DHYG 3800 - Board Review

DVST 0960 - Beginning Computer Skills

ECON 0000 - Any course from the ECON department

ECON 1010 - Macroeconomics

This course is an introductory course covering a variety of macroeconomic concepts. It focuses on national income accounting, aggregate demand and supply, unemployment, inflation, fiscal policy, monetary policy, Keynesian and supply-side views, international trade and economic growth.  Applications are drawn primarily from the United States economy.

General Education Requirement: Social and Behavioral Sciences

Credits: 3

Contact Hours: 3 lecture hrs/week

ECON 1020 - Microeconomics

This course is an introductory course covering a variety of macroeconomic concepts. It focuses on model building, production possibilities, scarcity and choices, opportunity costs and trade-offs, the market system, supply and demand, resource allocation in the market, government intervention and its consequences, elasticity, cost, market model (pure competition), monopoly, oligopoly, and monopolistic competition.  It explores economic issues including market power, labor, positive and negative externalities and public choice.

General Education Requirement: Social and Behavioral Sciences

Credits: 3

Contact Hours: 3 lecture hrs/week

ECON 2400 - Economics of the Environment

Students are introduced to the framework used by economists to evaluate the relationship between the economy and the natural environment. Economic tools will be developed that provide a means of valuing natural resources. These tools provide students with the ability to evaluate alternatives for achieving a socially optimum resource allocation and usage that ensures sustainable economic growth.

Prerequisites:
ECON 1020 - Micro Economics with a “C” or better

General Education Requirement: Meets Global Diversity Requirement

Credits: 3

Contact Hours: 3 lecture hrs/week

EDCI 0000 - Science & Seminar

GEOL 1070 The Earth:Its Physical Environment and EDCI 1450 Earth Science in Elementary Schools; or

BIOL 1020 Life Science and EDCI 1430 Life Science in Elementary Schools

EDCI 1005 - Effective Substitute Teaching

none

1. Generate solutions for situation that may occur during substitute teaching experiences.
2. Integrate discipline strategies, instructional techniques and classroom management skills.
3. Discuss legal and moral issues in the classroom.
4. Outline professional responses to legal and moral issues.
5. Assess certified teachers.
6. Investigate the certification application process.

EDCI 1430 - Life Science Seminar

BIOL 1020 - Life Science IF an Elementary Education student or BIOL 1010 - General Biology I

EDCI 1440 - Physical Science in the Elementary School

This course is designed only for students majoring in elementary education. Students will effectively use problem solving techniques to solve a variety of physical situations. Students will recognize a variety of uses of physics/chemistry/astronomy in everyday life. Students will also develop an effective pedagogy for use in elementary and secondary school classrooms.

Co-requisites:

CHEM 1090 Fundamentals of the Physical Universe

EDCI 1450 - Earth Science in the Elementary School

GEOL 1070 – The Earth: Its Physical Environment

EDCI 2440 - Classroom Management

1. Demonstrate understanding of the basic concepts of historical models of discipline and their contributions to the best of today’s approaches.
2. Summarize the major points of discipline application models that depict today’s popular views of the purposes, strategies, and techniques of classroom management.
3. Demonstrate strategies for working effectively with all students.
4. Explain classroom management strategies and discipline models that are utilized in the local school district.
5. Articulate his or her philosophy, theory, and practice of classroom management incorporating accepted practices.
6. Write a classroom management plan.

EDCI 2526 - Designing and Developing an Online Course

EDEC 1020 - Introduction to Early Childhood Education

none

1. Demonstrate knowledge of several different types of programs and approaches to teaching young children through text reading, and observation and analysis of programs serving young children.
2. Identify elements of developmentally appropriate practice in early childhood settings.
3. Generate appropriate solutions to ethical dilemmas by comparing their observations and readings to NAEYC guidelines.
4. Identify appropriate learning experiences for young children utilizing strategies from a variety of methods.
5. Integrate learning experiences into a personal guiding philosophy of education.
6. Discuss the network of social service assistance available to families.
7. Identify the practical applications of the NAEYC code of ethics.
8. Explore current issues and trends in the field of early childhood education.
9. Analyze a variety of guidance and care techniques in terms of developmentally appropriate practice.

EDEC 1030 - Infant & Toddler Care

1. investigate physical maturation, cognitive and language development, and social-emotional development.
2. relate diverse perspectives of the family, parent/child/community/school systems, and various approaches to parent involvement.
3. explain rationale for and implementation of developmentally appropriate practices in the education of infants and toddlers.
4. evaluate developmentally appropriate curriculum through the facilitation of play and the design of appropriate learning environments.
5. outline individual and group guidance and problem-solving techniques.
6. identify the cultural contexts for young children’s growth, development, and learning.
7. explain rationale for and implementation of best practices relating to infant’s and toddler’s healthy physical development.

EDEC 1035 - Infant & Toddler Care Lab

EDEC 1030 - Infant and Toddler Care (or may be completed in a previous semester)

1. investigate physical maturation, cognitive and language development, and social-emotional development.
2. relate diverse perspectives of the family, parent/child/community/school systems, and various approaches to parent involvement.
3. explain rationale for and implementation of developmentally appropriate practices in the education of infants and toddlers.
4. evaluate developmentally appropriate curriculum through the facilitation of play and the design of appropriate learning environments.
5. outline individual and group guidance and problem-solving techniques.
6. identify the cultural contexts for young children’s growth, development, and learning.
7. explain rationale for and implementation of best practices relating to infant’s and toddler’s healthy physical development.

EDEC 1100 - Observation, Guidance, and Assessment of Young Children

1. design a physical and temporal environment.
2. conduct informal and structured observations.
3. explore a variety of assessment tools and methods.
4. apply assessment tools and techniques.
5. describe aspects of individual growth and development.
6. create plans for optimizing children’s development.
7. explain strategies to develop positive interpersonal relationships that include children, parents, and teachers.
8. identify strategies for promoting positive discipline and appropriate, constructive guidance of young children.

EDEC 1105 - Observation, Guidance, and Assessment of Young Children Lab

EDEC 1100 - Observation, Guidance, and Assessment of Young Children or concurrent enrollment

1. demonstrate skills in the observation and guidance of young children and classroom management .
2. organize the physical environment.
3. illustrate observation and assessment techniques.
4. guide individual growth and development.
5. develop interpersonal relationships including teachers, children, and parents.
6. promote positive functioning of children in groups.

EDEC 1200 - Administration of Early Childhood Programs

none

1. identify appropriate organizational structures of early childhood centers
2. define necessary policies for staff and parents involved with the early childhood center
3. define features of developmentally appropriate curricula for young children
4. identify elements of quality in early childhood programs
5. analyze overall quality of early childhood programs
6. explore practical aspects of operating an early childhood program
7. develop strategies to manage issues involved with funding early childhood programs
8. develop strategies for creating community partnerships
9. define licensing regulations and licensing procedures

EDEC 1300 - Curriculum Planning & Development for Young Children

none

1. explore physical maturation, cognitive and language, and social/emotional development from pre-birth to approximately 8 years of age, including individual differences and the impact of early experience.
2. relate diverse perspectives of the family, parent/child/community/school/system and various approaches to parent involvement. 
3. explain rationale for and implementation of developmentally appropriate practice in the education of all children.  
4. plan developmentally appropriate curriculum through the facilitation of play and the design of appropriate learning environments to meet the needs of all young children. 

EDEC 1305 - Curriculum Planning & Development for Young Children Lab

EDEC 1300 - Curriculum Planning and Development for Young Children

1. apply decisions about the most appropriate teaching methods and materials,
2. develop key strategies for curriculum development and implementation,
3. develop an understanding of the role of play in the learning process,
4. demonstrate skills in planning, implementing, and evaluating developmentally appropriate experiences,
5. demonstrate knowledge of the domains of development and the “whole child” approach to learning.

EDEC 2010 - Early Childhood Special Education Birth to Eight

This course provides students the opportunity to gain an understanding of the importance of inclusion, early intervention, service coordination, and support for families and children, in order to provide a seamless system of services. Students examine research-based information regarding best practices, the Individuals with Disability Education Act (IDEA), and explore in-depth methods being employed by early interventionists. 


Credits: 3

Contact Hours: 3 lecture hours/week

EDEC 2122 - Child Development Lab

none

1. Examine the domains of development birth – 7 years.
2. Observe different age levels in a natural learning environment.
3. Outline differences in ages and rates of growth.

EDEC 2200 - Early Childhood Practicum

1. define the roles and responsibilities of the early childhood professional.
2. participate in early childhood practice.
3. complete organization and selection of artifacts for the professional portfolio.
4. compare observations in early childhood settings.
5. apply knowledge of foundations of development and education in classroom settings.
6. identify elements of early childhood curriculum models.
7. identify ethical responsibilities in early childhood practice.
8. demonstrate skills & abilities for planning, implementing & evaluating appropriate curriculum for children ages 2 to 8.
9. distinguish the components of curriculum based on daily routine of activities.
10. evaluate individual differences in development & learning.
11. utilize an on-going assessment process or order to develop, monitor, adapt & evaluate programs for young children in natural, inclusive environments.
12. review current trends and issues advocating for quality early childhood education
13. evaluate young children’s development using a variety of informal & formal instruments & processes including observational methods.

EDEC 2435 - Child Development Associate (CDA)

none

1. recognize the body of knowledge and theoretical precepts that professionals apply to help children learn and develop.
2. investigate basic concepts of development and learning of children for planning learning experiences for children.
3. ascertain appropriate expectations of children at various ages.
4. establish a safe, healthy, learning environment.
5. acquire the knowledge and skills to support social and emotional development.
6. provide positive guidance.
7. investigate ways of advancing physical and intellectual competence of children.
8. establish positive and productive relationships with families.
9. demonstrate a well-run and purposeful program responsive to participant needs.

EDEL 2280 - Literature for Children

1. Familiarize him/herself with the literature available for children.
2. Apply the criteria for determining good literature for children at each educational level.
3. Identify the various genres of literature for children.
4. Classify books according to genre.
5. Develop insight into child development and reading preferences.
6. Develop an awareness of currents trends and issues in children’s literature.
7. Identify resources available to teachers.
8. Integrate children’s literature across the curricula. 
9. Demonstrate an understanding of the role of literature in developing the child’s sense of self and place in the surrounding environment and an awareness of different people.
10. Evaluate literature for children at each stage of development.
11. Exhibit ways to bring children and literature together by creating activities related to children’s literature using a variety of teaching tools, techniques, and methods.
12. Examine literature for children to explore how others portray children, and childhood, and the ways these works convey cultural values and themes seen as important for the education of children.
13. Compare how children’s responses to literature differ from adults’ responses.
14. Create a course portfolio which includes an organized annotated file of books read in the course.
15. Examine the process of reading and writing.

EDEX 2484 - Introduction to Special Education

1. identify the federally recognized educational disabilities.
2. apply strategies for educational adaptations.
3. apply the best practices in educational settings.
4. promote substantive interaction with colleagues for problem-solving.
5. gain personal insight into the impact of disabilities.
6. promote tolerance and acceptance of all persons.
7. explain pertinent historical and legal aspects of educational services.
8. describe contemporary educational practices.
9. identify appropriate identification and placement procedures.
10. model effective communication (including writing, speaking, and listening) using a variety of communications tools.
11. use assessment practices in conjunction with students’ experiences, learning behaviors, and parent reports to guide instruction, promote student growth, and for documentation.
12. investigate the historical, social, and political roles of schooling in the United States.

EDFD 2020 - Foundations of Education

1. Demonstrate the relationship of current educational issues relative to school organization, curriculum, instruction, and assessment to philosophic and historical foundations through oral and written discussions.
2. Demonstrate an awareness of the profession, the working environment and professional organizations in preparation for a teaching role.
3. Explore past educational experiences and their relationship to teaching identity.
4. Identify personal and professional strengths that have an impact on teaching and learning.
5. Illustrate the current status of the teaching profession, certification, the role and conditions of teaching, professional teacher associations, and the legal and ethical issues facing teachers.
6. Examine the characteristics of culturally diverse learners and explore the implications these have for continued improvement in instruction, teaching practices and the overall learning environment.
7. Determine the influence of social issues on current and future school practices.
8. Analyze information on the issues, problems, and potential solutions related to contemporary educational reform, and such policy issues as the characteristics of effective teaching and learning environments, school choice, special education, and multicultural education.
9. Evaluate several personal motivations for becoming a teacher.
10. Examine education by focusing on four themes: schools and students, teachers, foundations and the future, and the teaching professional.
11. Determine current educational issues related to the philosophy, history, finance, and governance of education in the United States.
12. Maximize his or her academic analytical writing skills through writing assignments and projects.
13. Demonstrate professional behavior and dress in the classroom.
14. Develop a professional dossier.

EDFD 2100 - Educational Psychology

1. Examine the major issues relating to educational psychology in terms of their social, cultural, economic, psychological, and educational impact.
2. Analyze a variety of learning and intelligence styles, relating to the individual students’ own patterns of learning and thinking.
3. Explore a variety of teaching and assessment methods and effective classroom management strategies in light of psychological theories.
4. Define methods for maximizing all students’ potential for academic success.
5. Identify research-based teaching strategies and methods that address the various dynamics impacting student learning.
6. Apply theoretical concepts in learning, motivation, and development
7. in classroom settings.
8. Develop an understanding of the qualities of critical thinking for reflective teaching.
9. Discuss the contemporary critical issues in education.
10. Discuss the democracy and the school’s role in its perpetuation.
11. Develop an understanding of individual differences, diversity, and multiculturalism, particularly in language acquisition/second language learners.
12. Plan instruction with the assumptions that all students can employ instructional methods in ways that connect learning with the students’ diverse experiences and needs.
13. Describe behavior management/motivation plans that are reflective of the needs and practices of diverse students. This competence includes knowledge of classroom management skills, intervention strategies, motivational techniques, and monitoring and documenting student behavior.
14. Critically reflect on personal history, beliefs, values, biases in relation to and as an agent of change within school and society.
15. Revise personal philosophy of teaching and learning.
16. Demonstrate effective communications strategies and the role of language in learning.
17. Analyze assessments in conjunction with students’ experiences, learning behaviors, to guide instruction, promote student growth, and for documentation.

EDFD 2450 - Human Lifespan Development

EDFD 2460 - Child Growth & Development

EDUC 2100 - Practicum in Teaching

EDCI 2440 Classroom Management and ITEC 2360 Educational Technology Theory and Applications may be taken concurrently.

Upon completion of EDUC 2100 Practicum in Teaching, the student will:

1. Evaluate his/her individual aptitude and desire for a career in education
2. Determine whether he/she has the necessary academic capacities to contemplate teaching as a career.
3. Recognize his/her own learning style and have a clearer understanding of differences in learning styles.
4. Determine whether he/she has the essential acquired personal capacities to consider teaching as a career.
5. Recognize a number of varying dimensions of the role of the teacher.
6. Develop lesson plans using various models.
7. Demonstrate practical experience in applying previous and concurrent learning in education.
8. Assemble a professional dossier.
9. Employ lesson with school-age students.
10. Demonstrate effective communication skills.
11. Demonstrate personal responsibility for their learning and work diligently to learn from the “practicum” experience.
12. Utilize a variety of critical thinking and decision making strategies to promote learning.
13. Demonstrate a respect for diversity in all people and recognizes their own biases.
14. Demonstrate the value of listening and responding to others in an appropriate manner.
15. Recognize the need for a variety of technology enhanced instructional strategies based on current research and best practice.
16. Demonstrate the active willingness to design, model and promote learning activities that are consistent with identified learning objectives.
17. Demonstrate the active willingness to model self-reflection.
18. Expand his/her educational philosophy.
19. Develop a set of sophisticated beliefs about teaching and learning.

ELAP 1510 - Electrical Apprenticeship I

ELAP 1520 - Electrical Apprenticeship II

ELAP 1530 - Electrical Apprenticeship III

ELAP 1540 - Electrical Apprenticeship IV

ELAP 1550 - Electrical Apprenticeship V

ELAP 1560 - Electrical Apprenticeship VI

ELAP 1570 - Electrical Apprenticeship VII

ELAP 1580 - Electrical Apprenticeship VIII

ELAP 1650 - Electrical Codeology

Must be enrolled in a 3 credit hour ELAP or ELTR class

ELEC 0001 - General Elective

ELEC 0002 - General Elective

ELTR 0000 - Any course from the ELTR department

ELTR 1510 - Electrical Skills

ELTR 1515 - Electrical Skills and Practices

This course introduces students to the skills and practices of an industrial electrician. Students will learn safe work practices and methods, proper electrical measurement equipment use, blueprint and diagram reading, project planning and preventive maintenance. The skills introduced include conduit bending and installation, wire pulling, termination, testing, troubleshooting, print reading, and electrical component installation.

Credits: 3

Contact Hours: 1 hour lecture and 4 lab hrs/week

ELTR 1521 - Basic Electricity - Direct Current for Industry

ELTR 1531 - Basic Electricity - Alternating Current for Industry

ELTR 1540 - Heavy Duty Electrical Systems

ELTR 1595 - National Electrical Code Chapters 1 and 5

ELTR 1596 - National Electrical Code Chapter 2

ELTR 1598 - National Electrical Code Chapter 4

ELTR 1599 - National Electrical Code Chapters 6, 7, and 8

ELTR 1600 - National Electrical Code I

ELTR 1601 - National electrical Code Revisions

ELTR 1655 - Solar Electric Systems I

ELTR 1660 - Residential Wiring

1. apply electrical safety practices and procedures
2. interpret drawings and electrical prints
3. use common hand and power tools correctly
4. identify correct electrical material application
5. install electrical components

ELTR 1731 - Programmable Logic Controller Essentials

ELTR 1732 - Programmable Logic Controller Troubleshooting

ELTR 1733 - Programmable Logic Controller Controlling

ELTR 1734 - Programmable Logic Controller Advanced Programming

ELTR 1760 - Introduction to Digital Electronics

ELTR 1800 - National Electrical Code II / CFR 30

ELTR 2550 - AC/DC Electric Circuit Theory

This course gives students an introduction to and experience working with AC and DC electrical theory including circuit analysis. These theoretical principles form the foundation of all higher level electrical course work.  The course also introduces the theory of operation of motors and transformers.

Prerequisites:
Successful completion or concurrent enrollment in any MATH class with course number 1400 or higher (including MATH 1500 - Applied Math).

Credits: 6

Contact Hours: 3 lecture hrs plus 6 lab hrs per week

ELTR 2555 - Electrical Skills & Troubleshooting

None

1. Demonstrate safe electrical work procedures involving personal protective measures, lock-out/tag-out, and proper meter use.
2. Identify specific components on a blueprint.
3. Describe several methods of determining faulty components on a piece of equipment using specialized instruments.
4. Identify a sequence of steps, based on an equipment blueprint, which an electrician would use to isolate a faulty component.

ELTR 2560 - Power Electronics Theory

This course provides students with an introduction to power electronic circuits and electronic devices that are utilized in the electrical industry. This course prepares students for ELTR 2880 Solid State Motor Controls by providing the theories of operation of the various components used in electronic motor control systems. In the lab portion of the course, students will assemble, test, troubleshoot and operate electronic components and circuits.

Prerequisites:
ELTR 2550 - AC/DC Electric Circuit Theory with a  “C” or better

Credits: 3

Contact Hours: 1.5 lecture hours plus 3 lab hours per week

Comments: Prior to Fall 2010, ELTR 2560 was listed as Solid State Circuit

ELTR 2580 - Motors, Generators and Transformers

ELTR 2655 - Solar Electric Systems II

ELTR 2751 - Programmable Logic Controller Network Systems

ELTR 2752 - Human Machine Inerface system Essentials

ELTR 2815 - Programmable Logic Controllers

This course introduces students to the uses of the programmable logic controller (PLC) and the logic required for programming.  Students will program, install, and troubleshoot PLCs.

Prerequisites:
ELTR 2550 - AC/DC Electric Circuit Theory with a “C” or better

Credits: 3

Contact Hours: 1.5 lecture hours plus 3 lab hours per week

ELTR 2840 - Industrial Controls I

This course provides students with an extensive introduction to industrial electro-mechanical control devices.  Students use hands on experiences to form a good foundation for good electrical troubleshooting procedures. Topics covered include proper selection and installation of electrical components.

Prerequisites:
ELTR 2550 - AC/DC Electric Circuit Theory with a “C” or better

Co-requisites:

ELTR 1515 - Electrical Concepts

ELTR 2852 - Intermediate programmable Logic Controller Essentials

ELTR 2857 - Advanced Programmable Logic Controller Essentials

ELTR 2858 - Advanced Programmable Logic Controller Troubleshooting

ELTR 2861 - Electrical Principles

ELTR 2862 - DC Equipment

ELTR 2863 - AC Equipment and Power Systems

ELTR 2864 - Electrical Machine Controls: (specific machine)

ELTR 2865 - Intermediate Drive Systems

ELTR 2880 - Solid State Motor Control

ELTR 2940 - Advanced PLC Programming

ELTR 2935 - High Voltage Systems

ELTR 2940 - Advanced PLC Programming

ELTR 2880 - Solid State Motor Control

ELTR 2965 - Technical Research I

TECH 2980 - Technical Co-op and  concurrent enrollment in OR successful completion of ENGL 1010 - English I with a “C” or better

ELTR 2975 - Technical Research II

Concurrent enrollment in OR Successful completion of ENGL 2010-Technical Writing

ENGL 0510 - Basic Reading I

ENGL 0520 - Basic Reading II

ENGL 0700 - Integrated Reading & Writing

ENGL 0725 - English Plus

ENGL 1010 - English I

1. Engage in writing as a process that moves from idea-generation to drafting to a final product
2. Develop drafting/writing strategies to apply to different writing assignments
3. Employ grammatical, stylistic, and mechanical conventions appropriate for a variety of audiences
4. Use writing as a tool for learning that can be both collaborative and individual
5. Create coherent, organized and readable prose for a variety of rhetorical situations
6. Analyze, in writing, their own writing process
7. Evaluate their own and others’ writing
8. Use writing tools, handbooks, references, on-line sources effectively
9. Integrate source material smoothly into a document
10. Evaluate source material for currency, reliability, authority and purpose
11. Use appropriate MLA format for in-text citation and Works Cited pages
12. Evaluate  a variety of readings, using appropriate critical tools including annotation, note taking, summary and response,  and analysis

ENGL 1020 - English II

This course builds on what students studied in ENGL 1010 or its equivalent. English II provides the opportunity to refine and improve college-level analytical reading and communication abilities including, but not limited to, practice in critical reading strategies, analyzing texts, and synthesizing research material. 

Prerequisites:
ENGL 1010 English I with a grade of “C” or better

General Education Requirement: Advanced Writing

Credits: 3

Contact Hours: 3 lecture hrs/week

ENGL 1050 - Introduction to Film Studies

ENGL 1080 - Introduction to Women’s Studies

None

1. Develop a greater understanding of the differences and similarities that exist among women of variant ethnicities, socioeconomic classes, and alternate lifestyles.
2. Develop a greater understanding of how biology and culture influence behavior.
3. Develop a familiarity with the major tenets of the women’s studies discipline.
4. Critique texts foundational to the field.
5. Analyze our gendered world through study of popular culture, language, advertisement, and public spaces.
6. Differentiate between social expectations of men and women.
7. Examine the idea of privilege as it relates to gender.
8. Examine contemporary women’s activism worldwide.
9. Evaluate major societal institutions (religion, sexuality, health, family, and work) as they relate to women.

ENGL 2005 - Technical Writing

none

1. Apply the principles of effective writing in technical contexts.
2. Determine the purpose and focus of the reader’s needs and knowledge.
3. Determine the language and level of technicality needed in a written document.
4. Design formats.
5. Construct technical documents using direct organizational techniques: definition, object description, process analysis, and persuasion.
6. Compose unified and coherent technical documents.
7. Employ graphic aids and statistical data in technical documents.
8. Demonstrate a writing style appropriate for technical messages.
9. Revise and edit technical messages into final documents demonstrating knowledge of grammar and mechanical skills.
10. Conduct research and employ appropriate documentation skills.
11. Employ good oral communication in class discussion and small group work.
12. Demonstrate oral proficiency through a substantial oral presentation that uses a variety of techniques to engage an audience.

ENGL 2006 - Literature of the Outdoors

ENGL 2020 - Introduction to Literature

ENGL 2030 - Critical Reading & Writing

None

ENGL 2050 - Creative Writing: Introduction to Fiction

ENGL 2060 - Creative Writing: Non-Fiction

ENGL 2080 - Creative Writing: Introduction to Poetry