NWCCD 2020-21 Catalog [This is an Archived Catalog.]
Courses
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EDEC 1100 - Observation and Guidance of Young Children This course explores effective methods of observation and guidance of young children to meet children’s needs individually and in groups. Emphasis is placed on promoting a positive and constructive climate in early childhood settings through positive discipline strategies and appropriate classroom management techniques. Students develop and implement skills to plan effective environments, prepare materials and equipment, develop schedules, explore classroom management techniques, utilize assessment tools, and promote parent-teacher communication. This course includes a field component to provide opportunities for students to apply course principles and theories. This course is designed for those interested or already working in the field of Early Childhood Education.
Credits: 2
Instructional Method Lecture
Prerequisites: none
Minimum Student Competencies Upon successful completion of EDEC 1100 Observation, Guidance, and Assessment of Young Children, the student will:
- design a physical and temporal environment.
- conduct informal and structured observations.
- explore a variety of assessment tools and methods.
- apply assessment tools and techniques.
- describe aspects of individual growth and development.
- create plans for optimizing children’s development.
- explain strategies to develop positive interpersonal relationships that include children, parents, and teachers.
- identify strategies for promoting positive discipline and appropriate, constructive guidance of young children.
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EDEC 1105 - Observation and Guidance of Young Children Lab This course is designed to supervise experiences in planning, implementing, and evaluating curriculum activities at an early childhood center.
Credits: 1
Instructional Method Lab
Co-requisites: EDEC 1100 Observation, Guidance, and Assessment of Young Children or concurrent enrollment
Minimum Student Competencies Upon completion of EDEC 1105 Observation, Guidance, and Assessment of Young Children Lab the student will:
- demonstrate skills in the observation and guidance of young children and classroom management .
- organize the physical environment.
- illustrate observation and assessment techniques.
- guide individual growth and development.
- develop interpersonal relationships including teachers, children, and parents.
- promote positive functioning of children in groups.
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EDEC 1200 - Administration of Early Childhood Programs This course provides students with the basic principles and working knowledge of early childhood program operations. Through review of state regulations and national standards of high quality early childhood programming, students with examine procedures for establishing and managing programs including fiscal and human resources, developmentally appropriate planning, and collaborating with families, school districts, and communities. Designed for current and future directors of child care/child development centers, Head Start programs, and community based pre-kindergarten and kindergarten programs, this course provides foundational knowledge and opportunities for applications in practice.
Credits: 3
Instructional Method Lecture
Minimum Student Competencies Upon successful completion of EDEC 1200 Administration of Early Childhood Programs, the student will:
- identify appropriate organizational structures of early childhood centers
- define necessary policies for staff and parents involved with the early childhood center
- define features of developmentally appropriate curricula for young children
- identify elements of quality in early childhood programs
- analyze overall quality of early childhood programs
- explore practical aspects of operating an early childhood program
- develop strategies to manage issues involved with funding early childhood programs
- develop strategies for creating community partnerships
- define licensing regulations and licensing procedures
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EDEC 1300 - Curriculum Planning & Development for Young Children This course builds knowledge and skills pertaining to planning, implementing and assessing developmentally appropriate learning experiences for young children. All domains of development, child-centered learning, and documenting and communicating growth to parents are key elements.
Credits: 2
Instructional Method Lecture
Prerequisites: none
Co-requisites: none
Minimum Student Competencies Upon completion of EDEC 1300 Curriculum Planning & Development for Young Children, the student will:
- 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.
- relate diverse perspectives of the family, parent/child/community/school/system and various approaches to parent involvement.
- explain rationale for and implementation of developmentally appropriate practice in the education of all children.
- plan developmentally appropriate curriculum through the facilitation of play and the design of appropriate learning environments to meet the needs of all young children.
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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
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EDEC 2122 - Child Development Lab This course serves as a bridge between theory and application through experience in the observation of child growth and development from 0-7 years of age.
Credits: 1
Instructional Method Lab
Prerequisites: none
Co-requisites: none
Minimum Student Competencies Upon completion of FCSC 2122/EDEC 2122 Child Development Lab, the student will:
- Examine the domains of development birth – 7 years.
- Observe different age levels in a natural learning environment.
- Outline differences in ages and rates of growth.
Cross-listed: FCSC 2122 Child Development Lab
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EDEC 2435 - Child Development Associate (CDA) This course focuses on the acquisition of practical skills needed to prepare individuals to be credentialed as entry-level early childhood education professionals. It is designed as a study option for individuals who have the CDA credential as an immediate goal. Candidates taking this course have the opportunity to complete required course work, and prepare a CDA Professional Portfolio prior to the national examination.
Credits: 3
Instructional Method Lecture
Prerequisites: none
Co-requisites: none
Minimum Student Competencies Upon completion of EDEC 2435 Child Development Associate (CDA), the student will:
- recognize the body of knowledge and theoretical precepts that professionals apply to help children learn and develop.
- investigate basic concepts of development and learning of children for planning learning experiences for children.
- ascertain appropriate expectations of children at various ages.
- establish a safe, healthy, learning environment.
- acquire the knowledge and skills to support social and emotional development.
- provide positive guidance.
- investigate ways of advancing physical and intellectual competence of children.
- establish positive and productive relationships with families.
- demonstrate a well-run and purposeful program responsive to participant needs.
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EDEL 2280 - Literature for Children This course is designed for reading and discussion of works of literature for children. Selection of children’s books for school, home, and library is stressed. In order to establish criteria for evaluation, students are expected to become acquainted with a wide sampling of children’s literature including classics, both old and new. Sheridan students will be required to complete field hours in the Education Lab (Lab School).
Credits: 3
Instructional Method Lecture
Comments: Prior to Spring 2008, EDEL 2280 was listed as ENGL 2275 - Literature for Children
Prerequisites: Completion of or concurrent enrollment in an Advanced Writing course
Minimum Student Competencies Upon completion of (EDEL 2280 Literature for Children) , the student will:
Taken from the InTASC Standards, (Interstate New Teacher Assessment and Support Consortium, 2013)
Standard 1. Learner Development.
- 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.
- 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.
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EDEX 2484 - Introduction to Special Education This course provides an overview of a variety of disabilities, their manifestations, and treatments. It also discusses the identification of students with disabilities, the best instructional techniques to assist students with specific disabilities, and laws related to testing and placement of students.
Credits: 3
Instructional Method Lecture
Prerequisites: EDFD 2020 Foundations of Education and ENGL 1010 English I with a C or better
Minimum Student Competencies Upon completion of (EDEX 2484 Introduction to Special Education) , the student will:
Standard 2. Learning Differences.
- 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(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.
- 2(d) The teacher brings multiple perspectives to the discussion of content, including attention to learners’ personal, family, and community experiences and cultural norms.
- 2(m) The teacher respects learners as individuals with differing personal and family backgrounds and various skills, abilities, perspectives, talents, and interests.
- 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.
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EDFD 2020 - Foundations of Education This course utilizes an interdisciplinary approach to provide a critical examination of educational thought and practice in the United States for prospective teachers. This course gives students a knowledge and understanding of theories and trends in education. It gives students an opportunity to evaluate their interests and aptitudes in the area of teaching. Students examine, analyze, and evaluate social issues affecting education today as well as legal questions related to education and the historical background of education. Students considering teaching as a viable career examine various philosophic concepts and begin the development of their own philosophy of education. Sheridan students will be required to complete field hours in the Education Lab (Lab School).
Credits: 3
Instructional Method Lecture
Prerequisites: Completion of ENGL 1010 English I or enrollment in ENGL 1010 English I.
Minimum Student Competencies Upon completion of EDFD 2020 Foundations of Education, the student will:
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.
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EDFD 2100 - Educational Psychology This course examines the psychological concepts, principles, and research relevant to teaching and learning with emphasis on the school setting. Sheridan students will be required to complete field hours in the Education Lab (Lab School) and other educational settings.
Credits: 3
Instructional Method Lecture
General Education Requirement: None Prerequisites: Grade of a C or better in EDFD 2020 Foundations of Education, ENGL 1010 English I, and PSYC 1000 General Psychology
Minimum Student Competencies Upon completion of EDFD 2100 Educational Psychology , the student will:
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.
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EDFD 2450 - Human Lifespan Development This course offers primarily a psychosocial overview of human change from conception to old age. To understand how and why people function as they do, the course examines the physical, cognitive, social and emotional aspects of being human and inquire into how goals, interests, group dynamics and roles in life change over time.
Credits: 3
General Education Requirement: None
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EDUC 0000 - Courses in Teaching Discipline Work with your advisor in selecting courses to fit your transfer plans.
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EDUC 2100 - Practicum in Teaching This course allows students to participate in an extensive practicum experience for prospective educators in an accredited school under the supervision of a certified teacher. Sheridan students will be required to complete field hours in the Education Lab (Lab School).
Credits: 3
Instructional Method Lecture
Prerequisites: Grade of C or better in EDFD 2020 Foundations of Education, EDFD 2100 Educational Psychology, EDEX 2484 Introduction to Special Education; EDCI 2440 Classroom Management and ITEC 2360 Teaching with Technology may be taken concurrently.
Minimum Student Competencies Upon completion of EDUC 2100 Practicum in Teaching , the student will:
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.
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ELAP 1510 - Electrical Apprenticeship I This course provides the beginning electrical apprentice foundational knowledge needed for a career as a Journeyman electrician. Topics include safe work practices, introduction to the National Electrical Code (NEC), electrician’s math, basic electric theory and introductory wiring methods. The application of the NEC is incorporated throughout the course.
Credits: 3
Prerequisites: none
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ELEC 0001 - General Elective General Elective for 1 credit
Credits: 1
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ELEC 0002 - General Elective General Elective for 2 credits
Credits: 2
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ELTR 0000 - Any course from the ELTR department Choose any course from the ELTR department.
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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
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ELTR 1540 - Heavy Duty Electrical Systems This is an entry level course for a student who desires to be in the diesel or automotive field. The class will cover the principles of electrical systems (batteries, starting and starting systems, wiring diagrams, and many other electrical components) used in the latest automotive and heavy-duty diesel applications.
Credits: 4
General Education Requirement: None
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ELTR 1600 - National Electrical Code I This course introduces the student to the National Electrical Code (NEC). Using knowledge of the NEC, students read and interpret the Code and find information on correct electrical systems.
Credits: 3
General Education Requirement: None
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ELTR 1655 - Solar Electric Systems I This course provides an overview of the three basic photovoltaic (PV) system applications with primary focus on the grid-direct systems. Students study the core concepts necessary to work with all PV systems, including system components, site analysis, PV module specifications, mounting systems, electrical energy audits/assessments, safety, and commissioning. This course also covers the basics of residential grid-direct PV system sizing including wire sizing, over-current protection, and National Electrical Code (NEC) compliant grounding.
Credits: 3
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ELTR 1660 - Residential Wiring This course provides an introduction to residential wiring. As a class, students wire a house in cooperation with Habitat for Humanity (or other organization or agency). Students practice proper teamwork, safety, planning, and installation skills.
Credits: 2
Instructional Method Lab
Prerequisites: Completion of or concurrent enrollment in ELTR 1515 Electrical Skills
Minimum Student Competencies Upon completion of ELTR 1660 Residential Wiring, the student will:
- apply electrical safety practices and procedures
- interpret drawings and electrical prints
- use common hand and power tools correctly
- identify correct electrical material application
- install electrical components
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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).
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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
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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
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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
Co-requisites: ELTR 1515 - Electrical Concepts
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ELTR 2880 - Solid State Motor Control This course provides the student with an understanding of AC and DC solid state motor drive principles. Topics covered include various AC and DC motor drive circuits, installation, programming, and troubleshooting. In the lab portion of the course, students will connect, program, test, troubleshoot and operate AC and DC motor drives.
Credits: 3
Prerequisites: 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
Co-requisites: ELTR 2940 - Advanced PLC Programming
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ELTR 2940 - Advanced PLC Programming ELTR 2940 Advanced PLC Programming provides the student with advanced skills in programmable logic controller (PLC) troubleshooting, networking, and programming and will provide students with a foundation in advanced PLC applications. Topics include ControlNet, DeviceNet, troubleshooting, and programming.
Credits: 3
Prerequisites: ELTR 2815 - Programmable Logic Controllers and ELTR 2840 - Industrial Controls I with a grade of “C” or better, or instructor consent
Co-requisites: ELTR 2880 - Solid State Motor Control
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ELTR 2965 - Technical Research I ELTR 2965 Technical Research I develops independent research and product development skills as applied to the electrical or related industry. Students utilize organizational abilities and apply knowledge of the electrical industry to develop or improve products, processes, or technology.
Credits: 2
Prerequisites: Successful completion of the first three semester of the Industrial Electricity/Electronics program
Co-requisites: TECH 2980 - Technical Co-op and concurrent enrollment in OR successful completion of ENGL 1010 - English I with a “C” or better
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ENGL 0700 - Integrated Reading & Writing This course provides intensive instruction in critical thinking, reading, and writing in preparation for ENGL 1010 or other 1000 level courses. Using college level readings, coursework emphasizes independent reading of complex academic texts, critical response to ideas and information in academic texts, and writing essays that integrate ideas and information from academic texts.
Credits: 5
Prerequisites: Reading Placement Level 1
Co-requisites: None
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ENGL 0725 - English Plus This course provides supplemental instruction in critical thinking, writing, and reading of academic texts for students concurrently enrolled in ENGL 1010 English I but placing below the required level. Instruction focuses on writing clear paragraphs, using appropriate third-person voice for academic writing, and writing essays that use a multi-paragraph structure to develop a clear argument.
Credits: 2
Prerequisites: Reading Placement Level 2
Co-requisites: English 1010 English I
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ENGL 1010 - English I This course covers college-level essay writing that employs logical and critical thinking, strong organization, and the expression of ideas through academic language.
Credits: 3
Instructional Method Lecture
General Education Requirement: Basic Writing Comments: Course must be completed with a grade of C or better to be used as a prerequisite or count toward graduation
Prerequisites: Reading Level 3 or or completion of ENGL 0700 - Integrated Reading & Writing with a grade of C or better
Minimum Student Competencies Upon completion of ENGL 1010 English I, the student will:
- Engage in writing as a process that moves from idea-generation to drafting to a final product
- Develop drafting/writing strategies to apply to different writing assignments
- Employ grammatical, stylistic, and mechanical conventions appropriate for a variety of audiences
- Use writing as a tool for learning that can be both collaborative and individual
- Create coherent, organized and readable prose for a variety of rhetorical situations
- Analyze, in writing, their own writing process
- Evaluate their own and others’ writing
- Use writing tools, handbooks, references, on-line sources effectively
- Integrate source material smoothly into a document
- Evaluate source material for currency, reliability, authority and purpose
- Use appropriate MLA format for in-text citation and Works Cited pages
- Evaluate a variety of readings, using appropriate critical tools including annotation, note taking, summary and response, and analysis
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ENGL 1050 - Introduction to Film Studies This is a humanities course that covers major concepts of film study through films, discussions, lectures, and readings. The intersections between film and literature will also be explored.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities / Visual and Performing Arts Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree.
Prerequisites: Completion of, or enrollment in, ENGL 1010 or instructor consent
Minimum Student Competencies Upon completion of (Prefix Number Course Name) , the student will:
- Identify the major film genres and modes of criticism
- Demonstrate a working vocabulary of the terminology of film study
- Investigate that, like literature, film has an on-going tradition
- Explore connections between literature and film
- Interpret a variety of digital, oral, and/or written texts.
- Apply a variety of methods to generate ideas, focus on a primary idea, and organize ideas into a coherent whole.
- Write following the conventions of formal, standard English.
- Analyze a written, digital, and/or oral communication in terms of subject matter, audience needs, and style requirements.
- Prepare analytical texts on a variety of topics dependent on the medium (digital, oral, or written).
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ENGL 1080 - Introduction to Women’s Studies This course examines the impact of the social construction of gender in societies worldwide. The course covers numerous topics from various feminist perspectives, including concepts of privilege and inequality, how gender is learned, women’s sexuality, work, religion, health, family, violence against women, and activist movements.
Credits: 3
Instructional Method Lecture
General Education Requirement: Global Diversity / Humanities Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree. This is a Writing Intensive course.
Prerequisites: Completion of, or enrollment in, ENGL 1010 English I, or instructor consent
Minimum Student Competencies Upon completion of WMST 1080 Introduction to Women’s Studies, the student will:
- Develop a greater understanding of the differences and similarities that exist among women of variant ethnicities, socioeconomic classes, and alternate lifestyles.
- Develop a greater understanding of how biology and culture influence behavior.
- Develop a familiarity with the major tenets of the women’s studies discipline.
- Critique texts foundational to the field.
- Analyze our gendered world through study of popular culture, language, advertisement, and public spaces.
- Differentiate between social expectations of men and women.
- Examine the idea of privilege as it relates to gender.
- Examine contemporary women’s activism worldwide.
- Evaluate major societal institutions (religion, sexuality, health, family, and work) as they relate to women.
Cross-listed: WMST 1080, SOC 1080, HUMN 1080
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ENGL 2005 - Technical Writing This course applies the principles of writing in a technical/industrial/scientific context. Students concentrate on the vocabulary and technical aspects related to their specific fields of study or interest. The course stresses writing, research methods, documentation and oral communication.
Credits: 3
Instructional Method Lecture
General Education Requirement: Advanced Writing Comments: This course satisfies the Com 2 requirement at UW.
Prerequisites: ENGL 1010 English I with a C or better
Minimum Student Competencies Upon completion of ENGL 2005 Technical Writing, the student will:
- Apply the principles of effective writing in technical contexts.
- Determine the purpose and focus of the reader’s needs and knowledge.
- Determine the language and level of technicality needed in a written document.
- Design formats.
- Construct technical documents using direct organizational techniques: definition, object description, process analysis, and persuasion.
- Compose unified and coherent technical documents.
- Employ graphic aids and statistical data in technical documents.
- Demonstrate a writing style appropriate for technical messages.
- Revise and edit technical messages into final documents demonstrating knowledge of grammar and mechanical skills.
- Conduct research and employ appropriate documentation skills.
- Employ good oral communication in class discussion and small group work.
- Demonstrate oral proficiency through a substantial oral presentation that uses a variety of techniques to engage an audience.
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ENGL 2006 - Literature of the Outdoors This course explores themes, patterns, literary conventions, and topics in works of American literature about the natural world. Students examine the human connection to the environment and nature, as well the motivations of environmental writers. Through reading, writing, and discussion, students gain insight into what has been written about nature and place, why it was written, and how the writings influence society.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree.
Prerequisites: ENGL 1010 English I with C or better, or instructor consent
Minimum Student Competencies Upon completion of ENGL 2006 Literature of the Outdoors, the student will:
- Explore themes, patterns, literary conventions, and topics in works of American literature about the natural world.
- Examine the human connection to the environment and nature.
- Compare the motivations of environmental writers.
- Examine cultural influences and attitudes distinctive to writings about environment and place.
- Contrast the attitudes and values expressed in a specific work with contemporary, American attitudes and values.
- Critique methods and content of the writing.
- Analyze works of fiction and expository writings about the environment and the outdoors.
- Write about the effects of creative texts on conservation.
- Engage in exploratory writing-to-learn activities.
- Produce formal writing-to-show-knowledge assignments.
- Obtain feedback from peers and instructors during the writing process.
- Demonstrate how to write in a particular discipline.
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ENGL 2020 - Introduction to Literature This course provides an introduction to literature as a whole. Students learn to read critically through the study of various genres of literature and to express their responses through writing critical analyses and through oral presentations.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities, Advanced Writing Comments: This course fulfills the Com 2 requirement at UW.
Prerequisites: Complete ENGL 1010 English I with C or better
Minimum Student Competencies Upon completion of ENGL 2020 Introduction to Literature, the student will:
- Differentiate between various literary genres.
- Engage in all phases of the writing process.
- Analyze literature through specific literary concepts, critical theories, and terminology.
- Discuss elements of literature and how they create the effect the literature has on the audience,
- Explain both text and subtext in appropriate literary terms
- Elucidate significant themes in various genres.
- Articulate how literature provides an understanding of the past.
- Compare and contrast authors’ uses of literary devices.
- Evaluate creative works critically to determine significant details and interpret meanings as well as finding the literary value of such work.
- Write competently about literature and its place in human culture.
- Use research to extend their knowledge about a piece of literature and its author.
- Write analytical essays about literature without secondary sources
- Write analytical essays about literature using secondary sources.
- Demonstrate appropriate oral communication skills in class discussion and small group work.
- Participate in two oral presentations to the class that uses several kinds of delivery (text, audio –visual aids, etc.).
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ENGL 2030 - Critical Reading and Writing This course provides students with practice and guidance in applying critical reading strategies to a variety of expository texts. Students also refine their writing skills through the use of appropriate rhetorical devices for writing a wide variety of writing assignments that may include position paper, proposals, arguments and analyses.
Credits: 3
Instructional Method Lecture
General Education Requirement: Advanced Writing Comments: This course fulfills the Com 2 requirement at UW.
Prerequisites: ENGL 1010 English I with a C or better
Minimum Student Competencies Upon completion of ENGL 2030 Critical Reading and Writing, the student will:
- Analyze a wide variety of kinds of writing for content, intended audience and style.
- Apply a variety of methods to generate ideas for writing assignments.
- Organize ideas into college-level writing of a variety of lengths and purposes including at least one assignment requiring research.
- Use a variety of research tools appropriate to assignments.
- Analyze internet sources for accuracy, currency and authority.
- Employ techniques for revision and editing.
- Employ the documentation system appropriate for the written or oral assignment.
- Demonstrate appropriate oral communication skills in class discussion and small group work.
- Participate in at least one substantial oral presentation to the class that uses several kinds of delivery (text, audio/visual aids, etc.).
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ENGL 2060 - Creative Writing: Non-Fiction This course provides opportunities for learning the techniques of creative non-fiction.
Credits: 3
Prerequisites: Students must be concurrently enrolled in, or have already taken ENGL 1010 English I.
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ENGL 2150 - World Literature II: Masterpieces of Modern Literature This course studies representative classics of world literature from the realistic period to the present, emphasizing analysis and critical thinking to achieve an overview of the major philosophical, historical, and social changes of the period.
Credits: 3
Instructional Method Lecture
General Education Requirement: Global Diversity / Humanities Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree.
Prerequisites: Concurrent enrollment in, or completion of, an Advanced Writing class, or instructor consent
Minimum Student Competencies Upon completion of ENGL 2150 World Literature II: Masterpieces of Modern Literature , the student will:
- Cultivate an awareness, through the study of literature from both Western and non-Western countries, of the universality of the human experience.
- Examine the development and the interrelationship of the historical, cultural, and philosophical forces which affect written expression.
- Develop the ability to understand, appreciate, and enjoy quality literature.
- Acquire familiarity with some of the most respected literature and authors of the late-nineteenth century through the present.
- Generate an understanding of relevant literary criticism from the periods/works of literature studied.
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ENGL 2310 - American Literature I This course surveys major American authors from the colonial age through 1870. As many authors as possible are covered to provide a solid background for understanding the American cultural heritage.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree.
Prerequisites: Complete an advanced writing course with C or better, or instructor consent
Minimum Student Competencies Upon completion of ENGL 2310 US Literature I, the student will:
- Demonstrate the ability to think critically about works of American literature from the colonial period to 1870.
- Exhibit the ability to read assigned texts closely.
- Develop interpretational analyses of assigned texts.
- Clearly articulate the findings of critical interpretational analyses.
- Recognize the major movements and periods of American literature from the colonial period to 1870.
- Discuss the basic and more abstract elements of different genres of literature of this period using appropriate literary terminology.
- Identify recurring cultural and literary themes as they appear in selected works of this period of American literature.
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ENGL 2320 - US Literature II This course concludes the survey of American Literature begun in ENGL 2310 and covers authors from 1870 to the present.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree.
Prerequisites: English Advanced Writing course with a “C” or better, or instructor consent
Minimum Student Competencies Upon completion of ENGL 2320 US Literature II, the student will:
- Connect the literature before 1870 to the literature after 1870.
- Define realism, naturalism, modernism and post-modernism.
- Identify the major authors of each period.
- Articulate the influences of world events on the literature of the time.
- Sketch the major literary upheavals that occurred in the twentieth century.
- Explain the differences between the poetry and prose fiction of the period.
- Interpret the complex meanings in the literature of the period.
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ENGL 2370 - Western American Literature This course examines the form and content of literature dealing with the American West, its reflection of the motivation and spirit of frontiersmen as well as the contemporary westerner, the influence of the land and landscape on the inhabitants and authors, and the history around which the literature revolves.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities Comments: This course does not meet UW’s Human Culture requirement unless transferred as part of an Associate degree.
Prerequisites: ENGL 1010 English I with a grade of “C” or better
Minimum Student Competencies Upon completion of ENGL 2370 Western American Literature, the student will:
- Compare a representative variety of the vast body of literature written about the American West.
- Examine the historical forces influencing the development of the American West.
- Contrast the differences between formulaic and serious western fiction.
- Analyze the influences that the land and landscape have on the people of the American West in terms of narrative character development.
- Obtain an understanding of what constitutes Western American Literature as both regional and universal.
- Critique methods and content of the writing.
- Engage in exploratory writing-to-learn activities.
- Produce formal writing-to-show-knowledge assignments.
- Critique methods and content of the writing about the American West.
- Compare the motivations of Western writers.
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ENGL 2395 - English Capstone The capstone course is a one credit guided study, one-on-one with an instructor selected by the student.
Credits: 1
Instructional Method Lecture
Prerequisites: Consent of instructor. Student must be in the fourth semester of the English AA program
Minimum Student Competencies Upon completion of ENGL 2395 English Capstone, the student will:
- Write a well-developed college-level document tailored to a specific writing situation.
- Critique a variety of written materials with the concepts and terminology appropriate to the audience and genre.
- Evaluate information from various forms, genre, and time periods to comment upon the universal experience.
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ENGL 2420 - Intro to Short Story/Novel This course provides exposure to both short and long fiction with an emphasis on the elements that create strong examples of both. It is an introductory-level prose fiction class.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities Comments: This course fulfills the Human Culture requirement at UW.
Prerequisites: ENGL 1010 English I with a grade of “C” or better
Minimum Student Competencies Upon completion of ENGL 2420 Introduction to Short Story/Novel, the student will:
- Differentiate between long and short prose fiction.
- Explain both text and subtext in appropriate literary terms.
- Elucidate significant themes in prose fiction.
- Demonstrate connections between fiction and human existence.
- Write about literature and story and their place in human culture.
- Articulate how literature provides understanding of the past.
- Compare authors’ use of literary devices.
- Incorporate research to extend knowledge about a piece of literature and its author.
- Engage in exploratory writing-to-learn activities.
- Produce formal writing-to-show-knowledge assignments.
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ENGL 2480 - Intro to Drama & Poetry This course provides an overview of major English and American poetry and an exploration of the conventions and themes of theatre from ancient Greek forms up to and including those of the modern era.
Credits: 3
Instructional Method Lecture
General Education Requirement: Humanities / Visual and Performing Arts Comments: This course fulfills the Human Culture requirement at UW.
Prerequisites: ENGL 1010 English I with a grade of “C” or better, or instructor consent.
Minimum Student Competencies Upon completion of ENGL 2480 Introduction to Drama and Poetry, the student will:
- Identify major poetic forms.
- Recognize major dramatic styles.
- Read a variety of poetry & plays from a variety of historical time periods.
- Interpret a variety of plays & poems from a variety of historical time periods.
- Analyze poems using conventional poetic elements.
- Analyze plays using conventional drama elements.
- Dramatize a scene from a play or poem.
- Observe poetry performances or plays.
- Evaluate poetry performances or plays.
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ENTK 1500 - Engineering Graphics This course emphasizes the standards and conventions of technical drawing that are in compliance with national standards. This course utilizes computer aided drafting software to produce 2-D drawings and places emphasis on creating drawings in a variety of views in proper form and annotation dependent on the drawing context. Students develop skills in drawing, problem solving, technical communication and visual perception.
Credits: 3
Prerequisites: none
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ENTK 1502 - Exploration of Engineering Related Professions Introduction to Engineering through exploration of modern engineering challenges and professions. Professional topics include scope of engineering professions, globalization, diversity, professional ethics, design limitations and constraints, sustainability, environmental stewardship, and engineering economics. Through these topics students will solve engineering problems, develop computational skills and sharpen communication skills. Students work on a team design project, starting with problem definition and working towards concept designs using communication tools.
Credits: 2
Instructional Method Lecture and Lecture/Lab
Minimum Student Competencies Upon completion of ENTK 1502 Exploration of Engineering Related Professions, the student will:
- Understand the role of engineers in society;
- Gain knowledge on basic terminology and concepts of engineering;
- Use professional resources to engage in independent learning and to address modern engineering challenges;
- Apply basic professional concepts to a modern engineering challenge;
- Utilize common communications tools to present ideas;
- Utilize common computational tool to solve problems.
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ENTK 2070 - Engineering Surveying I This course covers the basic principles of measurement of distances, elevations, angles, and basic error theory. Methods of calculations and applications of error theory are applied to level and traverse surveys. It also introduces methods of surveying for site locations, topographic and construction surveys.
Credits: 3
Prerequisites: 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.
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ENTK 2074 - Ethics for the Professional Surveyor This course introduces students to the common ethical and moral issues facing professional surveyors in modern practice.
Credits: 1
Prerequisites: ENTK 2070 - Surveying I
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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.
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ENTK 2602 - Principles of Electrical Technology This course provides the student with a hands-on approach to the study of modern industrial electrical systems. Topics covered include motors, motor control, electrical circuits and programmable logic controller (PLC) integration.
Credits: 1
Comments: Instructor consent required
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ENTK 2980 - Survey Co-Op Survey co-op provides a minimum of 240 hours of work experience associated with a broad range of surveying functions. Experience should include, but not be limited to associated calculations, measurements and computations, equipment operations and maintenance, document research, drafting, report writing, surveying techniques associated with boundary, route, construction astronomical and/or control surveys. Co-op work experience many be arranged by the faculty, but it is primarily the responsibility of the students to seek out and secure their own placement with faculty approval.
Credits: 4
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ENTR 1500 - Intro to Entrepreneurship This course is designed for the entrepreneurial person interested in starting a business. Emphasis will be on the development of a business plan including the finance, accounting, management, and marketing requirements.
Credits: 3
Instructional Method Lecture
Prerequisites: None
Minimum Student Competencies Upon completion of ENTR 1500 Introduction to Entrepreneurship, the student will:
- List major components of a business plan.
- Explain the need for a business plan.
- Develop a business model.
- Create vision and mission statements.
- Analyze the market, including a profile of the customer base and the competition.
- Develop a business financial model.
- Describe how to manage the financial resources.
- Develop skills to research specific industry opportunities.
- List sources of funding and raising capital.
- Design a business plan outline for a specific business which includes a marketing plan and an advertising campaign.
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EQST 0000 - Any course from EQST dept Choose any course from EQST department.
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EQST 1210 - Intro to Farrier Science This course is an introduction to the theory and skills of equine hoof care, forge work, and basic horsemanship skills. Students will demonstrate their knowledge of equine anatomy, blacksmithing, horse handling, as well as trimming. Safe horse handling, and forge safety will be emphasized.
Credits: 4
Instructional Method Combined Lecture/Lab
Comments: Course Fee
Prerequisites: Completion of or concurrent enrollment in ANSC 1400 Equine Anatomy and Locomotion
Minimum Student Competencies Upon completion of EQST 1210 Introduction to Farrier Science, the student will:
- Correlate the anatomy of the horse’s lower limb and hoof to basic joint congruency.
- Demonstrate proper use of farrier tools and equipment.
- Manipulate the horse’s leg into position safely.
- Demonstrate the steps involved in trimming a horse’s foot.
- Construct farrier tools using forging, welding, and blacksmithing techniques.
- Apply knowledge of equine behavior in handling horses.
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EQST 1470 - Equine Internship The internship course provides students in any general or transfer discipline a means to integrate classroom theory with workplace practice. Students will be placed in a working/learning environment that provides for structured learning, workplace experience, and mentoring by a professional.
Credits: 1-6
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EQST 1520 - Horse Production This course is designed to give the student an in-depth look into equine evolution, anatomy, physiology, care and management. Some of the topics to be discussed are history and evolution, anatomy, diseases and vaccinations, parasite control, emergency care, lameness and reproduction.
Credits: 3
Prerequisites: none
Co-requisites: none
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EQST 1536 - Senior Horse Care This course is designed to give the student in-depth information regarding the management and nutritional needs of “senior” horses. Topics will include preventative medicine, every day management and the unique nutritional needs of aged equines.
Credits: 1
Prerequisites: none
Co-requisites: none
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EQST 1605 - Equine Facilities Management This course examines three primary areas of Equine Stable Management to provide a strong knowledge base and critical skill-building opportunities for students interested in entering equine-centered careers. Specific focus areas include general business tools and practices, equine knowledge and care, and equine facilities management. Students receive hands-on learning opportunities in addition to classroom instruction. This course will culminate with a final project emphasizing a holistic approach to managing an equine stable of the students’ design.
Credits: 3
Prerequisites: none
Co-requisites: none
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EQST 1835 - Practical Farrier Science This course provides in-depth training in the skills and techniques of horseshoeing. Students will conduct a comprehensive study of trimming and shoeing to achieve and maintain limb and foot balance as well as explore topics in specialty, remedial and therapeutic shoes. Students will learn to build shoes for specific purposes. Completion of this course and the preceding courses is intended to prepare students as entry-level farriers; and students are encouraged to complete the American Farrier Association’s (AFA) Farrier Classification examination.
Credits: 11
Comments: Course Fee
Prerequisites: EQST 1210 Introduction to Farrier Science
Minimum Student Competencies Upon completion of EQST 1835 Practical Farrier Science the student will:
- Critique the conformation of a horse as it affects movement and performance.
- Trim and shoe a horse to maintain limb and foot balance.
- Construct a basic horse shoe.
- Build horse shoes to designated specifications.
- Compare different horseshoe and nail types to their applications.
- Evaluate equine lameness and remedies.
- Correlate shoeing practices to remedial and therapeutic applications.
- Troubleshoot common shoeing problems.
- Handle horses safely.
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ERS 0000 - Earth Science Requirement The following courses fulfill the 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
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ES 0000 - Any course from ES department Engineering Science course
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ES 0000 - ES Elective At least one ES elective course listed below must be completed.
- ES 2310 Thermodynamics, 3 credits
- ES 2330 Fluid Dynamics, 3 credits
- ES 2410 Mechanics of Materials, 3 credits
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ES 1000 - Intro to Engineering Professions Introduction to Engineering through exploration of modern engineering challenges and professions. Professional topics include scope of engineering professions, globalization, diversity, professional ethics, design limitations and constraints, sustainability, environmental stewardship, and engineering economics. Through these topics, students will solve engineering problems, develop computational skills and sharpen communication skills. Students work on a team design project, starting with problem definition and working towards concept designs using communication tools.
Credits: 1
Instructional Method Lecture/Lab
Minimum Student Competencies Upon completion of ES 1000 Introduction to Engineering Professions, the student will:
- Understand the role of engineers in society.
- Gain knowledge on basic terminology and concepts of engineering.
- Use professional resources to engage in independent learning and to address modern engineering challenges.
- Apply basic professional concepts to a modern engineering challenge.
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ES 1050 - Intro to GIS This course is an introductory Geographic Information System (GIS) course. Students are introduced to current GIS uses, the basic elements of GIS graphics and data, and the use of GIS software.
Credits: 3
Instructional Method Lecture/Lab
Minimum Student Competencies Upon completion of ES 1050 Intro to GIS, the student will:
- Explain the various mapping systems, why they exist, and their characteristics.
- Identify scenarios where groups ranging from political scientists to farmers use GIS.
- Develop essential skills of operating a functional GIS through the use of ArcGIS software.
- Understand the operational processes of spatial data acquisition, editing, and quality assurance/quality control.
- Understand the operational processes of metadata development and geodatabase design.
- Explore Google Earth and common open source GIS tools.
- Produce basic multi-theme GIS applications using ArcView software.
- Demonstrate the ability to create, query, modify, delete, and join tables relevant to GIS applications.
- 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.
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ES 1060 - Intro to Engineering Problem Solving This course is an overview of the methodology and tools used in the engineering profession for analyzing problems. Example problems are solved using spreadsheet tools and structured programming language.
Credits: 3
Instructional Method Lecture/Lab
Prerequisites: MATH 1405 Pre-Calc Trig, MATH 1450 Pre-Calc Algebra and Trig with a C or better, or Placement Level VI
Minimum Student Competencies Upon completion of ES 1060 Intro to Engineering Problem Solving, the student will:
- Demonstrate methodical approach to problem solving.
- Present problems and solutions in a professional manner.
- Utilize Excel to generate functional spreadsheets, cell referencing, parametric equations, generate tables and export to other programs.
- Utilize Excel to plot data, generate figures and export for use in reports or presentation software.
- Utilize Excel to plot experimental data, regression trend lines, linear equations, matrices & solver.
- Demonstrate introductory structural programming skills using Matlab.
- Write scripts using user-defined functions to problem solve.
- Plot data generated from scripts and export graphs into other programs.
- Utilize flow charts to map a program utilizing selection and repetition functions.
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ES 2110 - Statics This course covers vector statics of particles and rigid bodies, including equilibrium in two and three dimensions, center of gravity, centroids, distributed loads, truss analysis, simple structures and machines, friction, and internal actions.
Credits: 3
Instructional Method Lecture
Prerequisites: MATH 2200 - Calculus I with a grade of C or better
Minimum Student Competencies Upon completion of ES 2110 Statics, the student will:
- Demonstrate methodical approach to problem solving.
- Present problems and solutions in a professional manner.
- Discuss abstraction of relevant free body diagrams of real world problems.
- Use equations of equilibrium, force and moments, to solve problems involving concurrent forces and rigid bodies.
- Apply vector analysis to solve engineering abstractions.
- Analyze systems of forces and moments for real world problems.
- Analyze frames and machines of connected members to determine internal forces and couples of the members.
- Calculate friction forces, differentiate between static and kinetic friction and apply these concepts to problems involving wedges, threads and other applications.
- Demonstrate techniques for employing modern computational devices for solving problems.
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ES 2120 - Dynamics This course covers kinematics, including linear and angular displacement, velocity, acceleration and simple harmonic motion of particles and rigid bodies; moments of inertia and radii of gyration of masses; the application of principles of force-mass acceleration, work-kinetic energy, impulse and momentum to solution of problems of force systems acting on moving bodies.
Credits: 3
Instructional Method Lecture
Prerequisites: MATH 2205 Calc II and ES 2110 Statics with C or better; and PHYS 1310 College Physics I or instructor consent
Minimum Student Competencies Upon completion of ES 2120 Dynamics, students should be able to:
- Describe straight line motion with regard to definitions of displacement, velocity, and acceleration;
- Apply equations for projectile motion, describe curvilinear motion both kinematic equations and kinetic equations;
- Apply the concepts of work-energy principles;
- Apply the principle of linear impulse and momentum;
- Apply conservation of momentum and the coefficient of restitution to direct-central and oblique impacts;
- Write proper kinematics equations for velocity and acceleration;
- Understand the concept of instantaneous center of rotation;
- Apply the proper kinematic equations for planar motion of rigid bodies, with rotation and/or translation;
- Calculate the mass moment of inertia.
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ES 2210 - Electric Circuit Analysis This course is an introduction to the basic concepts of electrical circuit theory, dependent sources, network theorems, fir and second order circuits, phasers, and three-phase circuits.
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:
- Analyze DC and AC circuits using various circuit techniques (Kirchhoff’s laws, node, mesh, etc.).
- Determine circuit power requirements.
- Construct circuits with power supplies, signal generators, resistors, capacitors, diodes, inductors, and operational amplifiers.
- Properly and safely, utilize laboratory equipment, including Volt-Ohm-Milliammeter and oscilloscopes.
- Utilize analog circuit and digital logic simulation to analyze circuits.
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