EDEC 1100 - Observation and Guidance 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 and Guidance of Young Children Lab

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

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

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

none

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

EDEC 2122 - Child Development Lab

none

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

EDEC 1100 & 1105 Observation, Guidance, and Assessment of Young Children & Lab; EDEC 1300 & 1305 Curriculum Planning and Development for Young Children & Lab

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

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

Taken from the InTASC Standards, (Interstate New Teacher Assessment and Support Consortium, 2013)

Standard 1. Learner Development.

1. 1(b). The teacher creates developmentally appropriate instruction that takes into account individual learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
2. 1(g). The teacher understands the role of language and culture in learning and knows how to modify instruction to make language comprehensible and instruction relevant, accessible, and challenging.

Standard 2. Learning Differences.

 3. 2(e) The teacher incorporates tools of language development into planning and instruction, including strategies for making content accessible to English language learners and for evaluating and supporting their development of English proficiency.

Standard 4. Content Knowledge.

4. 4(d) The teacher stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences.

5. 4(f) The teacher evaluates and modifies instructional resources and curriculum materials for their comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for his/her learners.

6. 4(g) The teacher uses supplementary resources and technologies effectively to ensure accessibility and relevance for all learners.

Standard 5. Application of Content.

7. 5(h) The teacher develops and implements supports for learner literacy development across content areas.

Standard 6. Assessment.

8. 6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.

Standard 7. Planning for Instruction.

9. 7(a) The teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.

EDEX 2484 - Introduction to Special Education

Standard 2. Learning Differences.

1. 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.
2. 2(j) The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture,family, and community values.
3. 2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
4. 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
5. 2(f) The teacher accesses resources, supports, and specialized assistance and services to meet particular learning differences or needs.

Standard 3. Learning Environments.

 6. 3(a) The teacher collaborates with learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support, and inquiry.

7. 3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

8. 3(p) The teacher is committed to supporting learners as they participate in decision-making, engage in exploration and invention, work collaboratively and independently and engage in purposeful learning.

9. 3(r) The teacher is a thoughtful and responsive listener and observer.

EDFD 2020 - Foundations of Education

Taken from the InTASC Standards, (Interstate New Teacher Assessment and Support Consortium, 2013)

Standard 1. Learner Development.

1. (c) The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.

Standard 2. Learning Differences.

2. 2(j) The teacher understands that learners bring assets for learning based on their individual experiences, abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and community values.

Standard 3.Learning Environments.

3. 3(c) The teacher collaborates with learners and colleagues to develop shared values and expectations for respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.

Standard 4. Content Knowledge.

4. 4(o) The teacher realizes that content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in the field.

Standard 5. Application of Content.

5. 5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.

Standard 6. Assessment.

6. 6(k) The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.

Standard 7. Planning for Instruction.

7. 7(g) The teacher understands content and content standards and how these are organized in the curriculum.

Standard 8. Instructional Strategies.

8. 8(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes.

Standard 9. Professional Learning and Ethical Practice.

9. 9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).

Standard 10.Leadership and Collaboration.

10. 10(l) The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.

EDFD 2100 - Educational Psychology

Taken from the InTASC Standards, (Interstate New Teacher Assessment and Support Consortium, 2013).

Standard 1. Learner Development.

1. 1(d) The teacher understands how learning occurs–how learners construct knowledge, acquire skills, and develop disciplined thinking processes–and knows how to use instructional strategies that promote student learning.

2. 1(e) The teacher understands that each learner’s cognitive, linguistic, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs.

Standard 2. Learning Differences.

3. 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.

Standard 3.Learning Environments.

4. 3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.

Standard 4. Content Knowledge.

5. 4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the

discipline(s) s/he teaches.

Standard 5. Application of Content.

6. 5(i) The teacher understands the ways of knowing in his/her discipline, how it relates to other disciplinary approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and concerns.

Standard 6. Assessment.

7. 6(j) The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.

Standard 7. Planning for Instruction.

8. 7(g) The teacher understands content and content standards and how these are organized in the curriculum.

9. 7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.

Standard 8. Instructional Strategies.

10. 8(j) The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated

Standard 9. Professional Learning and Ethical Practice.

11. 9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

Standard 10.Leadership and Collaboration.

12. 10(m) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

EDFD 2450 - Human Lifespan Development

EDFD 2460 - Child Growth & Development

PSYC 1000 - General Psychology

EDUC 0000 - Courses in Teaching Discipline

EDUC 2100 - Practicum in Teaching

Taken from the InTASC Standards, (Interstate New Teacher Assessment and Support Consortium, 2013)

Standard 1. Learner Development.

1. 1(d) The teacher understands how learning occurs–how learners construct knowledge, acquire skills, and develop disciplined thinking processes–and knows how to use instructional strategies that promote student learning.

2. 1(f) The teacher identifies readiness for learning, and understands how development in any one area may affect performance in others.

Standard 2. Learning Differences.

3. 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth.

Standard 3.Learning Environments.

4. 3(i) The teacher understands the relationship between motivation and engagement and knows how to design learning experiences using strategies that build learner self-direction and ownership of learning.

Standard 4. Content Knowledge.

5. 4(j) The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the

discipline(s) s/he teaches.

Standard 5. Application of Content.

6. 5(k) The teacher understands the demands of accessing and managing information as well as how to evaluate issues of ethics and quality related to information and its use.

Standard 6. Assessment.

7. 6(j) The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.

Standard 7. Planning for Instruction.

8. 7(g) The teacher understands content and content standards and how these are organized in the curriculum.

9. 7(i) The teacher understands learning theory, human development, cultural diversity, and individual differences and how these impact ongoing planning.

Standard 8. Instructional Strategies.

10. 8(j) The teacher understands the cognitive processes associated with various kinds of learning (e.g., critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and how these processes can be stimulated.

Standard 9. Professional Learning and Ethical Practice.

11. 9(g) The teacher understands and knows how to use a variety of self-assessment and problem-solving strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.

Standard 10.Leadership and Collaboration.

12. 10(m) The teacher understands that alignment of family, school, and community spheres of influence enhances student learning and that discontinuity in these spheres of influence interferes with learning.

ELAP 1510 - Electrical Apprenticeship I

none

ELAP 1520 - Electrical Apprenticeship II

ELAP 1510 Electrical Apprenticeship I with C or better

ELAP 1530 - Electrical Apprenticeship III

ELTR 1520 Electrical Apprenticeship II with C or better

ELAP 1540 - Electrical Apprenticeship IV

ELAP 1530 Electrical Apprenticeship III with C or better

ELAP 1550 - Electrical Apprenticeship V

ELAP 1520 Electrical Apprenticeship II with C or better

ELAP 1560 - Electrical Apprenticeship VI

ELAP 1550 Electrical Apprenticeship V with C or better

ELAP 1570 - Electrical Apprenticeship VII

ELAP 1560 Electrical Apprenticeship VI with C or better

ELAP 1580 - Electrical Apprenticeship VIII

ELAP 1570 Electrical Apprenticeship VII with C or better

ELEC 0001 - General Elective

ELEC 0002 - General Elective

ELTR 0000 - Any course from the ELTR department

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

ELTR 1540 - Heavy Duty Electrical Systems

ELTR 1600 - National Electrical Code I

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 1800 - National Electrical Code II / CFR 30

ELTR 1600 - National Electrical Code I

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.

Credits: 6

Prerequisites:

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

ELTR 2555 - Electrical Skills & Troubleshooting

ELTR 2550 AC/DC Electric Circuit Theory

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.

Credits: 3

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

Prerequisites:

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

ELTR 2580 - Motors, Generators and Transformers

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

ELTR 2655 - Solar Electric Systems II

ELTR 1655 - Solar Electricity Systems I with a grade of “C” or better or instructor consent.

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.

Credits: 3

Prerequisites:

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

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.

Credits: 4

Prerequisites:

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

ELTR 1515 - Electrical Concepts

ELTR 2880 - Solid State Motor Control

ELTR 2560 - Power Electronics Theory with a grade of “C” or better and ELTR 2840 - Industrial Controls I with a grade of “C” or better, or instructor consent

ELTR 2940 - Advanced PLC Programming

ELTR 2935 - High Voltage Systems

ELTR 2840 - Industrial Controls I with a grade of “C” or better, or instructor consent

ELTR 2940 - Advanced PLC Programming

ELTR 2815 - Programmable Logic Controllers and ELTR 2840 - Industrial Controls I with a grade of “C” or better, or instructor consent

ELTR 2880 - Solid State Motor Control

ELTR 2965 - Technical Research I

Successful completion of the first three semester of the Industrial Electricity/Electronics program

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

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 1050 - Introduction to Film Studies

1. Identify the major film genres and modes of criticism
2. Demonstrate a working vocabulary of the terminology of film study
3. Investigate that, like literature, film has an on-going tradition
4. Explore connections between literature and film
5. Interpret a variety of digital, oral, and/or written texts.
6. Apply a variety of methods to generate ideas, focus on a primary idea, and organize ideas into a coherent whole.
7. Write following the conventions of formal, standard English.
8. Analyze a written, digital, and/or oral communication in terms of subject matter, audience needs, and style requirements.
9. Prepare analytical texts on a variety of topics dependent on the medium (digital, oral, or written).

ENGL 1080 - Introduction to Women’s Studies

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

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

1. Explore themes, patterns, literary conventions, and topics in works of American literature about the natural world. 
2. Examine the human connection to the environment and nature.
3. Compare the motivations of environmental writers.
4. Examine cultural influences and attitudes distinctive to writings about environment and place.
5. Contrast the attitudes and values expressed in a specific work with contemporary, American attitudes and values.
6. Critique methods and content of the writing.
7. Analyze works of fiction and expository writings about the environment and the outdoors.
8. Write about the effects of creative texts on conservation.
9. Engage in exploratory writing-to-learn activities.
10. Produce formal writing-to-show-knowledge assignments.
11. Obtain feedback from peers and instructors during the writing process.
12. Demonstrate how to write in a particular discipline.

ENGL 2020 - Introduction to Literature

1. Differentiate between various literary genres.
2. Engage in all phases of the writing process.
3. Analyze literature through specific literary concepts, critical theories, and terminology.
4. Discuss elements of literature and how they create the effect the literature has on the audience,
5. Explain both text and subtext in appropriate literary terms
6. Elucidate significant themes in various genres.
7. Articulate how literature provides an understanding of the past.
8. Compare and contrast authors’ uses of literary devices.
9. Evaluate creative works critically to determine significant details and interpret meanings as well as finding the literary value of such work.
10. Write competently about literature and its place in human culture.
11. Use research to extend their knowledge about a piece of literature and its author.
12. Write analytical essays about literature without secondary sources
13. Write analytical essays about literature using secondary sources.
14. Demonstrate appropriate oral communication skills in class discussion and small group work.
15. Participate in two oral presentations to the class that uses several kinds of delivery (text, audio –visual aids, etc.).

ENGL 2030 - Critical Reading and Writing

1. Analyze a wide variety of kinds of writing for content, intended audience and style.
2. Apply a variety of methods to generate ideas for writing assignments.
3. Organize ideas into college-level writing of a variety of lengths and purposes including at least one assignment requiring research.
4. Use a variety of research tools appropriate to assignments.
5. Analyze internet sources for accuracy, currency and authority.
6. Employ techniques for revision and editing.
7. Employ the documentation system appropriate for the written or oral assignment.
8. Demonstrate appropriate oral communication skills in class discussion and small group work.
9. Participate in at least one substantial oral presentation to the class that uses several   kinds of delivery (text, audio/visual aids, etc.).

ENGL 2050 - Creative Writing: Introduction to Fiction

Completion of, or concurrent enrollment in, ENGL 1010 or instructor consent

ENGL 2060 - Creative Writing: Non-Fiction

ENGL 2080 - Creative Writing: Introduction to Poetry

ENGL 1010 - English I or instructor consent

ENGL 2150 - World Literature II: Masterpieces of Modern Literature

1. Cultivate an awareness, through the study of literature from both Western and non-Western countries, of the universality of the human experience.
2. Examine the development and the interrelationship of the historical, cultural, and philosophical forces which affect written expression.
3. Develop the ability to understand, appreciate, and enjoy quality literature.
4. Acquire familiarity with some of the most respected literature and authors of the late-nineteenth century through the present.
5. Generate an understanding of relevant literary criticism from the periods/works of literature studied.

ENGL 2310 - American Literature I

1. Demonstrate the ability to think critically about works of American literature from the colonial period to 1870.
2. Exhibit the ability to read assigned texts closely.
3. Develop interpretational analyses of assigned texts.
4. Clearly articulate the findings of critical interpretational analyses.
5. Recognize the major movements and periods of American literature from the colonial period to 1870.
6. Discuss the basic and more abstract elements of different genres of literature of this period using appropriate literary terminology.
7. Identify recurring cultural and literary themes as they appear in selected works of this period of American literature.

ENGL 2320 - US Literature II

1. Connect the literature before 1870 to the literature after 1870.
2. Define realism, naturalism, modernism and post-modernism.
3. Identify the major authors of each period.
4. Articulate the influences of world events on the literature of the time.
5. Sketch the major literary upheavals that occurred in the twentieth century.
6. Explain the differences between the poetry and prose fiction of the period.
7. Interpret the complex meanings in the literature of the period.

ENGL 2370 - Western American Literature

1. Compare a representative variety of the vast body of literature written about the American West.
2.  Examine the historical forces influencing the development of the American West.
3. Contrast the differences between formulaic and serious western fiction.
4. Analyze the influences that the land and landscape have on the people of the American West in terms of narrative character development.
5. Obtain an understanding of what constitutes Western American Literature as both regional and universal.
6. Critique methods and content of the writing.
7. Engage in exploratory writing-to-learn activities.
8. Produce formal writing-to-show-knowledge assignments.
9. Critique methods and content of the writing about the American West.
10. Compare the motivations of Western writers.

ENGL 2395 - English Capstone

1. Write a well-developed college-level document tailored to a specific writing situation.
2. Critique a variety of written materials with the concepts and terminology appropriate to the audience and genre.
3. Evaluate information from various forms, genre, and time periods to comment upon the universal experience.

ENGL 2420 - Intro to Short Story/Novel

1. Differentiate between long and short prose fiction.
2. Explain both text and subtext in appropriate literary terms.
3. Elucidate significant themes in prose fiction.
4. Demonstrate connections between fiction and human existence.
5. Write about literature and story and their place in human culture.
6. Articulate how literature provides understanding of the past.
7. Compare authors’ use of literary devices.
8. Incorporate research to extend knowledge about a piece of literature and its author.
9. Engage in exploratory writing-to-learn activities.
10. Produce formal writing-to-show-knowledge assignments.

ENGL 2480 - Intro to Drama & Poetry

1. Identify major poetic forms.
2. Recognize major dramatic styles.
3. Read a variety of poetry & plays from a variety of historical time periods.
4. Interpret a variety of plays & poems from a variety of historical time periods.
5. Analyze poems using conventional poetic elements.
6. Analyze plays using conventional drama elements.
7. Dramatize a scene from a play or poem.
8. Observe poetry performances or plays.
9. Evaluate poetry performances or plays.

ENGL 2492 - Literary Topics:

Completion of an English Advanced Writing course with a “C” or better, or instructor consent

none

1. explore questions of human existence in terms of the specific literature assigned.
2. explore how the literature relates to questions of qualitative meaning and values in human society.
3. apply the appropriate terminology and basic concepts of the specific genre and type of literature.
4. critically analyze the literary type.
5. explain historical traditions in relation to the literary works studied.

ENTK 1010 - Elements of Surveying

MATH 1000 with “C” or better, or placement at Math Level III

ENTK 1500 - Engineering Graphics

none

ENTK 1502 - Exploration of Engineering Related Professions

1. Understand the role of engineers in society;
2. Gain knowledge on basic terminology and concepts of engineering;
3. Use professional resources to engage in independent learning and to address modern engineering challenges;
4. Apply basic professional concepts to a modern engineering challenge;
5. Utilize common communications tools to present ideas;
6. Utilize common computational tool to solve problems.

ENTK 1510 - Civil Drafting

Completion of or Concurrent Enrollment in ENTK 1500 Engineering Graphics, or instructor consent.

ENTK 1520 - Structural Drafting

ENTK 1500 - Engineering Graphics, MATH 1500 - Applied Math, OR instructor consent

ENTK 1710 - Architectural Drafting

ENTK 1500 - Engineering Graphics or instructor consent.

ENTK 2070 - Engineering Surveying I

MATH 1405 - Pre-calculus Trigonometry with a grade of “C” or better, or Trigonometry placement score or higher, or ACT math score of 27 or higher, or instructor consent.

ENTK 2074 - Ethics for the Professional Surveyor

ENTK 2070 - Surveying I

ENTK 2500 - Computer Aided Drafting I

ENTK 1500 - Engineering Graphics or instructor consent

ENTK 2505 - Computer Aided Drafting II

ENTK 1500 - Engineering Graphics or instructor consent.

ENTK 2525 - Parametric Modeling

This course emphasizes 3D model development, manipulation and visualization.  It introduces the application of feature based parametric modeling methods.  Students utilize Autodesk Inventor drafting software to learn basic part and assembly modeling techniques and presentation of drawings.

Credits: 3

Prerequisites:

ENTK 1500 - Engineering Graphics or instructor consent.

ENTK 2601 - Principles of Mechanical Technology

Instructor consent required.

ENTK 2602 - Principles of Electrical Technology

ENTK 2603 - Principles of Network Technology

Instructor consent required.

ENTK 2604 - Principles of Maintenance Technology

Instructor consent required.

ENTK 2615 - MicroStation Fundamentals

ENTK 1500 - Engineering Graphics or instructor consent.

ENTK 2800 - Engineering Technology Capstone

Complete ENGL 2010 Technical Writing, ENTK 1500 Engineering Graphics and ES 1050 Intro to GIS, or instructor consent

ENTK 2980 - Survey Co-Op

ENTR 1500 - Intro to Entrepreneurship

1. List major components of a business plan.
2. Explain the need for a business plan. 
3. Develop a business model.
4. Create vision and mission statements.
5. Analyze the market, including a profile of the customer base and the competition.
6. Develop a business financial model.
7. Describe how to manage the financial resources.
8. Develop skills to research specific industry opportunities.
9. List sources of funding and raising capital.
10. Design a business plan outline for a specific business which includes a marketing plan and an advertising campaign.

EQST 0000 - Any course from EQST dept

EQST 1210 - Intro to Farrier Science

1. Correlate the anatomy of the horse’s lower limb and hoof to basic joint congruency.
2. Demonstrate proper use of farrier tools and equipment.
3. Manipulate the horse’s leg into position safely.
4. Demonstrate the steps involved in trimming a horse’s foot.
5. Construct farrier tools using forging, welding, and blacksmithing techniques.
6. Apply knowledge of equine behavior in handling horses.

EQST 1470 - Equine Internship

EQST 1520 - Horse Production

none

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EQST 1536 - Senior Horse Care

none

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EQST 1605 - Equine Facilities Management

none

none

EQST 1835 - Practical Farrier Science

1. Critique the conformation of a horse as it affects movement and performance.
2. Trim and shoe a horse to maintain limb and foot balance.
3. Construct a basic horse shoe.
4. Build horse shoes to designated specifications.
5. Compare different horseshoe and nail types to their applications.
6. Evaluate equine lameness and remedies.
7. Correlate shoeing practices to remedial and therapeutic applications.
8. Troubleshoot common shoeing problems.
9. Handle horses safely.

ERS 0000 - Earth Science Requirement

• ASTR 1050 - Survey of Astronomy, 4 credits
• ASTR 1250 - Astronomy II, 4 credits
• GEOL 1070 - The Earth: Its Physical Environment, 4 credits
• GEOL 1100 - Physical Geology, 4 credits
• GEOL 1200 - Historical Geology, 4 credits
• GEOL 1470 - Environmental Geology, 4 credits
• GEOL 2080 - General Field Geology, 4 credits

ES 0000 - Any course from ES department

ES 0000 - ES Elective

• ES 2310 Thermodynamics, 3 credits
• ES 2330 Fluid Dynamics, 3 credits
• ES 2410 Mechanics of Materials, 3 credits

ES 1000 - Intro to Engineering Professions

1. Understand the role of engineers in society.
2. Gain knowledge on basic terminology and concepts of engineering.
3. Use professional resources to engage in independent learning and to address modern engineering challenges.
4. Apply basic professional concepts to a modern engineering challenge.

ES 1050 - Intro to GIS

1. Explain the various mapping systems, why they exist, and their characteristics.
2. Identify scenarios where groups ranging from political scientists to farmers use GIS.
3. Develop essential skills of operating a functional GIS through the use of ArcGIS software.
4. Understand the operational processes of spatial data acquisition, editing, and quality assurance/quality control. 
5. Understand the operational processes of metadata development and geodatabase design.
6. Explore Google Earth and common open source GIS tools.
7. Produce basic multi-theme GIS applications using ArcView software.
8. Demonstrate the ability to create, query, modify, delete, and join tables relevant to GIS applications.
9. Create applications based on basic GIS and Cartographic concepts such as the entities used to represent geographical features, the use of different measurement levels, data acquisition, and data analysis.

ES 1060 - Intro to Engineering Problem Solving

1. Demonstrate methodical approach to problem solving.
2. Present problems and solutions in a professional manner.
3. Utilize Excel to generate functional spreadsheets, cell referencing, parametric equations, generate tables and export to other programs.
4. Utilize Excel to plot data, generate figures and export for use in reports or presentation software.
5. Utilize Excel to plot experimental data, regression trend lines, linear equations, matrices & solver.
6. Demonstrate introductory structural programming skills using Matlab.
7. Write scripts using user-defined functions to problem solve.
8. Plot data generated from scripts and export graphs into other programs.
9. Utilize flow charts to map a program utilizing selection and repetition functions.

ES 2110 - Statics

1. Demonstrate methodical approach to problem solving.
2. Present problems and solutions in a professional manner.
3. Discuss abstraction of relevant free body diagrams of real world problems.
4. Use equations of equilibrium, force and moments, to solve problems involving concurrent forces and rigid bodies.
5. Apply vector analysis to solve engineering abstractions.
6. Analyze systems of forces and moments for real world problems.
7. Analyze frames and machines of connected members to determine internal forces and couples of the members.
8. Calculate friction forces, differentiate between static and kinetic friction and apply these concepts to problems involving wedges, threads and other applications.
9. Demonstrate techniques for employing modern computational devices for solving problems.

ES 2120 - Dynamics

1. Describe straight line motion with regard to definitions of displacement, velocity, and acceleration;
2. Apply equations for projectile motion, describe curvilinear motion both kinematic equations and kinetic equations;
3. Apply the concepts of work-energy principles;
4. Apply the principle of linear impulse and momentum;
5. Apply conservation of momentum and the coefficient of restitution to direct-central and oblique impacts;
6. Write proper kinematics equations for velocity and acceleration;
7. Understand the concept of instantaneous center of rotation;
8. Apply the proper kinematic equations for planar motion of rigid bodies, with rotation and/or translation;
9. Calculate the mass moment of inertia.

ES 2210 - Electric Circuit Analysis

Analysis will include steady-state DC and AC circuits using phasors, resistor, capacitor and inductor elements in circuits with both constant voltage and current sources as well as sinusoidal sources. Concepts covered also include mesh and node analysis, ideal transformers, balanced 3-phase circuit analysis techniques and the descriptions of power and energy in electrical circuits.

Credits: 4

Instructional Method Lecture and Lab

Prerequisites:
MATH 2205 Calculus II with a C or better, or instructor consent

Minimum Student Competencies
Upon completion of ES 2210 Electrical Circuit Analysis , the student will:

1. Analyze DC and AC circuits using various circuit techniques (Kirchhoff’s laws, node, mesh, etc.).
2. Determine circuit power requirements.
3. Construct circuits with power supplies, signal generators, resistors, capacitors, diodes, inductors, and operational amplifiers.
4. Properly and safely, utilize laboratory equipment, including Volt-Ohm-Milliammeter and oscilloscopes.
5. Utilize analog circuit and digital logic simulation to analyze circuits.