activities and target culture events.
      3. Develop skills necessary to communicate with others from the target culture at a survival level in familiar everyday situations showing basic cultural awareness.
      4. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.

     

  
  • FLS 152 - Elementary Spanish II

    Credits: 5
    Lecture Hours: 5
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core


    This course aims to continue development of functional proficiency in Spanish through listening, speaking, reading and writing to and with others. Students will expand their ability to communicate in Spanish in everyday, practical situations, using authentic resources to interpret information and expand their knowledge of cultures of the Spanish-speaking peoples of the world.  
    Prerequisite: FLS 151  or instructor permission
    Competencies
    1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and informational texts at novice-high level.
      1. Comprehend isolated learned words and high-frequency phrases on a wider range of familiar topics.
      2. Categorize places, people and things based on given information.
      3. Identify topics, main idea and some isolated facts from short informational or fictional texts.
      4. Follow multistep instructions, directions or requests.
      5. Understand familiar questions and statements from simple sentences in conversations, discussions and other sources.
      6. Draw conclusions and make inferences about authentic messages and informational texts.
    2. Derive meaning from texts using listening, reading, and viewing strategies at novice-high level.
      1. Understand new words and phrases with the help of visuals and graphics.
      2. Use knowledge of cognates between English and Spanish to improve comprehension.
      3. Employ background knowledge of the situation, the purpose of communication or context clues to improve comprehension.
      4. Recognize identified idiomatic expressions that cannot be directly translated between English and Spanish.
    3. Interact with others using culturally appropriate language orally and in writing on familiar and some unfamiliar topics at novice-high level.
      1. Interact with others to meet basic needs related to routine everyday activities using simple sentences most of the time.
      2. Request and provide information by asking and answering practiced and some original questions on familiar and everyday topics in the past and present, using simple sentences most of the time.
      3. Give and follow instructions or requests to engage in a variety of familiar social, educational and cultural tasks and activities. 
      4. Provide information using knowledge of the target language and culture. 
    4. Negotiate meaning with requests, clarification and conversation strategies at novice-high level.
      1. Use limited range of memorized expressions or questions to seek clarification.  
      2. Use strategies such as circumlocution or observing nonverbal cues (gestures, visuals) to help clarify meaning.  
    5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at novice-high level.
      1. Present personal information about their lives and activities using a mixture of simple and compound sentences with connector words.
      2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.
      3. Express preferences on familiar and everyday topics of interest from the present and past, using simple sentences most of the time. 
      4. Relate a familiar experience or event in the past or present using phrases, simple sentences and/or practiced material. 
    6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at novice-high level.
      1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Recognize cross-cultural similarities and differences in the target culture products to understand their perspectives.
    7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at novice-high level.
      1. Identify some typical practices related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Recognize cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
    8. Explore connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at novice-high level.
      1. Explore  places in which Spanish is spoken.
      2. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
      3. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
      4. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals.
    9. Reflect on the nature of language through comparisons of the target language and the student’s own language at novice-high level.
      1. Recognize cognates between English and Spanish. 
      2. Compare the sound and writing systems of Spanish to English, including stress, intonation and punctuation.
      3. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
      4. Identify differences in formal and informal requirements for language between the target language and the student’s language
    10. Experience the target language and culture(s) and share information and personal reactions with others at novice-high level.
      1. Use media to experience language and culture in authentic contexts.
      2. Participate in a variety of cross-cultural activities and target culture events.
      3. Develop skills necessary to communicate with others from the target culture at a survival level in familiar everyday situations showing basic cultural awareness.
      4. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.

     

  
  • FLS 181 - Spanish for Heritage Spkrs I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course is designed to address the needs of Hispanic/Latino students who can communicate in Spanish but need to develop their reading, writing and speaking skills in a more accelerated environment than a traditional Spanish course. It will provide students the grammatical tools they need to write effectively with respect to register of language. Students become more familiar with accentuation rules and develop improved spelling skills through grammar drills and directed composition.
    Prerequisite: Instructor permission
    Competencies
    1. Express events and actions in the present and past tenses and in the subjunctive mood through spoken and written activities
      1. Recognize verb types tenses (past, present, and future) and use endings and tenses appropriately
      2. Identify the appropriate verb form to indicate tense and subject.
      3. Use the subjunctive mood in impersonal expressions, emotional expressions, with verbs of influence and after indefinite antecedents and expressions of doubt.
    2. Identify and apply word types for the purpose of syllabification and accent.
      1. Form singular and plural forms of nouns and understand rules of pluralization and gender
      2. Learn spelling and syllabification rules identifying the voiced syllable and employing rules of syllabification and accentuation.
      3. Identify diphthongs and apply appropriately rules of accentuation and syllabification
    3. Construct clear, concise, correct and effective sentences and paragraphs to share information to write formal and informal letters, articles, essays, descriptions, narratives, and resumes
      1. Write sentences that follow basic rules of grammar, spelling, punctuation, and accentuation.
      2. Construct effective paragraphs with good topic sentences and supporting details.
      3. Analyze individual writings for accuracy in spelling using rules of orthography in connection to sounds, letters and accentuation.
      4. Apply skills of organization and employ use of transition words.
      5. Identify and use synonyms to avoid repetition
    4. Analyze and use appropriately formal and informal forms of speech and distinguish regional varieties of Spanish in written and oral form.
      1. Identify signs of formal and informal verb forms and determine when to use them appropriately
      2. Distinguish registers of writing through word choice and usage, and use distinct registers appropriately
      3. Identify cognates and calques and use them in appropriate contexts
      4. Identify words that are more regional in usage versus those that are more global.
    5. Read and/or listen to various passages and literary forms such as news articles, poems, short stories, and other reading passages, and analyze them appropriately.
      1. Distinguish between main and supporting facts and ideas in a selection through summarizing selected readings
      2. Show comprehension by identifying theme and supporting information and providing accurate summaries of assigned materials.

  
  • FLS 241 - Intermediate Spanish I

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core


    This course aims to extend proficiency in Spanish. Skills in listening, speaking, reading and writing are further developed around themes of academic and social issues using authentic resources to expand their knowledge of cultures of the Spanish-speaking peoples of the world. The intermediate level places special emphasis on classroom discussion and on compositions of greater length.
    Prerequisite: FLS 152  or instructor approval
    Competencies
    1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and in informational or literary texts at novice-high to intermediate-low level.
      1. Identify main idea, flow of events and related information in various time frames and moods in informational or fictional texts.  
      2. Recognize a greater range of idiomatic expressions and multi-word phrases on familiar topics in limited settings.
      3. Use knowledge of cognates between English and Spanish to interpret higher-level vocabulary.
      4. Answer more complex questions about conversations, discussions and other sources.
      5. Formulate more detailed answers to questions about a text.
      6. Explain the viewpoint of an authentic source by summarizing in some detail who produced the text, when, why and for whom.
      7. Analyze the sequence of events in literary texts to understand how each event led to the next.
      8. Provide detailed descriptions of characters and settings in fictional texts.
      9. Predict the outcomes of fictional texts and justify the rationale for the predictions.
      10. Relate texts to self, current or historical events or world issues through discussions, journaling and/or creative representations.
    2. Derive meaning from texts using listening, reading, and viewing strategies at novice-high to intermediate-low level.
      1. Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts.
      2. Utilize knowledge of word families and cognates to determine the meaning of new words and expressions.
      3. Implement limited idiomatic expressions and multi-word phrases on a wider range of topics.
      4. Employ background knowledge of the situation, the purpose of communication or context clues to aid comprehension.
      5. Interpret gestures, intonation and tone to comprehend more detailed verbal and nonverbal messages.
      6. Synthesize information about the same topic or event from multiple sources, noting important similarities and differences in the points of view they represent.
    3. Interact in spoken or written conversations to share information, reactions, feelings and opinions using culturally appropriate language at novice-high to intermediate-low level. 
      1. Exchange information in conversations on familiar topics and some researched topics using created sentences and series of sentences as well as follow-up questions.   
      2. Interact with others to meet personal needs in a variety of familiar situations using created sentences and follow-up questions. 
      3. Exchange preferences, feelings, or opinions and basic advice on a variety of familiar topics.  
      4. Provide information using knowledge of the target language and culture.  
    4. Negotiate meaning with requests, clarification and conversation strategies at novice-high to intermediate-low level.
      1. Use a range of expressions to make requests and seek clarification.
      2. Use strategies such as paraphrasing, elaboration or circumlocution to clarify meaning and ambiguities.
      3. Employ a variety of conversation strategies to steer interactions.
    5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at novice-mid to novice-high level.
      1. Present personal information about life, activities and other social experiences, using a mixture of simple and compound sentences with connector words.  
      2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.  
      3. Express and explain preferences on familiar and everyday topics of interest in a variety of time frames and moods and providing reasons to support them.   
      4. Advise others about options, ideas, plans or perspectives using more complex language. 
    6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at novice-high to intermediate-low level.
      1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Discuss cross-cultural similarities and differences in the target culture products to understand their perspectives. 
    7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at novice-high to intermediate-low level.
      1. Identify some typical practices related to a wider range of contexts in everyday life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Discuss cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
    8. Examine connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at novice-high to intermediate-low level.
      1. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
      2. Compare preferences related to daily life of people in the student’s community and people in the target cultures.
      3. Transfer information and skills from other content areas to experiences related to the target language and its culture(s).
      4. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
      5. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals.
    9. Reflect on the nature of language through comparisons of the target language and the student’s own language at novice-high to intermediate-low level.
      1. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
      2. Recognize how different time frames are expressed in the target language in the three modes at the appropriate level.
      3. Use knowledge of sound and writing systems in the target language to refine use of accurate pronunciation and intonation.
      4. Demonstrate more consistent use of formal and informal language forms in the target language.
    10. Experience the target language and culture(s) and share information and personal reactions with others at novice-high to intermediate-low level.
      1. Use media to experience language and culture in authentic contexts.
      2. Discuss short texts and videos from the target culture.
      3. Participate in a variety of cross-cultural activities and target culture events.
      4. Investigate institutions, contemporary and historical figures, contributions and time periods of the target culture(s).
      5. Develop skills necessary to communicate with others from the target culture at a conversational level in familiar everyday situations showing increasing cultural awareness.
      6. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.
      7. Recognize that learning about cultural perspectives contributes to a mutual understanding, a sense of global citizenship, and improved community connections. 

     

     

     

     

  
  • FLS 242 - Intermediate Spanish II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course builds on FLS 241  to further develop proficiency in Spanish. Emphasis is on the continued study of authentic and representative literary and cultural texts to expand skills in listening, speaking, reading and writing with increasing complexity. Class topics center around  themes of academic and social issues and use of authentic resources to strengthen awareness of the cultures of the Spanish-speaking peoples of the world. 
    Prerequisite: FLS 241  or instructor approval
    Competencies
    1. Interpret information that is heard, read or viewed from a variety of sources, including culturally authentic messages and in informational or literary texts at intermediate-low to intermediate-mid level.
      1. Identify main idea, flow of events and related information in various time frames and moods in informational or fictional texts.  
      2. Recognize idiomatic expressions and multi-word phrases on familiar topics in everyday settings.
      3. Formulate more detailed answers to questions about a text.
      4. Understand main idea and flow of events expressed in various time frames and moods in conversations, discussions and other sources.
      5. Explain the viewpoint of an authentic source by summarizing in some detail who produced the text, when, why and for whom.
      6. Analyze the sequence of events in literary texts to understand how each event led to the next.
      7. Provide detailed descriptions of characters and settings in literary texts.
      8. Predict the outcomes of literary texts and justify the rationale for the predictions.
      9. Relate texts to self, current or historical events or world issues through discussions, journaling and/or creative representations. 
    2. Derive meaning from texts using listening, reading, and viewing strategies at intermediate-low to intermediate-mid level.
      1. Understand new words, phrases, sentences or the main idea with the help of visuals and graphics that accompany texts.
      2. Utilize knowledge of word families and cognates to enhance understanding.
      3. Implement limited idiomatic expressions and multi-word phrases on a wider range of topics.
      4. Employ background knowledge of the situation, the purpose of communication or context clues to aid comprehension.
      5. Interpret gestures, intonation and tone to comprehend more detailed verbal and nonverbal messages.
      6. Synthesize information about the same topic or event from multiple sources, noting important similarities and differences in the points of view they represent.
    3. Interact in spoken or written conversations to share information, reactions, feelings and opinions using culturally appropriate language at intermediate-low to intermediate-mid level.
      1. Exchange information and ideas on a variety of familiar and concrete academic and social topics and some researched topics using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames.  
      2. Interact with others to meet needs in a variety of situations, sometimes involving a complication, using connected sentences and follow-up questions.
      3. Explain preferences, opinions and emotions and provide advice on a variety of familiar and some concrete researched topics.  
      4. Provide information using knowledge of the target language and culture.
      5. Use strategies such as circumlocution, self-correction, restatement, clarifying questions or observation of nonverbal cues (gestures, visuals) to help clarify meaning.  
    4. Negotiate meaning with requests, clarification and conversation strategies at novice-high to intermediate-low level at intermediate-low to intermediate-mid level.
      1. Use a range of expressions to make requests and seek clarification.
      2. Use strategies such as circumlocution, self-correction, restatement, clarifying questions or observation of nonverbal cues (gestures, visuals) to help clarify meaning. 
      3. Employ a variety of conversation strategies to steer interactions.
    5. Present information, concepts and viewpoints on familiar and some unfamiliar topics at a novice-high to intermediate-low level.
      1. Present personal information about life, activities and other social experiences, using a mixture of simple and compound sentences with connector words, often across various time frames and moods.  
      2. Use appropriate rehearsed behaviors in familiar everyday situations when using the target language.  
      3. State viewpoints on familiar or researched topics providing reasons to support them and using short paragraphs. 
      4. Defend preferences and opinions about personal, academic, professional and contemporary topics in a variety of time frames and moods. 
      5. Present on a variety of familiar topics and some researched topics, using paragraphs, often across time frames and moods. 
    6. Investigate the relationship between the products and perspectives of the cultures studied, using the target language at intermediate-low to intermediate-mid level.
      1. Identify some typical products related to everyday familiar life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Discuss cross-cultural similarities and differences in the target culture products to understand their perspectives.
    7. Explore the relationship between the practices and perspectives of the cultures studied while using the target language at intermediate-low to intermediate-mid level.
      1. Identify some typical practices related to a wider range of contexts in everyday life in the target cultures and the student’s own culture when using the target language at the appropriate level.
      2. Discuss cross-cultural similarities and differences in the target culture practices or products to understand their perspectives.
    8. Examine connections between Spanish and other disciplines while using the language to develop critical thinking and to solve problems creatively at intermediate-low to intermediate-mid level.
      1. Identify selected information and skills from other content areas in experiences related to Spanish and the target cultures.
      2. Compare preferences related to daily life of people in the student’s community and people in the target cultures.
      3. Transfer information and skills from other content areas to experiences related to the target language and its culture(s).
      4. Identify global competency skills, relating them to possible career pathways and demonstrating how having global competency skills enables people to build collaborative relationships with others.
      5. Explore ways in which Spanish proficiency can aid in achieving personal and professional goals.
    9. Reflect on the nature of language through comparisons of the target language and the student’s own language at intermediate-low to intermediate-mid level.
      1. Recognize common idiomatic expressions and phrases that cannot be directly translated from Spanish to English and vice versa.
      2. Use appropriate idiomatic expressions and phrases in limited settings.
      3. Recognize how different time frames are expressed in the target language in the three modes at the appropriate level.
      4. Use knowledge of sound and writing systems in the target language to refine use of accurate pronunciation and intonation.
      5. Demonstrate increasingly consistent use of formal and informal language forms in the target language. 
    10. Experience the target language and culture(s) and share information and personal reactions with others at intermediate-low to intermediate-mid level.
      1. Use media to experience language and culture in authentic contexts.
      2. Discuss more complex texts and videos from the target culture.
      3. Participate in a variety of cross-cultural activities and target culture events.
      4. Investigate institutions, contemporary and historical figures, contributions and time periods of the target culture(s).
      5. Develop skills necessary to communicate with others from the target culture at a conversational level in familiar everyday situations showing increasing cultural awareness.
      6. Develop an understanding that people in other cultures might view aspects of U.S. mainstream culture differently than the majority of U.S. residents view them.
      7. Recognize that learning about cultural perspectives contributes to a mutual understanding, a sense of global citizenship, and improved community connections.

  
  • FLS 281 - Spanish for Heritage Spkrs II

    Credits: 4
    Lecture Hours: 4
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course is the continuation of  FLS 181  and is intended for students who can communicate in Spanish, but need to further develop reading, writing and speaking skills in a more accelerated environment than a traditional Spanish course. It provides further practice of writing and speaking with respect to language register. This course further develops the Spanish speaker’s skills in intermediate reading and writing through a series of more extensive readings, grammar drills and directed compositions, and continues study of more formal Spanish.
    Prerequisite: FLS 181  or FLS 152  or permission of instructor
    Competencies
    1. Express events and actions in the future, conditional, present perfect, future perfect, past perfect, and imperfect subjunctive forms in spoken and written activities.
      1. Analyze verb types and endings and use endings appropriately.
      2. Use all forms of future, conditional, subjunctive and participles for perfective forms correctly.
      3. Use the present subjunctive after conjunctions and in other more complex uses.
      4. Use the imperfect subjunctive in conditional expressions in reference to the past and in hypothetical clauses
    2. Construct clear, concise, correct, and effective sentences and paragraphs to inform or persuade through writing research papers, reviews, comparative essays, scripts, persuasive essays and propaganda.
      1. Write sentences that follow basic rules of grammar, spelling, punctuation, and accentuation
      2. Analyze individual writings for accuracy in spelling using rules of orthography in connection of sounds to letters and accentuation.
      3. Analyze individual writings for clarity, coherence and completeness.
      4. Apply skills of organization and employ use of transition words and conjunctions within complex sentences and paragraphs.
      5. Write using good paragraph form with topic sentences and supporting information.
    3. Analyze and use appropriately formal and informal forms of speech and distinguish regional varieties of Spanish in written and oral form.
      1. Distinguish registers of writing and speech and use them appropriately.
      2. Identify cognates and calques and use them in appropriate contexts.
      3. Identify words that are more regional in usage versus those that are more global.
    4. Read and/or listen to complex passages and literary forms including poems, short stories, plays and other reading passages and analyze them appropriately.
      1. Distinguish between main and supporting facts and ideas in a selection through summarizing selected readings
      2. Show comprehension by identifying theme and supporting information.
    5. Analyze and use more complex forms of speech including pronouns, prepositions and relative pronouns
      1. Distinguish direct object pronouns, indirect object pronouns, and reflexive pronouns in reading and listening and use them effectively in writing and speaking activities.
      2. Identify and use the personal a.
      3. Use appropriately verbs that require prepositions in appropriate contexts.
      4. Identify and use relative pronouns in appropriate contexts.
    6. Differentiate between Spanish and English usage in certain problematic expressions.
      1. Use knowledge of adjectives in Spanish to form their equivalents to English adjectives appropriately.
      2. Differentiate Spanish expressions that are used equivalent to English expressions to become, to raise, right and wrong
    7. Recognize and use the passive voice
      1. Identify instances when the passive voice is used and identify its purpose.
      2. Change sentences from active voice to passive voice.


Geography

  
  • GEO 111 - Intro to Geography

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course utilizes the basic concepts of cultural geography (area, landscape, ecology, diffusion and integration) in a systematic examination of the contemporary world. The course is intended to provide an elementary acquaintance with the field of geography.
    Competencies
    1. Identify the elements of geography.
      1. Define geography as a discipline and current application and approaches.
      2. Define cartography and discuss how maps are used to convey geographic information.
      3. Specify the basic geographic perspectives of location, mapping, and distribution.
      4. Distinguish between physical and cultural geography.
      5. Distinguish the uses of geographic technology.
    2. Analyze the various perspectives of population growth and distribution.
      1. Define demographic transformation.
      2. Discuss world population distribution.
      3. Discuss causes of differing population growth rates.
      4. Define “over-population.”
      5. Discuss selected population policies.
    3. Analyze causes and effects of migration.
      1. Define “push and pull” factors relative to politics, economics, and environment.
      2. Examine the current situation of legal and illegal international migration.
      3. Examine causes of internal migration.
    4. Analyze the elements of folk and popular culture.
      1. Determine where cultures originate and diffuse.
      2. Distinguish between cluster and distribution of folk and popular cultures.
      3. Examine effects of globalization on popular culture.
    5. Analyze the elements of language geography.
      1. Define the characteristics of language.
      2. Distinguish between language and dialect.
      3. Examine the origin and diffusion of language families.
      4. Explain the global dominance of English and preservation of local languages.
    6. Analyze the geography of religion.
      1. Define the characteristics of religion.
      2. Distinguish between universalizing and ethnic religions.
      3. Explain the distribution of universalizing religions.
      4. Discuss the impact of religion on the cultural landscape.
      5. Examine territorial conflicts caused by religion.
    7. Analyze the geography of ethnicity.
      1. Define the characteristics of ethnicity and race.
      2. Describe the distribution of ethnic groups in the U.S.
      3. Examine the importance of where ethnicities and nationalities have historic importance.
      4. Explain the dynamics of ethnic interactions.
    8. Analyze the elements of political geography.
      1. Distinguish between a state and a nation.
      2. Discuss the historical evolution of the concept of state and imperialism.
      3. Discuss the relationship of geography and state power.
      4. Discuss the changing nature of state boundaries and shapes.
      5. Explain the growth of terrorism.
    9. Analyze the elements of economic geography.
      1. Discuss elements in measuring economic development.
      2. Explain the relationship of social and demographic characteristics in economic development.
      3. Explain the economic disparity of development globally and within a region.
      4. Discuss strategies used in seeking to bring economic development to countries or regions.
      5. Discuss strategies used in seeking to bring economic development to countries or regions.
    10. Analyze the elements of agricultural geography.
      1. Explain the origins and diffusion of agriculture.
      2. Discuss the principal varieties of agriculture.
      3. Discuss the differences in agriculture between developed and developing countries.
      4. Explain the impact of agriculture on the environment.
      5. Evaluate the impact of the green revolution.
    11. Analyze the elements of industrial geography.
      1. Explain the origins and diffusion of industry and industrialization.
      2. Discuss the worldwide distribution of industrial societies.
      3. Discuss the variety of industries among developed and developing areas.
    12. Analyze the elements of service geography.
      1. Discuss types of services.
      2. Discuss the elements of location.
      3. Explain the theory and application of central place.
      4. Explain the effects of technology on services.
    13. Analyze the elements of urban geography.
      1. Discuss the evolution of the modern city.
      2. Describe the utility of models in explaining urban development.
      3. Evaluate the growth of a global urbanized world.
    14. Analyze modern resource problems.
      1. Describe how fossil fuels are being depleted.
      2. Examine the distribution of natural resources.
      3. Discuss the conservation of and competition for natural resources.

  
  • GEO 124 - Reg Geog of the NonWest World

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course systematically surveys the peoples, cultures, resources and problems of the cultural realms commonly designated as the Third World (Latin America, Black Africa, the Islamic World, India and China).
    Competencies
    1. Examine the rationale for the origins of a “third world” in a geographical, economic, and societal context
      1. List the characteristics of regions or countries labeled “third world”.
      2. Examine the continued utility of the term “third world”.
      3. Describe and analyze the developments in recent years questioning the identification “third world”.
      4. Compare and contrast the terms “developing,” “underdeveloped,” and “third world”.
    2. Compare and contrast the developmental problems existing in Latin America, Subsaharan Africa, the Middle East, South Asia, Southeast Asia, and East Asia.
      1. Explain the reasons, economic, political, etc. for the varying degree of development in these regions
      2. List the third world countries or regions that have advanced rapidly in economic development in recent years
      3. Analyze the reasons for the rapid economic development of some third world countries or regions in recent years
      4. List those third world countries engaged in significant global trade in either raw materials, manufactures or both
    3. Analyze the basic political and economic philosophies of third world countries and regions since 1945
      1. Analyze the connections between political-economic traditions and strong material development and progress.
      2. Analyze the connections between political-economic traditions and weak material development and progress
      3. Discuss the characteristics of the natural resource base in Latin America.
      4. Identify the varieties of agriculture and its importance in Latin America
      5. Discuss the degree of industrial development in Latin America and those countries which have important industrial economies
      6. Discuss the nature of the ” geography of cocaine” in the context of development, politics, trade, and violence
    4. Define the term Latin America as it is used in a cultural and regional context
      1. Discuss the accuracy of the term Latin America.
      2. Establish other inclusive regional terms as substitutes for the term Latin America.
    5. Analyze the principal physical elements of Latin America’s geography (Middle and South America).
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical geography on economy (agriculture, industry, transportation,) and culture
    6. Discuss the historical, cultural, and economic factors that have led to current achievements, problems, and promises in Latin America
      1. Describe the importance of native American or Indian peoples in past and current Latin America
      2. Describe the importance of Europeans in past and current Latin America
      3. Describe the importance of Africans in past and current Latin America
    7. Analyze the varieties of economy and economic development in Latin America
      1. Differentiate between traditional and modern economies in a Latin American context
      2. Describe the degree of economic differences in a regional and racial/ethnic context.
      3. Analyze the reasons for the growing modernization of the economy in selected regions and countries.
      4. Analyze the reasons for the failure of modernization in the economy in selected regions and countries
    8. Assess the current demographic situation in Latin America.
      1. Explain the relationship between the factors of physical terrain and climate and population density
      2. Discuss the reasons for high population growth in some countries of Latin America
      3. Discuss the reasons for declining or stable population growth in some countries of Latin America
    9. Assess the importance of urbanization in Latin America
      1. Describe the evolution of the Latin American city
      2. Explain the factors promoting rapid urbanization
    10. Demonstrate map knowledge as assigned in “Map Information” handout
    11. Explain ecotourism and its importance in Latin America
    12. Identify the five most essential characteristics in conceptualizing Latin America.
    13. Analyze the principal physical elements of the Middle East’s geography (North Africa and Southwest Asia).
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical geography on economy (agriculture, industry, transportation) and culture
    14. Analyze the historical and cultural evolution of the Middle East.
      1. Discuss Islam in this context
      2. Explain the nature of Islam and its relationship to modernization.
      3. Discuss the relationship of the Middle East with the West (Europe and the U.S.).
      4. Analyze the Arab-Israeli conflict
      5. Analyze the nature of Arab nationalism
    15. Discuss the resource base of the Middle East.
      1. Explain the origins of the oil industry and its importance in the Middle East in respect to economic development
      2. Discuss the over-all economic development of the Middle East in respect to agriculture, industry, and trade internally and externally
    16. Assess the current demographic situation in the Middle East
      1. Evaluate the impact of religion on gender roles, birth rates, and individual freedom
    17. Discuss the factors that explain the chronic political instability associated with this region
      1. Discuss positive developments in alleviating this instability
    18. Demonstrate map knowledge as assigned in “Map Information” handout.
    19. Identify in conclusion five essential characteristics in conceptualizing the Middle East
    20. Assess the principal physical elements of Subsaharan Africa’s geography.
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical geography on economy (agriculture, industry, transportation) and culture.
    21. Assess the historical and cultural evolution of Subsaharan Africa
      1. Assess the impact of European colonialism on African peoples and cultures.
      2. Assess the impact of European colonialism on African economic development
      3. Assess the impact of European colonialism in the creation of the African state system, particularly in respect to boundaries.
    22. Analyze the situation of the natural resource base and resource development.
      1. Relate the importance of Subsaharan Africa in international trade
      2. Define neocolonialism in economic, political, and cultural terms
      3. Discuss the varieties of agriculture and its importance in the economy
      4. Discuss the development of industry and degree of industrialization
      5. Account for Subsaharan Africa’s poor economic development since independence
    23. Discuss the political development of Subsaharan countries since independence.
      1. Account for the lack of democracy in these countries
    24. Assess the current demographic situation of Subsaharan Africa
      1. Evaluate the stage of demographic transition in this region
      2. Explain the impact of AIDS and its relationship to gender, age, and behavior.
      3. Discuss the gender roles of Subsaharan Africans and their relationships to development and democracy
      4. Evaluate the impact of population growth on the natural environment and the famed animal herds of Africa
    25. Discuss the future of Subsaharan Africa
    26. Demonstrate map knowledge as assigned in “Map Information” handout
    27. Identify in conclusion the five most essential characteristics in conceptualizing Subsaharan Africa
    28. Discuss the principal physical elements of South Asia’s geography
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical geography on economy (agriculture, industry, transportation ) and culture
    29. Assess the four major states of South Asia and relate important historical and cultural information and development
      1. Discuss similarities in race, ethnicity, language, and religion among the peoples of South Asia
      2. Discuss differences in the above among the peoples of South Asia.
    30. Discuss the economic development of these countries from colonial times to the present
      1. Discuss the guiding economic ideas for development in post-independent India.
    31. Discuss the resource base of South Asia and its relationship to development, trade, and material well-being
    32. Assess the current demographic situation of South Asia
      1. Analyze the factors influencing high birth rates
      2. Explain the factors influencing the success of family planning programs in South Asia, particularly India
    33. Analyze the current political-religious problems of India
      1. Explain the concept of a secular India as developed by Ghandi and founders of modern India
    34. Identify in conclusion the five most essential characteristics in conceptualizing South Asia.
    35. Discuss the principal physical elements of East Asia’s geography (China, Mongolia, Korea, Taiwan).
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical geography on economy (agriculture, industry, transportation) and culture
    36. Discuss the historical, cultural, and economic evolution of China.
      1. Analyze the developments that led to near colonial rule of China in the 19th and early 20th centuries
      2. Describe the factors that led to communist revolution and rule, and the success of communism in China 1949 to the present
      3. Discuss the reasons for economic reorientation in China in recent years.
    37. Discuss the resource base of China and its relation to agriculture and industry.
      1. Describe basis characteristics of Chinese agriculture and its ability to feed China’s population
      2. Discuss the importance of industry in satisfying national markets and international trade
    38. Assess the current demographic situation in China
      1. Discuss the official policy of China in respect to family planning.
      2. Discuss the impact of this policy on family-centered Chinese culture, gender-relations, society, and economy
    39. Demonstrate map knowledge as assigned in “Map Information” handout
    40. Identify the five most essential characteristics of modern China.
    41. Compare and contrast the economic, political, and social development of the two Koreas since 1953
    42. Discuss the rapid economic development and changing sociopolitical nature of Taiwan since 1950
    43. Assess the principal physical elements of Southeast Asian geography.
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical geography on economy (agriculture, industry, transportation) and culture
    44. Discuss the differing historical, cultural, and economic development of Southeast Asian nations
      1. Discuss the use of the term “shatter belt” in reference to the countries and peoples of Southeast Asia
      2. Discuss economic and political developments of recent decades
      3. Discuss the role of the U.S. in relationship to the nations of Southeast Asia.
    45. Discuss the resource base of Southeast Asia as it relates to agriculture, industry, and trade
      1. Discuss the varieties of agriculture and its importance in the overall economy
      2. Discuss the development of industry in recent time and its relationship to socio-economic improvement and international trade
      3. Discuss the model of development in Southeast Asia and East Asia as the world’s model for development
    46. Assess the current demographic situation in Southeast Asia
      1. Compare and contrast differing strategies and policies in respect to family planning
      2. Discuss the nature of multi-racial and multi-cultural societies as it relates to politics and political stability
    47. Demonstrate map knowledge as assigned in “Map Information” handout.
    48. Identify the five most essential characteristics in conceptualizing Southeast Asia

  
  • GEO 125 - Regional Geog of the Dev World

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Core
    This course systematically surveys the peoples, cultures, resources and problems of the cultural realms commonly designated as the Developed World (Anglo-America, Europe, Russia, Japan and Australia).
    Competencies
    1. Explore in general terms the history and philosophy of geography
      1. Define in general terms physical and cultural geography
      2. Demonstrate in general terms the interplay of the natural setting and process within the activities of the human community
    2. Assess the processes set in motion by the triple revolution (agricultural, industrial, and democratic) in creating the modern world
      1. Define agricultural revolution and its impact
      2. Define industrial revolution and its impact
      3. Define democratic revolution and its impact
    3. Compare and contrast the differing societies in world regional geography between developed countries and underdeveloped countries
      1. Assess meaning in economic, political and social terms to devel­oped country
      2. Assess meaning in economic, political and social terms to underde­veloped countries
    4. Discuss the principal physical elements of Europe’s geography
      1. Describe the differing physiographic and climatic regions including principal mountain, terrain, and river systems
      2. Analyze the impact of the physical
    5. Discuss the historical, cultural, and economic factors that have created a European identity and unity
      1. Analyze the reasons for the formation of the European Economic Community (EEC) in post-World War II
      2. Evaluate the achievements of the EEC and its future
      3. Assess the value of the EEC as a regional economic model for other world regions
    6. Discuss the resource base of Europe and its relationship to European agriculture and industry.
      1. Discuss the achievements and problems of modern European agri­culture.
      2. Discuss the achievements and problems of modern European industry
    7. Assess the current demographic situation in Europe
      1. Analyze the factors influencing low birth rates and problems of aging Europe.
      2. Examine the impact of legal and illegal immigration to Europe
    8. Formulate the division of Europe into regions
      1. List the accepted regional divisions of Europe and assign funda­mental physical and cultural characteristics to each
    9. Demonstrate map knowledge as assigned in “Map Information” handout
    10. Assess the historical, current, and economic relationships between the U.S. and Europe
      1. Explain the reasons for good relations and the reasons for friction
    11. Compare and contrast the differing development and current situation between Western and Eastern Europe
    12. Assess European concerns over environment issues.
      1. Describe environmental successes in maintaining or improving environmental quality.
      2. Describe environmental hazards and problems
    13. Explain the reasons for Europe’s overall material abundance and economic success.
      1. Identify in a conclusion the five most essential characteristics in conceptualizing Europe
    14. Discuss the principal physical elements of North American geography.
      1. Discuss key aspects of terrain, climate, soil, resources of the Appalachian Highlands, Gulf-Atlantic Costal Plains, Interior Plains, and Western Mountain regions
    15. Examine the resource base of North America
      1. List and discuss location of significant resource areas and regions.
      2. Discuss economic development associated with these regions
    16. Discuss the many parallels in terms of culture, physical geography, and economic development
      1. Explain the variety of linkages that exist between Canada and the U.S.
    17. Discuss the origins of the North American Manufacturing Belt
      1. List and discuss the natural and human resources, technologies, and transport systems and linkages that allowed for the formation of the Manufacturing Belt.
      2. Establish the geographical boundaries of the Manufacturing Belt.
      3. Explain the reasons for the decline of the Manufacturing Belt since the late 1960s
    18. Examine and discuss factors of population growth and population diversity in North America
      1. Discuss population growth in respect to regions, urban, rural, and ethnic-racial diversity
      2. Discuss the factors of immigration, legal and illegal, as it relates to growth, regional impact, and socioeconomic development
    19. Define postindustrial revolution and its economic and social impacts on individuals and regions in income, job development, tax bases, and other economic social concerns.
    20. Discuss the geographic and cultural aspects of poverty and impoverished areas or regions
      1. Analyze the causes of economic decline and slow growth
      2. Discuss the formation of governmental policies to improve econom­ic-social conditions in urban and rural North America.
    21. Discuss the importance of agriculture in North America in terms of economy, population employed, productivity, and international trade
      1. List the five greatest assets associated with North American agri­culture
      2. List the five greatest weaknesses associated with North American agriculture.
    22. Discuss the nature of environmental problems in North America
    23. List and discuss the general characteristics and perceived assets of the following regions
      1. North American Core
      2. New England-Maritime Canada
      3. French Canada.
      4. Agricultural Heartland
      5. South
      6. Southwest.
      7. Interior Periphery
      8. West Coast
    24. Explain the reasons for the overall material abundance and well-being of much of the North American population
      1. Discuss the part of above statement related to geography
      2. Discuss the reasons as to why a significant portion of the popula­tion does not share in this material well-being
    25. Identify in a conclusion the five most essential characteristics in conceptu­alizing America.
    26. Discuss the principal features of Japan’s physical geography
      1. Analyze the reasons for the differing climates between Japan’s Sea of Japan and Pacific Ocean coasts
      2. Analyze the impact of Japan’s physical geography on economy (agriculture, industry, transportation), population density, settle­ment, and culture.
    27. Discuss the historical and cultural development of Japan
      1. Describe the characteristics of feudal Japan
      2. Discuss the changes brought by the Meiji Restoration
      3. Analyze the reasons for Japan’s rapid modernization and progress by 1941.
      4. Discuss the impact of American Occupation and Japan’s rapid recovery in post-war era
    28. List and describe Japan’s natural resource base
      1. Describe the principal features of Japan’s agriculture
    29. Analyze the factors which have made Japan an industrial and economic giant.
      1. Explain the importance of government, education, and corporations in Japan’s phenomenal rise to economic power.
    30. Discuss Japan’s international relations in terms of trade, finance, and culture.
      1. Analyze the diverse level of relations between Japan and the U.S.
      2. Discuss the nature of trade and foreign relations between Japan and its immediate East Asian neighbors (China, Korea, and Rus­sia).
    31. Identify in a conclusion the five most essential characteristics in conceptu­alizing Japan.
    32. Discuss the principal physical geographic features of the regions of the former Soviet Union
      1. Analyze the factors influencing climate
      2. Explain the influence of the physical geography in economic devel­opment, settlement, and population density
    33. Discuss the historical-cultural evolution of the Russian state, czarist and communist.
      1. Explain the development of the communist planned economy
      2. Discuss degree of success and failure in the communist planned economy.
    34. Analyze the resource base of the former Soviet Union, its development, and future potential.
      1. Explain the degree of success and failure of the agricultural econo­my.
      2. Explain the importance of Siberia in resource development, settle­ment, and foreign opportunities
    35. Examine the population geography of the former Soviet Union
      1. List the major ethnic groups and their regional location and concen­tration
      2. Describe the problems of regional cooperation among the peoples and “new” countries of the former Soviet Union
      3. Explain the differing rates of population growth/decline, migration, and urbanization among the differing ethnic groups
    36. Discuss the economies and future possibilities of the regions of the former Soviet Union
      1. Russian Core
      2. Uklraine
      3. Transcaucasus
      4. Central Asia
      5. Siberia and Soviet Far East
    37. Explain Russia’s greatest problems in its evolution towards a modern democratic ad market centered society
      1. Assess the contributions of the U.S., the European Community, and Japan in easing this evolution
    38. Identify in a conclusion the five most essential characteristics in conceptu­alizing Russia and its former Soviet republics
    39. Discuss the principal physical geographic features of Australia and New Zealand
      1. Describe similarities and differences in the physical geographies of Australia and New Zealand
      2. Describe the influence of the physical geography in economic development and settlement of Australia and New Zealand
    40. Discuss the historical and economic development of the “down-under” countries.
      1. Analyze the changing economic and international relations of Australia and New Zealand since 1970
    41. Discuss the current demographic situation, ethnic composition and immi­gration issues in respect to Australia and New Zealand
    42. Analyze the natural resource base of Australia and New Zealand in respect to economic development
      1. Explain the importance of agriculture in the economy of these countries.
      2. Explain the level of industrialization in these countries
      3. Describe the level of trade relations between these countries and SE and East Asia.
    43. Identify in a conclusion the five most essential characteristics in concept­ualizing Australia and New Zealand
    44. Examine and discuss parallel developments among developed countries and regions in respect to:
      1. The demographic transition
      2. Slowing economic growth
      3. Trade friction
      4. Developing trade blocs
      5. Environmental problems


Global Studies

  
  • GLS 199 - Japan: The Changing Tradition

    Credits: 2
    Lecture Hours: 2
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    Focuses on the history and changing cultural traditions of Japan’s modern era and the brief period during which Japan has developed its own distinctive urbanized, industrialized and democratic society.
    Competencies
    1. Demonstrate an understanding of the geography of Japan
      1. Identify the location of Japan
      2. List the major islands that make up Japan
      3. Describe the physical features of the islands
      4. Describe the population characteristics of Japan
      5. Describe the origins of the people of Japan
      6. Describe the Japanese economy
      7. List the major ethnic groups in Japan
    2. Demonstrate an understanding of the cultural influences on Japan
      1. Describe the Shinto religion
      2. Describe the influence of Confucianism on Japan
      3. Describe the influence of Buddhism on Japan
      4. List the three writing systems used in Japan
      5. Describe the origins of the three writing systems in Japan
      6. Discuss the influence of geography on the Japanese culture 
    3. Demonstrate an understanding of the major art forms in Japan.
      1. Describe tradition Japanese painting
      2. Describe Japanese calligraphy
      3. Describe ikebana
      4. Describe Kabuki
      5. Describe No theater
      6. Identify Japanese musical instruments
      7. Discuss major literary themes
      8. Discuss a major Japanese film
    4. Demonstrate an understanding of Japanese history
      1. Discuss the lifestyle of the Ainu
      2. Discuss the major features of the Heian period
      3. Discuss pre Tokugawa feudalism
      4. Discuss the influence of the Portuguese
      5. Discuss the Tokugawa Shogunate
      6. Discuss the Meigi restoration
      7. Discuss the consequences of early American contact
      8. Describe the early twentieth century in Japan
      9. Discuss the events during WW II.
      10. Describe American influences following WW II.
      11. Describe Japan’s drive toward technological maturity
      12. Describe conditions in modern Japan
    5. Demonstrate an understanding of modern Japanese institutions
      1. Describe the modern Japanese family
      2. Describe Japanese education
      3. Describe Japanese politics
      4. Describe the role of religion in Japan
      5. Describe the Japanese economy.
    6. Demonstrate an understanding of Japanese business organization
      1. Discuss the influence of W. Edwards Deming
      2. Describe Japan’s global economic strategy
      3. Discuss the role of Japanese government in promoting Japanese business interests
      4. Contrast Japanese and American business practices
    7. Demonstrate an understanding of cultural differences that influence Japa­nese and American relations
      1. Discuss differences in communication patterns
      2. Contrast Japan’s group orientation with American individualism.
      3. Contrast hierarchy with egalitarianism
      4. Contrast high and low context communications
      5. Contrast Japanese and American value orientations
    8. Demonstrate an understanding of Japanese social control
      1. Describe Japanese child rearing
      2. Describe peer group pressures in Japan
      3. Discuss the role of education in social control
      4. Describe differences in Japanese and American crime rates
      5. Describe Japanese law enforcement
      6. Describe the Japanese corrections system

  
  • GLS 200 - Country Study

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    Course is a single and specific study of a selected country, its culture and people in respect to historical, geographic economic, political and societal development. The country study course offering is dependent upon instructor selection and student interest. This course may be repeated for a maximum of 6 credits provided that each study is of a different country.
    Competencies
    1. Analyze the basic features of historical development in this country study
      1. Define the major themes in the country’s history
      2. Analyze major events and their importance in the evolution of the country’s history
    2. Analyze the basic features of the physical and cultural geography in this country study
      1. Specify basic physical features
      2. Define the most important features in the cultural geography
    3. Analyze the economic characteristics in this country study
      1. Specify basic economic features
      2. Explain the economic development
    4. Analyze the political system in this country study
      1. Explain the origins of the political system and its current situation
      2. Examine contemporary political problems and their origins
    5. Explain societal development in this country study
      1. Define the social structure and its current situation
      2. Explain the current demographic situation
    6. Analyze the chief cultural components of this country study
      1. Define its cultural evolution
      2. Discuss current aspects of culture

  
  • GLS 210 - International Year Seminar

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    The International Year Seminar is a team-taught, interdisciplinary course focusing on the designated country and includes a survey of many of the elements of culture: history, politics, economics and ethnicities, as well as the products of that culture including language, art, architecture, literature, film, performing arts, cuisine and music. This course is repeatable up to 6 credits.
    Prerequisite: A 3.5 GPA or higher, with a minimum of 12 hours or instructor approval
    Competencies
    1. Examine the history of the designated country.
      1. Define the major themes of the country’s history.
      2. Analyze major events and their importance in the evolution of the country’s history.
      3. Compare and contrast our own history with that of the target country.
    2. Analyze the basic features of the physical and cultural geography in this country’s study.
      1. Specify basic physical features.
      2. Define the most important features in the cultural geography.
      3. Analyze the elements of the political geography.
    3. Analyze the elements of the music of the designated country.
      1. Study how music fits into the culture.
      2. Determine the elements of folk and contemporary music.
      3. Learn the major sources and roots of the music.
      4. Discuss who are the major persons involved in the creation, performance, and promotion of music.
    4. Understand the visual arts in relation to history and cultures.
      1. Differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art.
      2. Describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
      3. Analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analysis, evaluations and interpretations of meanings.
    5. Develop a general understanding of the literature in the designated country.
      1. Acknowledge the importance of poetry, fiction and drama.
      2. Acknowledge the importance of other literary forms with representative examples.
    6. Develop a general understanding for film in the designated country’s culture.
      1. Note the key characteristics of the designated country’s films.
      2. Compare and contrast this country’s films to those produced in Hollywood.
      3. Explain narrative film’s elements borrowed from literature, drama, music, and the visual arts.
    7. Examine the major religions of the designated country.
      1. Discuss the role of religion in the county past and present.
      2. Compare and contrast significance of religion with our country.
    8. Examine the culinary practices of the designated country.
      1. Note the major categories of food production.
      2. Discuss representative food preparations.
      3. Discuss how food reflects culture.
    9. Analyze general cultural practices of the designated country in terms of Anthropology and Sociology.
      1. Note the early human history and its modern connections and consequences.
      2. Discuss group behavior in the past and how it is reflected in the present society.
      3. Examine how architecture reflects culture.

  
  • GLS 220 - The Middle East and Islam

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This course surveys the civilization of the Middle East from Muhammad and Islam to the Islamic caliphate and civilization, Ottomans, modernism, Western empires, Arab-Israeli conflict, contemporary Islamic revival, instability and terrorism, Muslim diaspora and the strategic importance of the Middle East to the United States and world economy.
    Competencies
    1. Broadly survey the physical and cultural geography of the Middle East
      1. Discuss the term “the Middle East.”
      2. Discuss the physical geography
      3. Discuss the ethnic, linguistic and religious diversities of the Middle East.
    2. Broadly survey the pre-Islamic history of the Middle East
      1. Discuss the ancient civilizations
      2. Discuss the Greco-Roman civilizations
      3. Discuss the rise of the Christian East.
      4. Discuss pre-Islamic Arabia
    3. Survey the rise of Islam
      1. Discuss the life of Muhammad
      2. Discuss the five pillars of Islam
      3. Discuss the rise of Islamic Arabia
    4. Survey the expansion of Islam and the rise of Islamic civilization
      1. Analyze the reasons for the rapid military expansion of Islam.
      2. Discuss the Islamic synthesis of civilization
      3. Discuss the intellectual achievements of Islamic civilization.
      4. Discuss the universal Muslim caliphate
    5. Survey the encounters of Islam with Europe and Asia
      1. Discuss the importance of Muslim Spain and Sicily to Europe
      2. Analyze the reasons for and the long term impact of the Crusades.
      3. Explain the encounters between Islam and the regions of Asia.
    6. Survey the Turkish contributions to the Middle East
      1. Analyze the origins of the Turkish Empire
      2. Discuss the encounters between Europe and the Turkish Empire.
    7. Survey the impact of the West on the Middle East
      1. Analyze the reasons for the growth of Western dominance in the Middle East
      2. Explain the impact of Western science, industrialism, political ideas and military force on the Middle East
      3. Analyze the reasons for the decline of the Middle East as the world?s dominant civilization
    8. Survey the modern Middle East
      1. Explain the rise of European empires in the Middle East.
      2. Explain the rise of independent nation-states in the middle East
      3. Explain the growth of American power and influence in the Middle East.
      4. Explain the rise of Israel and the Arab-Israeli conflict
    9. Survey the problems of recent years and decades in the Middle East
      1. Explain the rise of Muslim fundamentalism
      2. Analyze the failures of the Middle East states and societies to modernize.
      3. Examine the rise of terrorism and its origins in the Middle East and its impact world wide
      4. Discuss the future of Islam, global Islam, the Middle East in foreign affairs and the Islamic Diaspora

  
  • GLS 230 - Latin America

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This course examines the varied history, diverse peoples and cultures of Latin America and the Caribbean beginning with the geography, pre- Columbian peoples, the European intrusion, colonial societies, independence, modernization, American influence, economic, political, cultural and social developments in the recent past and the present.
    Competencies
    1. Broadly survey the physical and cultural geography of Latin America and the Caribbean
      1. Discuss the term “Latin America.”
      2. Discuss the principal physical and climatic characteristics of this region.
      3. Discuss the ethnic, linguistic religious diversities of this region.
    2. Broadly survey the pre-Columbian cultures and civilizations of Latin America and the Caribbean
      1. Locate geographically the great pre-Columbian civilizations of Mexico, Guatemala, and Peru
      2. Discuss the major features or characteristics of these civilizations.
      3. Discuss the wide variety of indigenous communities in this region prior to 1492
    3. Survey the formation of new colonial empires and societies in Latin America and the Caribbean
      1. Discuss the economics of these societies
      2. Discuss the political systems in place in these colonial societies.
      3. Discuss the synthesis of colonial culture and civilization.
      4. Analyze the reasons for the successful independence movements.
      5. Discuss the growth of independent societies in Latin America and the Caribbean from 1825 to 1900
    4. Survey the economic growth of Latin America and the Caribbean and its entrance into the global economy
      1. Discuss the entrance of the United States into this region economically and politically beginning in the late 19th century.
      2. Examine the differing world economic crises and their impact on this region
      3. Discuss the very different degrees of economic development among the many countries of Latin America and the Caribbean
      4. Analyze the closer integration of the American and Latin American and Caribbean economies from World War II to the present
    5. Broadly survey the growth, distribution and migration of population in recent times in Latin America and the Caribbean
      1. Explain the demographic transition model
      2. Discuss the problems associated with rapid population growth in developing economies
      3. Discuss the changing patterns of population growth and distribution.
      4. Analyze the factors influencing population migration to urban areas, unsettled areas, and to the United States and other rich societies.
    6. Broadly survey the evolution of the Latin American city
      1. Discuss the characteristics of the colonial city
      2. Discuss the transformation of the early modern city to the present.
      3. Explain the phenomenon of the primate city in contemporary Latin America.
    7. Broadly survey the evolution of Mexico
      1. Explain its physical geography
      2. Explain its modern ethnic and demographic features
      3. Discuss its modern economic development in respect to industry, agriculture, trade and tourism
      4. Discuss its complex relationship with the United States
      5. Discuss the evolution of the political system in Mexico.
      6. Attempt an analysis of the Mexican national character
    8. Survey the evolution of Cuba
      1. Discuss the American involvement in Cuba from 1898 to present.
      2. Analyze the reasons for Cuba’s instability and rise of Castroism
      3. Discuss Castro’s importance to Cuba and his impact on Latin America.
      4. Explain the successes and failures of the Marxist regime in Cuba.
    9. Broadly survey Andean America of Colombia, Peru and Bolivia.
      1. Discuss the similarities and differences in the political, social and economic evolution of these Andean republics
      2. Analyze the reasons for the poverty and instability in these Andean republics.
      3. Discuss the progress these states have made in democracy and modernization.
    10. Broadly survey the evolution of Latin America’s giant, Brazil.
      1. Explain its physical geography and its climate
      2. Explain its modern ethnic demographic features
      3. Discuss its modern economic development in respect to industry, agriculture, trade, and tourism
      4. Discuss the future of Amazonia
      5. Discuss the evolution of Brazil’s political and economic system.
    11. Broadly survey the evolution of the Argentine Republic
      1. Explain its physical geography of Argentina
      2. Discuss the economic and political development of Argentina from the early 1800?s to 1914
      3. Discuss the economic and political development of Argentina from 1914 to the present paying special attention to Peronism and military dictatorship.
      4. Analyze the reasons for the failure of Argentina to develop into one of the rich countries of the world.
    12. Summarize the similarities and differences among the countries and sub regions of Latin America and the Caribbean in respect to:
      1. Economic modernization
      2. Democracy
      3. Human rights

  
  • GLS 235 - Intro to International Studies

    Credits: 3
    Lecture Hours: 3
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 0
    Course Type: General
    This course provides an introduction to international issues and globalization from the perspective of different continents and countries. The course will cover basic historical, geographical, political, cultural, economic, health, human rights, gender and ethnic communities around the world.
    Competencies
    1. Understand general factual knowledge about world economic and political systems, events, cultures and geography
      1. Explore region as a geographic concept
      2. Understand culture as an important component of geography, politics and economics
      3. Review the comparative demographics of regions
      4. Explore urbanization, modernity, and development
      5. Understand where states and regions physically are located on a map.
      6. Understand economic and social indicators
    2. To review and reinforce the basic understanding of globalization and its impact on people, their lives, job, and communities
      1. Understand the commonalities of the world regions and states
      2. Explain the differences between regions and states
      3. Understand the role of international organizations in globalization.
    3. To expand the critical and comparative thinking skills of students
      1. Understand the strengths and weaknesses of comparison as a research tool.
      2. Explore differing world views on a range of topics and issues.
    4. To explore significant current issues in light of the basic theories about international societies and the processes of globalization
      1. Locate and utilize media sources on international topics
      2. Apply theories covered in the course to current international issues
      3. Develop a basic knowledge of where to find information covering international issues from government and non-governmental sources on the web. 


Graphic Design

  
  • GRD 301 - Intro to Desktop Publishing

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech


    This course teaches basic desktop publishing skills using Adobe Photoshop, Illustrator and InDesign. Students learn the software tools as they produce projects like those found in the graphic design industry. Projects include photo editing and color adjusting images, drawing vector art for illustrations, and laying out pages for various print documents. 
    Competencies
    1. Evaluate how to use a Macintosh computer using current operating system     
      1. Demonstrate how to power up and shut down computer in approved manner 
      2. Apply Navigation at desktop level using hierarchical filing system
      3. Select documents, folders and applications to open as needed
      4. Explore computer operations using pull-down menus and menu commands
      5. Demonstrate how to open existing documents from removable drive, hard drive and file server
      6. Distinguish between fonts using font management software
    2. Perform Macintosh computer operations within a networked environment       
      1. Demonstrate how to use all network elements
      2. Explain how a network can increase workflow efficiency
      3. Apply Internet access protocol to connect to Internet
      4. Demonstrate how to log onto file server using assigned account and password
    3. Determine how to save digital files to designated storage location
      1. Describe how to access removable drive, file server and hard drive for storage and retrieval of files
      2. List correct information for document title and file name
      3. Select appropriate file format information
    4. Modify bit-mapped images using photo editing software
      1. Examine software interface
      2. Distinguish between software menu commands and panels
      3. Discuss information displayed in program dialog boxes
      4. Identify by name and function software tools contained in the toolbox
      5. Demonstrate how to color correct images by adjusting levels
      6. Produce selections as masks in channels panel
      7. Arrange layers to adjust image view 
    5. Create vector shapes and paths using illustration software
      1. Explore software interface
      2. Examine software menu commands and panels
      3. Discuss information displayed in program dialog boxes
      4. Identify by name and function software tools contained in the toolbox
      5. Trace a template using drawing tools
      6. Apply brushes and symbols to apply to artwork
      7. Arrange layers to adjust image view
    6. Design page layouts using page layout software
      1. Explore software interface
      2. Examine software menu commands and panels
      3. Identify by name and function software tools contained in the toolbox
      4. Demonstrate how to import text files
      5. Apply text formatting according to project specifications
      6. Prepare to import graphics according to correct size and placement
    7. Evaluate how to output digital files to designated printer
      1. Examine appropriate printing method for file output
      2. Select printer options from the Print dialog box
      3. Describe the correct information needed in Page Setup dialog box
      4. Demonstrate how to enter correct information into Print dialog box
      5. Distinguish between different print error messages 

     

  
  • GRD 305 - Screen Printing Methods

    Credits: 3
    Lecture Hours: 1
    Lab Hours: 4
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Students will explore the screen printing industry, develop skills and expand their knowledge by working to complete various hands-on printed projects. This course involves lecture and hands-on lab work in the areas of screen preparation, printing, finishing, and specialty images.
    Competencies
    1. Evaluate safety and health guidelines in a printing environment.
    1.1 Examine the purpose of a plant safety and health program.
    1.2 Demonstrate the importance of personal protection.
    1.3 Apply safe handling of materials, tools and equipment, as well as proper techniques
    for lifting.
    1.4 Validate the correct handling, storage, and disposal of chemicals and other materials.
    1.5 Identify plans for fire prevention within a plant.
    1.6 Adjust ways to reduce and eliminate waste for environmental compliance.
    1.7 Select the correct location of the MSDS sheets in the printing lab.
    1.8 Review the purpose of MSDS sheets.
    1.9 Explore how to obtain updated MSDS sheets.
    2. Generate the process to produce a coated screen.
    2.1 Determine the proper mesh count to match the artwork.
    2.2 Adopt how to prepare the emulsion.
    2.3 Practice placing the emulsion in the tray.
    2.4 Form a good even application of emulsion to each side of the screen.
    2.5 Distinguish any flaws in the coating that has been applied to the screen.
    3. Modify the position of the artwork to the screen before exposing it.
    3.1 Assemble the correct and accurate position of the pallet.
    3.2 Arrange the proper placement of the test shirt or substrate on the pallet.
    3.3 Pick how to place the artwork on the shirt so that it is at the correct height.
    3.4 Plan alignment of the artwork so that it is straight and centered on the shirt.
    3.5 Decide how to attach the artwork to the screen.
    4. Execute proper exposure of the artwork to the screen.
    4.1 Implement the proper placement of the screen in the exposure unit.
    4.2 Analyze correct vacuum or drawdown of the screen in the exposing unit.
    4.3 Employ the proper exposure time for the mesh count.
    5. Perform proper screen development.
    5.1 Research the need for using a power-washer for the developing process.
    5.2 Name the precise technique of spraying on each side of the screen.
    5.3 Manage technical hand developing strategies as a finishing stage.
    6. Choose the correct alignment of the image and the quality of the print in the printing
    process.
    6.1 Categorize the correct position of the substrate on the pallet.
    6.2 Recognize where the screen is placed in the hinges for proper alignment.
    6.3 Study how to align the image in a registered position for the color to be printed.
    6.4 Present the proper technique for the use of the squeegee in the print process.
    6.5 Make a quality single color or multi-color print on the substrate.
    7. Evaluate the finishing process of a screen when finished with the print.
    7.1 Consider the correct cleaning of screens, squeegees, pallets, and ink knifes.
    7.2 Accept the proper technique for reclaiming screens.
    7.3 Apply the proper process for ghosting screens.
    7.4 Establish how to properly degrease the screen for future use.
    8. Generate advanced screen procedures.
    8.1 Survey the correct screen mess.
    8.2 Manipulate tight registration.
    8.3 Exhibit base white for overprint colors.
    8.4 Differentiate the matching of colors for client work.
    9. Evaluate various specialty screen printing images.
    9.1 Administer the use of glitter.
    9.2 Transform the proper use of flock.
    9.3 Evolve the need for an under base.
  
  • GRD 403 - Communication Design I

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Learn fundamental design elements and principles. Explore how to ignite your creative spark! Study color theory and learn how to follow the design process to visually communicate an idea or message to a target audience.
    Prerequisite: GRD 415  and GRD 459  or instructor approval
    Competencies
    1. Identify the creative process for communication design
      1. Explain ideation.
      2. Determine creative inspiration resources
      3. Identify a client’s needs
      4. Explain a design strategy
      5. Analyze research for conceptual design
      6. Identify preliminary design concepts
      7. Explain a design concept
    2. Demonstrate effective creativity
      1. Produce a design strategy
      2. Produce preliminary design concepts
      3. Execute a design concept
    3. Apply color theory to effective visual communication.
      1. Identify additive and subtractive color
      2. Identify primary, secondary and tertiary colors
      3. Identify warm and cool colors
      4. Identify color tint and shade
      5. Examine color psychology
      6. Produce a color scheme
      7. Produce color context
    4. Apply principles of graphic design to create effective visual communication layouts.
      1. Determine principles of graphic design
      2. Analyze principles of graphic design
      3. Demonstrate effective composition using principles of graphic design.
      4. Create and produce design layouts
      5. Collaborate with others about the effectiveness of communication design
    5. Apply elements of graphic design to effectively communicate intended message
    6. Appraise history of graphic design
      1. Identify historical graphic design trends
      2. Compare past graphic designer’s work
      3. Assess current graphic design trends
      4. Examine current graphic designer’s work.
    7. Execute final presentation of a design comprehensive
    8. Analyze work.
      1. Participate in class critiques
      2. Explain verbally the thought process of a communication design piece.
      3. Deconstruct a communication design piece.

  
  • GRD 404 - Typography II

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Advanced exploration in the application and theory of typographic principles. Students strengthen skills in systems, typographically expressive layouts and using typographic relationships by creating a dynamic grid hierarchy to organize information. Students will be expected to conceptualize and execute a variety of typographic solutions across media platforms.
    Prerequisite: GRD 405  
    Competencies
    1. Demonstrate advanced ability to solve typography design challenges.
      1. Review skills learned in Typography I
      2. Prepare thumbnail sketches for typography design projects
      3. Demonstrate ability to prepare full sized marker roughs for typography design projects
      4. Demonstrate ability to prepare comprehensive final layouts for typography design projects
      5. Meet project deadlines as specified
    2. Utilize appropriate software to produce typography projects
      1. Use front management software to activate and inactive fonts.
      2. Correctly name and save files to USB Drive, CD disk, hard drive and/or File Server
      3. Print laser copies in both black and white and color
    3. Specify type by font, style, size and design intentions
      1. Identify typefaces used in projects on specification sheets
      2. Use proofreader’s marks to make edits to typography
    4. Follow project specifications for solving advanced level typography design challenges including
      1. Design with type in a variety of formats
      2. Implement typographic hierarchy
      3. Measure as specified.
      4. Select materials as specified
      5. Use media as specified
      6. Demonstrate correct use of tools as specified
      7. Access software as specified

  
  • GRD 405 - Typography I

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course explores the history, structure and fundamental principles of typography as it relates to graphic design. Topics include typeface identification, study of typeface design, designing with type and typographic grid systems. Students build skills with the basic elements of typography.
    Prerequisite: GRD 415 , GRD 459 , or instructor approval
    Competencies
    1. Identify typographic characteristics
      1. Identify typographic anatomy
      2. Identify typographic boundaries
      3. Identify typographic alignment
      4. Identify typographic spatial manipulation
      5. Discuss typographic hierarchy
    2. Recognize typeface categories and classifications
      1. Review the history of the Roman alphabet
      2. Identify historical typeface classification categories
      3. Discuss page layout grid systems
      4. Discuss appropriate typeface choices
    3. Define typographic terminology
      1. Review textbook, lecture notes and participate in assessment challenges.
      2. Demonstrate typographic criticisms of student and professional designers.
    4. Apply the use of typography in graphic communication projects.
      1. Design a project utilizing found typography
      2. Design a text type project
      3. Design a display type project
      4. Design a project using both display and text type
      5. Design an expressive type project.
      6. Design a project involving use of a grid system
      7. Complete projects by assigned deadlines
    5. Practice digital typographic controls
      1. Recognize type readability and legibility
      2. Demonstrate correct punctuation usage
      3. Demonstrate typographic alignment
      4. Demonstrate typographic spatial manipulation
      5. Demonstrate typographic hierarchy
      6. Demonstrate use of font management software

  
  • GRD 408 - Introduction to Rich Media and Animation

    Credits: 2
    Lecture Hours: 1
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    A recommended overview class for all Rich Media and Animation courses. This course explores the history, structure, terminology, and fundamental visual communication principles as they relate to the Rich Media and Animation industry. Research, participation, and creativity are encouraged throughout various lectures, exercises, and student activities.
    Competencies
    1. Evaluate current Windows and Mac computer operating systems
      1. Demonstrate how to power up and shut down computer in approved manner
      2. Practice navigation at desktop level using hierarchical filing system
      3. Select and open documents, folders, and applications
      4. Apply computer operations using pull-down menus and menu commands
      5. Examine and open existing documents from removable drive, hard drive, and file server
      6. Identify and manage fonts on Mac and PC platforms
      7. Demonstrate how to save and backup files
      8. Review and describe file formats
      9. Differentiate between Save and Save As commands
    2. Develop project concepts and ideas
      1. Review a Creative Brief
      2. Identify needs of the Client
      3. Apply various brainstorming techniques
      4. Prepare thumbnail concepts
      5. Assemble Moodboards
      6. Develop key Style Frames
      7. Identify inspirational resources
    3. Determine correct color theory usage for effective visual communication
      1. Explain additive and subtractive color
      2. Distinguish between primary, secondary and tertiary colors
      3. Review warm and cool colors
      4. Summarize color tint and shade
      5. Examine color psychology
      6. Produce a color scheme
      7. Build a color script
      8. Demonstrate basic understanding of color management on computer software
    4. Evaluate the Principles of Design, Composition, and Motion to communicate effective visuals
      1. Examine the Principles of Design
      2. Review the Elements of Design
      3. Describe the Elements of Composition
      4. Examine the Principles of Animation
      5. Explain motion design formats and techniques
      6. Review compositional techniques
      7. Apply visual principles to objects, text, graphics, and characters
    5. Organize rich media and animation industry research
      1. Categorize different industry terms and definitions
      2. Distinguish between production roles and job descriptions
      3. Examine Animator Responsibilities - Film
      4. Review and Outline Animator Responsivities - Games
      5. Distinguish between Animator Responsibilities - Motion Graphics
      6. Examine and Recognize Animator Responsibilities - Other
      7. Explore styles of Rich Media and Animation
      8. Distinguish between past and present roles in animation
      9. List and discuss emerging technologies
      10. Review various Rich Media and Animation resources
    6. Appraise the history of animation
      1. Categorize Ancient History and Sequential Art
      2. Examine Contemporary Animation History
      3. Distinguish between works of current and past animators
      4. Explain Disney’s “Nine Old Men” and “The Illusion of Life”?
      5. List and discuss the Golden Age
      6. Describe the Influence of Early Cinema
      7. Examine international animation styles
      8. Identify past and present trends in animation
    7. Evaluate visual storytelling techniques
      1. Examine narrative story structure
      2. List and define key elements of a story
      3. Distinguish between various story plot types
      4. Categorize character archetypes
      5. Develop character personalities
      6. Study point-of-view and authoring techniques
      7. Explore the principles and needs of effective communication
      8. Apply storytelling techniques to visual mediums
      9. Examine visual storytelling formats/styles
    8. Appraise the fundamentals of Typography
      1. Review and label the anatomy of type
      2. Identify typeface classification categories
      3. Adjust spatial manipulation to text
      4. Implement alignment options
      5. Discuss the importance of font readability
      6. Select and Administer tools for adjusting type
      7. Survey and discuss appropriate typeface categories
      8. Examine proper font selection
    9. Create and analyze work in a collaborative setting
      1. Participate in class discussions and critiques
      2. Prepare and share researched presentations
      3. Demonstrate how to deconstruct a visual piece

  
  • GRD 410 - Illustration I

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Students will learn the importance of illustration throughout history. They will learn how to create the basic shapes needed to create simple and complex forms. Students will explore light, the effect of light on form and how it changes form and the illusion of depth in the 2D world of illustration. They will learn to see and create illustrations that communicate simple and complex ideas, so they can effectively use these skills in visual communications.
    Competencies
    1. Evaluate the History of illustration and drawing to communicate
      1. Analyze Illustration as the earliest form of communication (cave work and the survival effect)
      2. Explain Illustration as language (early formalized language, runes, cartography and storytelling)
      3. Examine Illustration as an art form (reaching into emotion attachment and favorable subjectivity)
      4. Contrast Illustration for the masses (wartime propaganda, symbology and advertising)
      5. Compare Illustration for motion, film and early animation
      6. Outline Introduction of technology and how (new media and the advent of production)
    2. Create basic shapes and multi-shape forms
      1. Draw Basic 2D geometric shapes
      2. Modify using 2D shapes to simulate 3D
      3. Manipulate scale to create illusion of depth
      4. Assemble shapes to create basic mechanical forms
      5. Combine multiple shapes to basic organic forms
      6. Appraise basic shapes in what you see. Drawing independently.
      7. Demonstrate finalizing forms using layers and registered sheets
    3. Describe the use of Light and how it effects form
      1. Contrast understanding light and shadow, the technical effect on what you see
      2. Explain the importance of contrast in illustration and light’s role
      3. Analyze reflection on glass how light effects both and what is and isn’t there when illustrating
      4. Discover how to draw when there isn’t a light source
      5. Employ reflective light and how to make it believable
      6. Examine surface variation characteristics and how to illustrate them
      7. Compare surface composition, textures, backgrounds
    4. Appraise the use of Perspective and Foreshortening
      1. Explain one point perspective and the effect on form(s)
      2. Illustrate a one point perspective project
      3. Calculate two point perspective and the effect on form(s)
      4. Draw a two point perspective project
      5. Examine foreshortening and how to illustrate what you see
      6. Analyze three point perspective
      7. Discover mathematically accurate perspective
    5. Construct a Living form created from basic shapes
      1. Draw animal forms using basic shapes
      2. Illustrate human form using basic shapes
      3. Contrast the various ‘theories’ on proportion when to use them
      4. Manipulate human motion
      5. Explain the effect of force on organic form
      6. Modify the exaggeration of form for effect
      7. Compare organic surface illustration skin, fur, hair, scales
    6. Judge movement - drawing for motion and animation
      1. Interpret basic motion in mechanical objects
      2. Identify basic movement in people
      3. Illustrate using backgrounds to reinforce movement in your forms
      4. Explain transitional form movement for animation
      5. Analyze the key frames needed to communicate your story
    7. Compare the creation of characters
      1. Develop a realistic character creation
      2. Experiment with exaggerated character creation
      3. Illustrate fantasy characters
      4. Examine fabric and wardrobe creation
    8. Evaluate the use of Thumbnails
      1. Employ communicating your ideas through thumbnails
      2. Analyze what is needed in a good thumbnail
      3. Differentiate adding the right amount of detail in a thumbnail
      4. Interpret color and type how to illustrate these quickly
      5. Examine input and what is relevant to your thumbnail process
      6. Plan for moving to the computer. What you need to have in your thumbnails first

  
  • GRD 411 - Communication Design II

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    Use the fundamental principles and elements learned in Communication Design I as a guide to make effective design decisions. Learn how to combine images, color and type to create high-impact layouts. This course encourages creative thinking and problem-solving. Credit will not be granted for both WDV 151  and GRD 411  .
    Prerequisite: GRD 403  
    Competencies
    1. Review application of principles of graphic design to create effective visual communication layouts
    2. Review application of elements of graphic design to effectively communicate intended message.
    3. Follow industry standard design process to create effective visual communication layouts
    4. Explore the creative process
    5. Identify inspirational creative resources
    6. Implement information given in a creative brief to create a variety of effective visual communication pieces
    7. Demonstrate the ability to conceptualize effective visual communication ideas.
    8. Demonstrate the ability to create a visual identify for a brand or group.
    9. Effectively present their own design solutions to others.
    10. Effectively participate in critiques of their own and other student and professional design solution

  
  • GRD 415 - InDesign I

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This course combines basic desktop publishing skills with the specifics of how to use Adobe InDesign to create visual communications. You will learn page layout tools as you are introduced to the software interface. This course teaches the fundamentals, basic commands and procedures used to create professional documents.
    Competencies
    1. Work within the page layout work area
      1. Evaluate software desktop environment
      2. Examine software menu commands and panels
      3. Identify by name and function the software tools contained in the tool panel
      4. Open and close panels as needed
      5. Move within the document using the zoom and scrolling tools
      6. Use preferences dialog box to control work environment
      7. Find answers to questions using the Help menu
    2. Setup the page layout of a document
      1. Modify settings to create a document preset
      2. Create a new document indicating correct page specifications
      3. Understand the use of master pages
      4. Add pages to document in proper sequence
      5. Place guides for use in positioning frames
      6. Add columns for frame positioning
      7. Define correct color model.
      8. Create layers for arranging frame objects
      9. Generate single and multiple page documents
    3. Use frames for positioning graphics and text.
      1. Draw frames to exact size required
      2. Place a graphic into a frame
      3. Use the correct tool to select and modify frame
      4. Change a graphic frame size by cropping image
      5. Accurately fit content to frame size
      6. Duplicate a frame and content
      7. Change the shape of a frame or its content
      8. Apply text wrap to a frame and its content
      9. Change frame attributes.
    4. Work within a document by importing and editing text
      1. Enter and edit text in selected frame
      2. Place text into a frame
      3. Change text attributes
      4. Modify type using specification dialog box tools and commands.
      5. Flow text from frame to frame and page to page.
      6. Search and replace text content
      7. Format text using Style Sheets
      8. Examine document for missing fonts and re-link fonts
    5. Use color within a document by applying it to objects and text
      1. Select colors from the swatch panel
      2. Apply colors to objects and text
      3. Apply color to text fill and stroke
      4. Create and apply a gradient swatch
      5. Create a custom swatch color
      6. Understand the difference between CYMK and spot color inks
    6. Create and modify tables within a document
      1. Create a new table within a text frame
      2. Modify table by adding and deleting rows and columns
      3. Apply table cell attributes
      4. Apply attributes to cell outline stroke
      5. Apply color attributes to cell fill.
      6. Type and edit text within a table cell
      7. Create a table header
      8. Merge table cells
    7. Output Mac files for various printers
      1. Analyze appropriate printing method for file output
      2. Select printer via the desktop printer menu
      3. Evaluate “Page Setup” dialog box before printing
      4. Enter appropriate information in “Print” dialog box to insure proper output
      5. Package all fonts and linked files
      6. Correct print error messages

  
  • GRD 419 - Lettering and Sign Art

    Credits: 2
    Lecture Hours: 0
    Lab Hours: 4
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    The study of traditional letter forms, typography, hand lettering skills and design principles for the production of posters, signs, logos and other graphic images.
    Competencies
    1. Demonstrate hand rendering skills on letter construction projects
      1. Study the construction of a “One Stroke” alphabet
      2. Study the use of a unit grid system to construct letter forms
      3. Render a “One Stroke” alphabet on a unit grid
      4. Study the construction of a “Roman” alphabet
      5. Study the technqiue of using a chisel marker
      6. Practice the technqiue of using a chisel marker
      7. Render a classic Roman alphabet
      8. Study the letter construction of an “Old English Text” alphabet
      9. Render an “Old English Text” alphabet
    2. Demonstrate hand rendering skills on letter spacing projects
      1. Study the set space layout method
      2. Study pen lettering skills
      3. Practice pen lettering skills
      4. Render a “B” pen one stroke Gothic three line horizontal format statement
      5. Render a “C” pen Roman single stroke size line vertical format statement
      6. Render a “C” pen Old English Text horizontal format two line statement
    3. Demonstrate hand rendering skills on a calligraphy project
      1. Study the development of lower case letters and italic hands
      2. Study general page layout, line value, and arranging words to read with rhythm
      3. Render a “C” pen calligraphic quotation
    4. Demonstrate hand rendering skills on script lettering projects
      1. Study the construction of a “Round Hand Script”
      2. Render a “Round Hand” script statement
      3. Study the construction of a “Casual Script” alphabet
      4. Practice use of personal handwriting to construct a script alphabet
      5. Render a “Casual Script” statement
    5. Demonstrate hand rendering skills on brush lettering projects
      1. Study the use of a lettering brush for executing serifs on letterforms
      2. Practice the use of a lettering brush for executing serifs on letterforms
      3. Study extension and condensing alphabets to control spatial needs
      4. Render a “Simple Brush Roman” alphabet
      5. Render a “Clarence” alphabet.
      6. Render a “Speedway” casual italic alphabet
      7. Render a “One Stroke Gothic” alphabet
      8. Render a visually expressive 3 word lettering plate.
    6. Demonstrate design skills in the use of lettering
      1. Study the use of a lettering brush for executing logo designs
      2. Practice the use of a lettering brush for executing logo designs
      3. Study creation of original graphic images
      4. Render six original business logo designs
    7. Demonstrate perspective skills in the use of 3-dimensional lettering
      1. Study the principals of light and shadow
      2. Practice the use of shaded letterforms to create depth
      3. Render a 3-dimension t-shirt design
    8. Demonstrate advanced skills in poster lettering design
      1. Study the principals of spatial relationships
      2. Study the principals of color
      3. Render a black and white comprehensive layout
      4. Render a color sketch overlay
      5. Render a finished poster design
    9. Demonstrate intellectual skills in the use of lettering
      1. Classify letter styles in groups of graphic similarity of historic development
      2. Select typography that graphically represents the feeling mood or image of the intended message
      3. Prioritize and edit copy; arrange in logical order into thought groups that are aesthetically pleasing
      4. Use the principles of contrasting line value, rhythm, depth perception, positive space relationships and compulsive graphic relativity

  
  • GRD 421 - Internship Preparation

    Credits: 3
    Lecture Hours: 2
    Lab Hours: 2
    Practicum Hours: 0
    Work Experience: 0
    Course Type: Voc/Tech
    This class will help students prepare for graphic design jobs and internships. The class will explore current industry needs and skills required. Resources will be developed for use in the interview process. These will include print (physical) and digital portfolio, resume and other forms of communication. Students will be expected to apply for internship interviews.
    Competencies
    1. Evaluate speaker’s presentations about graphic design industry.
      1. Research background information on speaker’s company and design positions.
      2. Prepare questions relating to speaker’s company, design career, and internship opportunities.
      3. Summarize presentation by taking notes and writing a review
    2. Design a professional quality resume for a graphic design job interview.
      1. Prepare a list of all information needed on a resume.
      2. List skills, education, and job history information
      3. Describe personal qualities you have that employers desire.
      4. Select information to include on a resume
      5. Write a resume rough draft
      6. Apply principles of design to resume page layout
      7. Produce a color printed and digital interview quality resume
      8. Discuss how to revise a resume to fit a specific job
    3. Organize an interview quality print (physical) and digital portfolio of graphic design skills.
      1. Understand the importance of the portfolio in the job search process
      2. Prepare a list of all projects that could be included in a portfolio
      3. Select best graphic design samples for inclusion into portfolio
      4. Prepare project files for samples to use in print and digital portfolio
      5. Examine different page layout designs for presenting
      6. Assemble projects in sequential order for specific interview
      7. Practice presenting portfolio of printed samples
      8. Produce a print and digital portfolio for, Advisory Board, industry review.
    4. Develop a cover letter to accompany your resume
      1. Understand the purpose of a cover letter
      2. Use standard business writing format
      3. Identify the three parts of a cover letter
      4. Write a cover letter rough draft.
      5. Produce a professional quality cover letter
    5. Generate an interview follow-up document
      1. Write a follow-up letter and/or thank you card
      2. Understand the purpose of a follow-up document
      3. Write a rough draft to determine content
      4. Produce a professional quality follow-up document
    6. Organize different job search strategies
      1. Differentiate between published and unpublished job search methods
      2. List where to find published resources and discuss importance
      3. Examine networking options with local and national organizations
    7. Perform a job search for a possible internship
      1. Explore DMACC Career Center Resources
      2. Identify local companies that employ entry level skill sets
      3. Review different job and internship postings 
    8. Evaluate the interview process and preparation
      1. Understand the importance of researching a company before the interview
      2. Assemble a list of possible interviewer questions
      3. Discuss how to prepare for and answer possible questions
      4. Review the importance of ethics when interviewing
      5. Consider impact of appearance and behavior during an interview
      6. Produce a list of sample questions to ask at the end of an interview
      7. Practice interview skills
    9. Appraise industry standard skills required for internship employment
      1. Determine what different companies require for skills
      2. Identify different skill sets and levels
      3. Review personal skills inventory
    10. Complete a job application for internship interview
      1. Prepare by collecting samples of applications
      2. Research different types of application processes
      3. Review for accuracy and understanding of information 
    11. Evaluate salary options and benefit packages
      1. Examine different positions and salary levels
      2. Determine realistic personal salary needs
      3. Discuss salary negotiation techniques 
    12. Adopt a method to track job searches for a possible internship
      1. Research different systems and tools available
      2. Select a tool to record all activity 

  
  • GRD 424 - Graphic Design Internship

    Credits: 3
    Lecture Hours: 1
    Lab Hours: 0
    Practicum Hours: 0
    Work Experience: 8
    Course Type: Voc/Tech
    Internship is an opportunity to work in a graphic design environment under the guidance of a design professional. In this course, you’ll work toward securing an internship that will provide you with the experiences you need to succeed in your career.
    Prerequisite: Instructor approval
    Competencies
    1. Identify approved internship work experience
      1. Use job search campaign resources
      2. Pursue posted internship positions
    2. Complete a job interview and follow-up
      1. Schedule an interview appointment
      2. Complete a graphic design (or related field) job interview
      3. Present an interview quality portfolio
      4. Prepare a written interview analysis
      5. Send an interview follow-up letter
    3. Complete work agreement contract for employment
      1. Record accurate information necessary for employment experience
      2. Obtain appropriate signatures for endorsement purposes
      3. Maintain contract in personal intern/coordinator file
    4. Complete 120 hours of approved internship experience
      1. Verify total time recorded with appropriate signatures
      2. Maintain time record in personal intern/coordinator file
    5. Complete all forms by scheduled deadlines
      1. Complete weekly report forms
      2. Complete weekly time record forms
      3. Complete freelance forms
    6. Attend scheduled seminars and field trips
      1. Complete written evaluation of seminars
      2. Complete written assessment of field trips
    7. Review internship work experience
      1. Present and explain internship projects and work experience to class
      2. Describe new experiences, job details and work environment
    8. Accurately complete all final evaluation forms
      1. Complete employer evaluation form.
      2. Have employer complete employee evaluation form
    9. Submit a certified time record form listing 120 hours of work experience for final course credit
    10. Present a professional portfolio
      1. Present a professional portfolio on Portfolio Day
      2. Participate in Portfolio Day projects

 

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