Course Descriptions

CRIM 114 - Constitutional Law for Police

1. Explain the warrant requirement and the exclusionary rule.
2. Explain the concepts of probable cause, reasonable suspicion, and articulable facts.
3. Discuss and apply the recognized exceptions to the warrant rule, e.g., search incident to arrest, the automobile exception, plain feel, plain view, plain smell, exigency, hot pursuit, consent searches, border searches, stop and frisks, and abandonment.
4. Identify the issues involved in obtaining confessions from juveniles and adults.
5. Explain the procedures and substantive information necessary to obtain various types of court orders.
6. Discuss the implications of technology as it affects the Fourth Amendment. 7. Evaluate the equal protection ramifications as they relate to stops and frisks and the use of force.

CRIM 115 - Civil Rights & Liberties in Crim Justice

1. Discuss the Supreme Court’s role as guardian of the rights and liberties of the individual.
2. Discuss the origins of Civil Liberties in the United States.
3. Discuss the Bill of Rights and the guarantees of the privileges and immunities of U.S. Citizens.
4. Define the implications of the 14th Amendment to the U.S. Constitution and its relationship to individual rights and freedoms.
5. Discuss the civil liability risks of criminal justice practitioners and the proactive steps which can minimize those risks.
6. Discuss the status of civil liberties as they apply to individuals and society today.
7. Negotiate a contractual plea agreement with a defendant in conformity with the requirements of Kastigar and Santobello.
8. Discuss the practical and Constitutional limitations connected with jury selection and seating.
9. Discuss the consequences and concerns of a defendant146s choice to represent himself in a criminal proceeding.
10. Discuss the concept of one man, one vote and the necessity and inequity of this right.

CRIM 120 - Juvenile Justice

1. Complete written and oral assignments requiring the application and explanation of course topics. (GE1, GE2, GE3, GE4, GE5, GE6, PG1, PG2, PG3, PG4)
2. Explain the juvenile process from custody to disposition. (GE1, GE7, PG1, PG3)
3. Explore and discuss the causes of juvenile delinquency. (GE1, GE2, GE3, GE5, GE6, GE7, PG1, PG2, PG4)
4. Demonstrate an understanding of the functions and roles of the workers in juvenile court proceedings. (GE1, GE2, GE4, GE7, PG1, PG3)
5. Discuss juvenile corrections including their purposes and limitations. (GE1, GE2, GE5, GE7, PG1, PG2, PG3, PG4)
6. Explain the problems inherent in the juvenile justice system and the means available to correct those problems. (GE1, GE2, GE3, GE4, GE5, GE6, GE7, PG1, PG2, PG3, PG4)

CRIM 125 - Constitutional Law

1. Analyze the United States Constitution as the foundation of American democracy. (GE1, GE2 GE5, GE6, PG1, PG2, PG4)
2. Describe the Bill of Rights and its application to everyday life. ( GE1,GE2, PG1, PG2, PG4)
3. Demonstrate the authority, jurisdiction and traditions of the Executive, Legislative and Judicial branches of government. (GE2, GE5, PG1, PG2, PG4)
4. Research the sources of American law and demonstrate application of legal principles in written problems. (GE2, GE5, PG1, PG2, PG4)
5. Demonstrate an understanding of how to read case and statutory law. (GE1, GE2, GE4, PG1, PG3, PG4)
6. Demonstrate mastery of course content through completion of written or oral assignments. ( GE1, GE2, GE6, GE7, PG1, PG2, PG3, PG4 )

CRIM 130 - Introduction to Homeland Security

1. Define Homeland Security. (GE1, GE4, PG1, PG3)
   1. Preventing a terrorist attack within the United States and/or its territories
   2. Mitigating the terrorist threat
   3. Minimizing the damage and speeding the recovery from attacks and/or natural disasters
2. Define and discuss terrorism from a historical and global perspective. (GE2, GE4, GE6, PG1)
   1. The Transnational Dimensions of Terrorism
   2. America in a Globalize World
   3. History of Transnational Terrorism against US
   4. Domestic terrorism
3. Discuss the mindset and methodologies of the terrorist.(GE2, GE5, GE6, GE7 PG1, PG3)
   1. New Terrorist Strategies
   2. Global Reach
   3. Large Scale Destruction and death
   4. Not under strictures of State Sponsorship
   5. Savvy in 21st Century technologies
4. Discuss the various roles played by both private and public homeland security personnel. (GE4, GE7, PG1, PG 3)
   1. Homeland Security Roles, Responsibilities, and Jurisdictions
   2. Improve intergovernmental law enforcement coordination
5. Define and discuss specific strategies, operations, and tactics that can be used to prevent and protect against future threats. (GE3, GE4, GE5, GE6, PG1, GE4)
   1. National Strategy for Combating Terrorism
   2. Shifted the priority from arrest and prosecution to preventing attacks and capturing terrorists.
6. Complete written oral assignments requiring the application and explanation of course topics. (GE1, GE2, GE4, PG1, PG3)

CRIM 203 - Written Communications for Police

1. Explain the role of written communications in police work.
2. Describe events in a concise, well-organized narrative.
3. Explain the purpose of taking notes.
4. Demonstrate proper note taking procedures.
5. Conduct research in preparation of interviewing, listening and observing persons and activities.
6. Identify significant factors necessary for specific investigative reports.

CRIM 205 - Criminal Justice Ethics

1. Demonstrate an understanding of select moral theories by describing the basic tenets of each theory. (GE2, GE4, GE5, GE7, PG1, PG3, PG4) a. Normative ethics b. Utilitarianism c. Hedonistic utilitarianism d. Consequentialism e. Deontology
2. Demonstrate an understanding of different areas of ethical concern within criminal justice. (GE2, GE4, GE7, PG1, PG2, PG3) a. Excessive force b. Police perjury c. Sex on duty d. Drinking on duty e. Sleeping on duty
3. Evaluate issues and case studies in criminal justice by applying principles from general ethical theories. (GE1, GE2, GE6, GE7, PG1, PG4) a. Miranda v. Arizona- right to remain silent and be represented by an attorney b. People v. Jordan The ethics of lying to a defendant c. Christian burial speech to induce a confession
4. Demonstrate the ability to research a course related topic and present the information in a logical and coherent manner. (GE1, GE2, GE3, GE7, PG1, PG 3, PG4)

CRIM 215 - Patrol Operations

1. Identify and demonstrate techniques to calm or control an emotionally distraught person.
2. Describe the evaluation process in determining the strategy for an arrest.
3. Identify a police officer’s responsibilities at the scene of a dispute.
4. Identify general rules for police involvement in property repossession.
5. Identify and discuss methods of responding to crimes in progress.
6. Identify circumstances when observation and perception would be utilized in patrol.
7. Describe the officer’s responsibilities as a first responder to various incidents.
8. Identify the role of a police officer in traffic enforcement.

CRIM 220 - Basic Criminal Investigation

1. Discuss and demonstrate the ability to perform those tasks required of a first responder to a crime scene.
2. Discuss and demonstrate proper interviewing and interrogation techniques.
3. Discuss and demonstrate the proper handling of evidence.
4. Discuss the importance of original notes and investigative reports.
5. Demonstrate the proper documentation of a crime scene.
6. Discuss and demonstrate appropriate methodologies for suspect identification.
7. Identify and discuss the various resources available to assist in the investigation of a crime.
8. Define the term Modus Operandi and discuss how it may be useful in the investigation of a crime.

CRIM 225 - Motor Vehicle Collision Investigation

1. Define the term Motor Vehicle Collision and discuss the purpose s of motor vehicle collision investigations.
2. Identify and discuss the duties and responsibilities of the first officer arriving on the scene of a vehicle collision.
3. Identify and discuss the types of physical evidence that may be present at the scene of a vehicle collision.
4. Identify the factors relevant to whether a police officer must or may investigate a vehicle collision.
5. Identify and discuss the situations which dictate a need for technical expertise at the scene of a motor vehicle collision.
6. Demonstrate the procedure to properly interview a witness to a vehicle collision
7. Identify the technique for inspecting a vehicle to determine if damage occurred as the result of the collision.
8. Conduct a proper motor vehicle collision investigation and prepare a proper collision scene report.

CRIM 230 - Police Administration

1. Describe the role of a law enforcement manager and identify the skills and tools necessary for success.
2. Describe the various problem solving and decision making techniques.
3. Describe the steps used in the development of a program budget.
4. Explain the concept of vicarious liability and its consequences to a law enforcement manager.
5. Describe the recruiting, selection and training processes most often used by law enforcement organizations.
6. Identify and explain the various theories of employee motivation.
7. Discuss the methods used to maintain discipline in a law enforcement organization.
8. Identify the sources of conflict within a law enforcement organization and describe the methods by which it can be controlled.
9. Define the term stress and describe the methods by which it can be recognized and managed.
10. Describe the methods by which a law enforcement manager can better utilize available resources.
11. Describe the methods by which law enforcement productivity can be measured.
12. Discuss the various issues that will affect the future of law enforcement and the role of its managers.

CRIM 236 - Parole and Probation

1. Outline the history of parole and probation in America.
2. Describe the sentencing process.
3. Describe the distinctions between juvenile and adult courts.
4. Describe the distinctions between juvenile and adult offenders.
5. Identify and discuss the various available reintegration programs.
6. Discuss the theory and practice of rehabilitation.
7. Identify and discuss the duties and responsibilities of parole and probation personnel.
8. Discuss the future of parole and probation.

CRIM 240 - Treatment and Rehabilitation of the Offender

1. Discuss treatment and rehabilitation in a historical context.
2. Identify the reasons for treatment and rehabilitation.
3. Discuss the role of the correctional counselor.
4. Discuss the processes of assessment, diagnosis and classification of offenders.
5. Identify and discuss the various theories related to treatment and rehabilitation.
6. Identify and discuss the various approaches to treatment and rehabilitation.
7. Identify and discuss the various approaches to the treatment of substance abuse.
8. Discuss the realities of treatment and rehabilitation

CYBR 108 - Computer Repair and Support

1. Install and configure standard computer components, such as expansion cards, storage devices and RAM. (PG2, PG3)
2. Install and configure laptop hardware and components. (PG2, PG3)
3. Install and configure printers, and perform printer maintenance. (PG2, PG3)
4. Explain environmental impacts and the purpose of environmental controls in computer technology. (PG1)
5. Configure and apply BIOS settings. (PG2, PG3)
6. Install and configure desktop operating systems using the most efficient and appropriate method. (PG2)
7. Describe and perform common preventive maintenance procedures. (PG1)
8. Explain the basic concepts of software virtualization. (PG1)
9. Implement security best practices to secure a computer workstation. (PG3,PG5)
10. Troubleshoot common issues related to computer components, such as motherboards, RAM, power supplies and drives. (PG2, PG3)

CYBR 121 - Networking Essentials

1. Install and configure network services and applications, such as DHCP and DNS. (GE2, PG2, PG4)
2. Explain the characteristics and advantages of various WAN technologies such as fiber, ISDN, DSL and cable. (GE1,GE2,PG1,PG4)
3. Implement and configure IP addressing in a variety of scenarios, including IPv4, IPv6 and multicast. (GE1,GE2,GE3,PG4)
4. Explain the basics of network routing concepts and protocols. (GE1,PG1)
5. Implement a basic computer network, including performing appropriate documentation. (GE1,GE2,PG2,PG3)
6. Describe network monitoring, metrics, reporting and tracking tools. (GE1,PG1)
7. Install and configure various network components, including switches, routers and wireless access points. (GE2,PG2)
8. Describe common network vulnerabilities and threats, and appropriate countermeasures. (GE1,PG5)
9. Troubleshoot network errors, including wireless, firewall, fiber and routing issues. (GE2,GE3,PG2,PG4,PG5)
10. Describe the layers of the OSI model. (GE1,GE4 PG1)

CYBR 122 - Network Security

1. Draft and implement a security policy for technology resources. (GE1,GE2,PG1,PG3,PG4)
2. Explain vulnerabilities in website and email systems, and implement appropriate security measures. (GE2,PG2,PG5)
3. Describe security threats and ramifications, including threats related to ineffective policy and human error. (GE1,GE2,PG1,PG5)
4. Describe vulnerabilities inherent in remote access, VPN, telnet, and other communications systems. (GE1,PG1,PG5)
5. Identify common security attacks and countermeasures, such as spoofing, session hijacking, man in the middle, and malicious code. (GE2,PG2,PG5)
6. Describe challenge handshake authentication protocol, security tokens, biometrics and other authentication methods. (GE1,PG1,PG5)

CYBR 151 - Networking 1

1. Configure a network operating system. (GE2, PG2)
2. Explain the characteristics of various TCP IP-based networking protocols. (GE1, GE2, PG1)
3. Configure and document access to networked resources. (GE1, GE2, GE3, PG1, PG3)
4. Explain the layers of the OSI and TCP networking models. (GE1, PG1)
5. Configure subnetting on a TCP IP network. (GE2, PG2)
6. Describe network cabling variations and options, while considering benefits and disadvantages.

CYBR 152 - Networking 2

1. Configure a network router. (GE2,GE3,PG2,PG3)
2. Troubleshoot router and network connectivity issues at all levels of the OSI model. (GE2,PG2,PG4)
3. Implement network security by using an access control list. (GE2,PG4,PG5)
4. Explain the static and dynamic routing concepts. (GE1,PG1)
5. Configure a virtual local area network (VLAN) or network segment. (GE2,PG2)
6. Explain and describe address translation for IPv4(GE1,GE2,PG1)

CYBR 181 - Install/Config. Windows Server

1. Manage Active Directory Domain Services Objects. (GE2,PG2)
2. Automate Active Directory Domain Services Administration. (GE2,PG2)
3. Implement Local Storage and File and Print Services. (GE2,PG2)
4. Document and implement Group Policy. (GE1,GE2,GE5,PG1,PG3)
5. Set up Windows Server Virtualization with Hyper-V. (GE2,PG2)
6. Describe, document and configure Windows Firewall and Security Policies. (GE1,PG1,PG5)

CYBR 182 - Linux System Administration

1. Install and configure the Linux operating system. (GE2,PG2)
2. Automate system processes and administrative tasks. (GE2,PG2)
3. Describe the file system hierarchy. (GE1,PG1)
4. Create and maintain file systems and disk storage settings within the Linux environment. (GE2,PG2)
5. Install, configure and manage devices and network components. (GE2,PG2,PG3)
6. Perform and document backup and recovery within Linux. (GE1, GE2,PG1,PG2,PG3)

CYBR 201 - Digital Forensics

1. Identify digital forensics tools and explain their role, in cyber investigations. (GE1,GE2,PG1,PG2)
2. Utilize digital forensic tools and forensic based hardware to perform various types of data acquisitions and present written findings. (GE1,GE3,PG2,PG3,PG4)
3. Describe the legal parameters of handling electronic evidence. (GE1,GE2,PG1,PG3)
4. Effectively maintain evidence in a court-admissible format. (GE2,PG2,PG3)
5. Describe the technical process for searching and seizing computer related evidence. (GE1,PG1,PG2,PG3)

CYBR 241 - Net.Intrusion/Detection/Penetration Test

1. Describe the steps of the ethical hacking process. (GE1,GE2,PG1)
2. Describe various networking threats; such as malware, viruses and worms, and their countermeasures. (GE1,PG1,PG2)
3. Demonstrate an understanding of physical security and social engineering attack methods. (GE1,GE7,PG5)
4. Identify weaknesses in wireless access points and wireless networks. (GE2,PG2)
5. Understand and evaluate common network security devices, such as honeypots, firewalls, and IDSs. (GE2,PG2)

CYBR 242 - Advanced Network Defense

1. Implement, configure and administer firewall systems. (GE2,PG2)
2. Implement a virtual private network and describe the associated security issues. (GE1,GE2,PG1,PG2)
3. Describe the key concepts of intrusion detection and intrusion prevention systems. (GE1,PG1)
4. Configure and document security policies for an organization. (GE1,GE2,PG2,PG3)
5. Describe the core concepts of TCP/IP packet analysis (GE1,PG1,PG2)

CYBR 291 - Cybersecurity Capstone

1. Research topics in cybersecurity to create an independent intensive study project. (GE3,PG4,PG5)
2. Develop a well-described written research project proposal with a realistic time line for progressive due dates. (GE3,GE5,PG1,PG2,PG3)
3. Write, edit and finalize the conclusions, results or end-product created by the project. (GE1,GE2,GE4,PG1,PG3,PG4)
4. Submit a well written final report which clearly describes the proposal, the research and the project results/conclusions/end product. (GE1,GE2,GE4,PG1,PG3)
5. Create and present an effective oral presentation of the final report. (GE1,GE2,GE4,PG1,PG3)

DATA 101 - Introduction to Data Science

DATA 210 - Exploratory Data Analysis

DFAB 100 - Drawing Techniques for Designers

1. Develop competence and understanding in drawing various forms, drawing techniques, and processes particular to digital fabriation (PG1, PG4, PG5).
2. Apply traditional drawing skills to demonstrate surface, structure, shape, and volume in a dimensional object (PG1, PG4, PG5).
3. Employ the basic principles of ideation and presentation methods for product design (PG1, PG4, PG5).
4. Practice dimensional drawing techniques such as side view sketches, perspepective, and isometric projections (PG1, PG4, PG5).
5. Utilize illustration concepts and principles to execute a design from concept to finished product (PG1, PG2, PG4, PG5).
6. Demonstrate how to create explanatory drawings (PG1, PG4, PG5).
7. Illustrate drafting and print reading procedures (PG1, PG4, PG5).
8. Identify fundamentals of shape descriptions(PG1, PG4, PG5).
9. Interpret fundamentals of size descriptions and annotations (PG1, PG4, PG5).
10. Translate industrial drawing types and specialized parts and prints (PG1, PG4, PG5).

DFAB 101 - Introduction to 3D Printing

1. Demonstrate knowledge of key historical factors that have shaped manufacturing over the centuries. (PG2, GE1, GE2, GE6)
2. Explain current and emerging 3D printing applications in a variety of industries. (PG2, GE1, GE2, GE4)
3. Describe the advantages and limitations of each 3D printing technology. (PG2, GE1, GE2, GE4).
4. Demonstrate knowledge of 3D printing strategies by effectively printing objects for various applications. (PG1, PG5, GE2, GE4, GE5)
5. Use 3D modeling software at an introductory level. (PG1, PG5, GE2, GE4, GE5)
6. Convert abstract concepts into original design solutions. (PG1, PG4, PG5, GE2, GE4, GE5)
7. Communicate the design, effectiveness, functionality, and innovation of their original design concepts. (PG3, PG4, GE1, GE2, GE4)
8. Assess the design, effectiveness, functionality, and innovation of artifacts created by others. (PG3, GE1, GE2, GE4)
9. Demonstrate the ability to design functional prototypes that apply design principles that meet specific human factors and form function criteria. (PG1, PG5, GE2, GE5)

DFAB 102 - Digital Sculpting

1. Create artistic solutions that clearly express an understanding of principles of design and visual thinking (PG1, PG4, PG5).
2. Demonstrate understanding of tools, materials, techniques, and processes associated with Digital Sculpting (PG1, PG4, PG5).
3. Employ critical thinking skills in Studio Art and Art History (PG2, PG3).
4. Translate the unique virtual space of the computer into pre-visualized forms to produce objects impossible to create with the human hand (PG1, PG5).
5. Compare the production of their visual artifacts to other 21st century artists and artistic processes (PG3, PG4).
6. Use rapid prototyping technologies for hard-copy sculptures of complex three-dimensional forms (PG1, PG5).
7. Utilize techniques for merging diverse three-dimensional representations (PG1, PG5).
8. Apply computerized iterative design principles in which the development of processes and products is seen as part of a cycle of refinement (PG1, PG4, PG5).
9. Integrate distributed computer-controlled operations via hi-end data transfer, particularly in regards to CAD CAM design (PG1, PG5).
10. Assess qualitative issues with respect to design (PG2, PG3).

DFAB 104 - Intro. to Subtractive Manufacturing

1. Analyze recent developments in machining and fabrication processes for the production of engineering components and their main areas of application and limitations (PG2).
2. Create physical objects that satisfy product development and prototyping requirements using advanced subtractive manufacturing devices and processes (PG1, PG5).
3. Demonstrate the basic procedures and concepts of programming, set-up, and operation of various subtractive manufacturing technologies for manufacturing simple parts (PG2).
4. Analyze how the physical principles behind the operation of various subtractive manufacturing processes can be used to monitor process capability and performance (PG2).
5. Apply design rules and fabrication techniques in the manufacturing of dimensional components (PG1, PG5).
6. Assess different manufacturing processes for the high volume manufacturing of dimensional components (PG2).
7. Evaluate the benefits and limitations of subtractive and additive manufacturing processes (PG3).
8. Create geometry and toolpaths from specifications on a blueprint for simple parts using CAM software (PG1, PG5).
9. Evaluate the benefits of leveraging subtractive manufaturing tools in the creation of design artifacts (PG3)
10. Design functional prototypes that apply design principles that meet specific human factors and form function criteria (PG1, PG4, PG5).

DFAB 105 - SOLIDWORKS Introduction

Use SOLIDWORKS computer-aided design software to build parametric models of parts and assemblies. Apply the key functions of the program in the development of solid models for both design and analysis. Begin preparation for a series of Certified SOLIDWORKS exams. Pre or co-requisite: MATH-111 or MATH-124. Prerequisite: eligibility for ENGL-101. Completion of DFAB-101 is strongly recommended. Two hours lecture and two hours laboratory each week. Three credits. Three billable hours.  (Fall & Spring Only) Two Hours Lecture. Two hours laboratory. Three Credits. Three billable hours.

Pre-requisite(s): eligibility for ENGL 101 . Completion of DFAB 101  is strongly recommended.
Pre-/Co-requisite(s): MATH 111  or MATH 124  

Course Objectives: Upon successful completion of this course, students will be able to:
1. Create 3D parts from 2D sketch geometry, relations, states, and various features. (PG1, PG5; GE2, GE4) 
2. Account for future model behaviors and changes in design intent. (PG1, PG5; GE2, GE4) 
3. Master key characteristics of a feature-based, parametric solid modeler. (PG1, PG5; GE2, GE4) 
4. Associate the model, its drawing, and parts and assemblies to create advanced 3D-based 2D drawings. (PG1, PG5; GE2, GE4)  
5. Evaluate projects with SOLIDWORKS tools to check for static/dynamic interference, draft angle, clearances and mass properties. (PG1, PG5; GE2, GE4) 
6. Diagnose and repair various problems in a part or sketch geometry. (PG1, PG5; GE2, GE4)  
7. Convert abstract concepts into original design solutions. (PG1, PG4, PG5, GE2, GE4, GE5) 
8. Communicate the design, effectiveness, functionality, and innovation of their original design concepts. (PG3, PG4, GE1, GE2, GE4) 
9. Assess the design, effectiveness, functionality, and innovation of artifacts created by others. (PG3, GE1, GE2, GE4) 
10. Design functional prototypes that apply design principles meeting specific human factors and form/function criteria. (PG1, PG5, GE2, GE5)

DFAB 106 - Introduction to 3D Scanning

1. Produce 3D scans of objects to guarantee data accuracy, regardless of the environment, part type, and complexity of geometry (PG1, PG5).
2. Utilize various application-specific 3D scanning operations (PG1, PG3, PG5).
3. Demonstrate an understanding of the technological principles associated with data capturing technology (PG1, PG5).
4. Understand acquisition techniques in order to perform reliable scans (PG1, PG5).
5. Complete optimized results using VXelements software (PG1, PG5).
6. Process and analyze digitized data using post-processing software (PG1, PG5).
7. Extract CAD entities such as curves, sketches, and geometric entities (PG1, PG5).
8. Modify data using edit polygons, build surfaces, and structure assemblies utliizing digitized data (PG1, PG5).
9. Implement 3D scanned data operations in a variety of real-world applications (PG1, PG2, PG3, PG5).
10. Develop various workflows for solving a variety of design parameters (PG1, PG4, PG5).

DFAB 201 - Advanced 3D Printing

DFAB 101  
Course Objectives: Upon successful completion of this course, students will be able to:
1. Explain the various benefits of 3D printing. (PG1,GE1,GE3)
2. Describe the American Society of Testing and Materials key additive technologies. (PG1,GE1,GE3)
3. Evaluate 3D printing industries and applications (PG1,PG2,GE1,GE3) 4. Apply Stratasys FDM & PolyJet technologies in a variety of applications. (PG2,PG4,GE5,GE6)
5. Differentiate material testing standards and Stratasys materials. (PG2,GE1,GE3)
6. Apply additive design and fabrication considerations. (PG4,GE5)
7. Demonstrate post-processing techniques for FDM and PolyJet. (PG4,GE6)

DFAB 205 - SOLIDWORKS Fundamentals

1. Set up part and assembly views for use in drawings (PG1, PG5).
2. Generate drawing files and sheets with appropriate formats and attributes (PG1, PG5).
3. Demonstrate a mastery of key characteristics of drawing sheets and views (PG1, PG5).
4. Create functional driving dimensions (PG1, PG5).
5. Compose blocks, notes, annotations, and symbols from geometric models (PG 1, PG5).
6. Construct components in many types of assembly drawing views (PG 1, PG5).
7. Manipulate sheet files and templates for appropriate functions (PG 1, PG5).
8. Produce a customized bill of materials (BOM) content and associated templates (PG 1, PG5).
9. Use various assembly modes and other troubleshooting tools to resolve performance and display issues (PG 1, PG5).
10. Compare various drawing references (PG 1, PG5).

DFAB 206 - SOLIDWORKS Essentials

1. Demonstrate how a Weldment feature affects a part model (PG1, PG5).
2. Generate and manipulate Weldment features and profiles (PG1, PG5).
3. Illustrate how to effectively work with Weldement Cut List Items and Member Profiles (PG1, PG5).
4. Generate Weldment Configurations, drawing details, and annotations (PG1, PG5).
5. Construct and manipulate bent structural members (PG 1, PG5).
6. Facilitate the uniques traits of sheet metal parts, parameters, and flanges (PG 1, PG5).
7. Produce and revise flat patterns and feature properties (PG 1, PG5).
8. Create and differentiate various sheet metal methods and techniques (PG 1, PG5).
9. Convert geometry into sheet metal and multibody sheet metal parts (PG 1, PG5).
10. Devise and modify forming tools and gussets features and properties (PG 1, PG5).

DFAB 207 - SOLIDWORKS Advanced

1. Demonstrate how to create and manipulate geometry using multibody design techniques (PG1, PG5).
2. Illustrate how to sketch with splines (PG1, PG5).
3. Produce and revise sweep, loft, and boundary features and properties (PG1, PG5).
4. Create 3d sketching and curve features (PG1, PG5).
5. Compose threads and library feature parts (PG1, PG5).
6. Faciliate advanced mate techniques (PG1, PG5).
7. Produce assemblies, top-down assembly models, and large assemblies (PG1, PG5).
8. Generate and edit assembly features, smart features, and smart components (PG1, PG5).
9. Devise and use configurations with assemblies (PG1, PG5).
10. Manage display states and appearances (PG1, PG5).

DFAB 270 - Capstone- Digital Fabrication

1. Prepare a portfolio of work that clearly demonstrates an advanced level of design thinking and conceptualization (PG1, PG5).
2. Articulate design-based concepts through the presentation of a professional portfolio (PG2, PG3).
3. Demonstrate a mastery of industry-standard CAD software at an advanced level (PG1, PG5).
4. Utilize their knowledge of industry-standard CAD software at an advanced level (PG1).
5. Execute design-based aesthetic and conceptual research. (PG4).
6. Create design-based artifacts to communicate specific ideas and concepts by utilizing appropriate design elements. (PG1, PG2, PG5).
7. Analyze and critique the graphic designs of other artists. (PG3).
8. Implement a critical, historical, and conceptual understanding of their work and its relationship to other 21st century designers. (PG2, PG3).
9. Develop a professional business package as support for their visual portfolios. (PG1, PG3, PG5).

ECE 100 - Introduction to Early Childhood Ed

1. Explain the historical and philosophical roots of early childhood development education. (GE 1, 2 PG 3)
2. Identify major theories and theorists in the field of early childhood development education. (GE 1, 2, 4 PG 2)
3. Discuss significant issues and current trends pertaining to the profession, including legislation. (GE 1, 2 PG 1, 2)
4. Describe the Early Childhood Professional Code of Ethics. (GE 1, 2, 7 PG 3)
5. Apply knowledge of diversity and commonality with early childhood development education programs in communities. (GE 2, 6, 7 PG 3)
6. Compare and contrast the variety of curriculum models and programs in early childhood development education. (GE 2, 3 PG 2, 3)
7. Identify the main components of developmentally appropriate curricula, including the importance of play. (GE 1 , 2, 3 PG 1, 3)
8. Discuss the major roles and responsibilities of an early childhood professional. (GE 1, 7 PG 3)

ECE 101 - Child Growth and Development

1. Explain the developmental appropriateness of programs for young children.(GE 1, 2 PG 1)
2. Identify developmental milestones within the prenatal period, period of infancy and toddlerhood, early childhood years and school-age years. (GE 1 PG 1)
3. Discuss the cognitive, emotional, psychosocial, and physical development of children. (GE 1, 2 PG 1)
4. Discuss language development, moral development, and personality development of young children. (GE 1, 2 PG 1)
5. Discuss the role of the family, school, and community in relation to development. (GE 1, 2, 6 PG 1, 2)
6. Explain the influence of developmental patterns upon childcare programming. (GE 1, 2 PG 1, 3)
7. Identify the principles and components of behavioral, cognitive, and constructivist learning theories. (GE 1, 2 PG 1, 2)
8. Identify sociological and societal influences upon development, including divorce, racism, and sexism. (GE 1, 2, 6 PG 1, 2)
9. Identify the major research methods and assessment techniques used to study children. (GE 1, 2, 4 PG 2)
10. Discuss current research findings related to early childhood education.(GE 1, 2, 3, 4 PG 1, 2, 3)

ECE 104 - Methods and Materials in Early Childhood Education

1. Identify types of early childhood development programs. (GE 1, 2, 5 PG 2)
2. Compare traditional, current, and innovative program models designed for children. (GE 2, 3 PG 1, 2, 3)
3. Identify common non-instructional roles and responsibilities of the early childhood teacher. (GE 1, 2, 7 PG 1, 3)
4. Explain how to create a safe environment that prevents and reduces injuries.(GE 1, 2 PG 1, 2, 3)
5. Construct an interesting, secure, and enjoyable environment that encourages play exploration and learning. (GE 5 PG 1, 2, 3)
6. Identify effective methods and strategies that stimulate the social, emotional, language, physical, and cognitive development of young children. (GE 1, 2, 3 PG 1, 2, 3)
7. Implement developmentally appropriate activities that encourage curiosity, exploration, and problem solving appropriate to the developmental levels and learning styles of children. (GE 1, 2, 5 PG 1, 2, 3)
8. Develop age-appropriate, curriculum-based instructional units.(GE 2, 5 PG 1, 2, 3)
9. Describe effective behavior management techniques appropriate for pre-school children.(GE 1, 2 PG 1, 2)
10. Analyze current research relative to methodology and materials in early childhood education. (GE 1, 2, 4 PG 1, 2, 3)

ECE 105 - Infants & Toddlers: Development & Care

1. Describe the cognitive, emotional, psychosocial, and physical development of infants. (GE 1 PG 1)
2. Describe the cognitive, emotional, psychosocial, and physical development of toddlers. (GE 1 PG 1)
3. Compile creative and process-oriented activities for infants and toddlers from a variety of sources. (GE 1, 2, 4, 5 PG 1, 2, 3)
4. Observe and record infant and toddler behavior, using objective techniques. (GE 3 PG 1)
5. Plan daily schedules for infant toddler care. (GE 3 PG 1)
6. Design environments and identify the supplies and materials needed for infants and toddlers. (GE 1, 2, 5 PG 1, 2, 3)
7. Discuss and document factors relating to children’s health and safety, including prevention of abuse and neglect. (GE 1, 3, 4 PG 1, 2, 3)
8. Evaluate current events and other topics discussed in class relating to infant toddler care. (GE 2, 6 PG 1, 2, 3)
9. Describe current Maryland State Department of Education regulations and health and safety practices as they pertain to infants and toddlers. (GE 7 PG 1, 3)
10. Discuss the birth process and its effects on the neonate, and the anatomic and physiological characteristics of the newborn. (GE 1, 2 PG 1)
11. Develop a thematic unit appropriate for use with two-year-old children.(GE 6 PG 1, 2, 3)

ECE 110 - Nutrition, Health, & Safety in Early Childhood Education

1. Define health promotion, protection, and prevention and their importance in society and to the child care setting. (GE 1, 2, 6, 7 PG 1, 2, 3)
2. Define health, safety, and nutrition and state their importance in society and how it relates to the childcare setting. (GE 1, 2, 6, 7 PG 1, 2, 3)
3. Explain the importance of promoting good health for children and adults. (GE 1, 2 PG 1)
4. List tools for promoting good health in children and adults. (GE 1, 2 PG 1, 2, 3)
5. Identify and discuss the importance of infection control and health management in the community and childcare setting. (GE 1, 2, 6, 7 PG 1, 2, 3)
6. Discuss health care policies relevant to society and childcare. (GE 1, 2, 6, 7 PG 1, 2, 3)
7. Explain how to create safe environments. (GE 1, 2 PG 1, 3)
8. Explain injury prevention and importance of its management. (GE 1, 2 PG 1)
9. List safety policies for both indoor and outdoor safety in the community and childcare setting. (GE 1, 2 PG 1, 2, 3)
10. Properly identify safety policies for emergency response. (GE 1, 2, 7 PG 1)
11. Identify emergency and appropriate response procedures. (GE 1, 2 PG 1)
12. Explain how to be prepared for disasters. (GE 1, 2 PG 1)

ECE 115 - School-Age Care (SAC)

1. Describe the development of major historical and current trends in school-age child care.(GE 1, 2, 4, 6 PG 1, 3)
2. Explain the philosophical foundations of school-age child care. (GE 1, 2 PG 1, 2, 3)
3. Discuss the broad ranges in physical, social, emotional, and cognitive development of children five through twelve years of age, including the differences of children with special needs. (GE 1, 2, 3, 6, 7 PG 1, 3)
4. Examine programming and planning needs for school-age child care program.(GE 1, 2, 3, 5 PG 1, 2, 3)
5. Describe basic health, nutrition, and safety needs of children age five through twelve years of age. (GE 1, 2 PG 1)
6. Recognize the implications of special needs and disabilities in the school-age child care setting. (GE 1, 2, 3, 6 PG 1, 2, 3)
7. Express an understanding for the importance of programs to teach school-age children survival skills to care for themselves and be aware of their environment.(GE 2, 3 PG 1, 3)
8. Identify societal influences upon development during the school-age years, including the effects of television and technology. (GE 1, 2, 4, 6, 7 PG 1, 2, 3)

ECE 120 - Literacy in Early Childhood Education

1. Explain the developmental appropriateness of programs for young children. (GE 1, 2 PG 1, 3)
2. Explain how oral language, reading, writing and literature influence literacy development. (GE 1, 2 PG 1, 3)
3. Explain methods of assessing early literacy development in order to design instruction. (GE 1, 2, 3, 4 PG 1, 2, 3)
4. Explain strategies for meeting the literacy needs of diverse learners. (GE 1, 2, 6 PG 1, 3)
5. Demonstrate knowledge of strategies to develop comprehension of text and concepts about books. (GE 2, 4 PG 1, 2, 3)
6. Demonstrate knowledge of strategies to figure out words, phonological awareness, phonemic awareness, and phonics. (GE 1, 2 PG 1, 2, 3)
7. Demonstrate knowledge of strategies to motivate reading and writing. (GE 1, 2 PG 1, 3)
8. Identify theories and current research on motivating reading and writing. (GE 2, 3, 4 PG 1, 2)
9. Identify some family literacy partnerships. (GE 1, 6, 7 PG 3)
10. Identify the major research methods and assessment techniques used to study early literacy of children. (GE 2, 3, 4 PG 1, 2, 3)
11. Discuss current research findings related to early childhood education and literacy. (GE 1, 2, 3, 4 PG 1, 2, 3)
12. Demonstrate an understanding of common language disorders in young children. (GE 1, 7 PG 1, 2, 3)

ECE 125 - Educational Psychology

1. Demonstrate an understanding of the major concepts, principles, theories, and research related to development of children and adolescents. Use these to describe and construct learning tasks that support individual students’ development, acquisition of knowledge, and motivation. (GE 1, 2, 3, 5, 7 PG 1, 2, 3)
2. Demonstrate an understanding of the social, physical, emotional, and cognitive stages of development from infancy through adolescence. Teacher candidates will identify indicators of development through observation and recognize the developmental level of a child based on observing child behavior and recognizing the importance of this issue in curriculum and instructional materials. (GE 1, 2, 5, 7 PG 1, 2, 3)
3. Explain the major theories of human learning. Teacher candidates will identify and explain their major components. (GE 1, 2, 3 PG 1, 2, 3)
4. Reflect on approaches to learning and teaching. Teacher candidates will write and speak on how learning occurs in students by recognizing behaviors that enhance and impede learning and indicate that learning has occurred. (GE 1, 2, 3, 5, 7 PG 1, 2, 3)
5. Recognize the impact of culture, privilege, and oppression as they influence personal growth and development. Teacher candidates will define, discuss, and explain culture, privilege and oppression in relation to schooling, student performance, and success. (GE 1, 2, 3, 5, 6, 7 PG 1, 2, 3)
6. Explain the important role of family in human development and the variety of ways individuals can organize to fulfill these roles. Teacher candidates will discuss the role of family in society and how individuals fulfill family values. (GE 1, 2, 5, 6, 7 PG 1, 2, 3)
7. Explain basic theories of motivation. Teacher candidates will reflect on personal motivational patterns in relation to basic theories. (GE 1, 2, 3, 7 PG 1, 2, 3)
8. Conduct basic educational research and recognize valid sources of educational information. Teacher candidates will engage in a research activity. (GE 1, 2, 3, 4, 5, 7 PG 1, 2, 3)
9. Engage in small group learning environments. Teacher candidates will report group work and products of group work. (GE 1, 2, 7 PG 1, 2, 3)
10. Reflect on their developing schema of the teaching profession. (GE 1, 2, 7 PG 1, 2, 3)
11. Demonstrate knowledge of both the behavioral and cognitive views of learning and understand how students differ in their development and approaches to learning. (GE 2, 3, 4, 7 PG 1, 2, 3)
12. Use learning theories to understand classroom learning and develop materials and activities to promote learning. (GE 1, 2, 3, 5, 7 PG 1, 2, 3)

ECE 210 - Child Care Administration

1. Describe the components for establishing and maintaining an effective child care program including understanding of needs assessment, program philosophy, financial and budgetary responsibilities, program marketing, and licensing and regulation. (GE 1, 2 PG 1, 2, 3)
2. Identify issues involved in designating and developing appropriate center space. (GE 3 PG 1, 2, 3)
3. Develop procedures and policies that foster effective and respectful relationships with staff and clientele. (GE 7 PG 3)
4. Discuss the influence of marketing and publicity in the operation of the child care center. (GE 1, 5, 7 PG 1, 2)
5. Generate necessary administrative documents, including operational forms and outlines of handbooks. (GE 2, 4, 5, 7 PG 1, 3)
6. Discuss management styles that facilitate effective relationships with staff, board, parents, and children. (GE 7 PG 1, 3)
7. Complete program and staff evaluations that result in data useful for program and center improvement. (GE 3, 4, 7 PG 1, 2, 3)
8. Discuss current research relative to administration and supervision of a child care facility. (GE 3, 4 PG 1, 2, 3)

ECE 270 - Early Childhood Ed. Capstone

1. Analyze observations of children, teachers, instruction and programs in an early childhood setting. (GE 2, 3 PG 1, 2, 3)
2. Explain the roles and responsibilities of the early childhood teacher. (GE 7 PG 1)
3. Discuss common management needs relative to the early childhood classroom. (GE 1, 2, 5 PG 1, 2, 3)
4. Identify a variety of instructional strategies that encourage the development of divergent and critical thinking, problem solving and performance skills of children at the early childhood level. (GE 1, 2 PG 1, 2, 3)
5. Discuss the practice of inclusion of students with special needs in the regular classroom. (GE 6 PG 1, 3)
6. Use constructive feedback to improve skills and develop appropriate professional behavior. (GE 3, 7 PG 2, 3)
7. Demonstrate commitment to a professional code of ethical conduct. (GE 7 PG 1, 2, 3)
8. Translate observations in effective teaching and management practices. (GE 3, 5 PG 3)

ECON 100 - Principles of Micro Economics

1. Communicate ideas in written, oral, and other modes through the application of modeling techniques and basic terminologies of microeconomics (GE1, GE2, GE3, GE4, GE5).
2. Discuss the importance of microeconomics to policy- and decision-making (GE1, GE2, GE3, GE4, GE6).
3. Explain price elasticities of demand and supply and their applications to policy formulation (GE1, GE2, GE3).
4. Describe the costs of production facing firms (GE1,GE2, GE3).
5. Examine market structures using verbal and graphic approaches (GE1, GE2, GE4, GE5).
6. Apply quantitative techniques to marginal analysis, concepts of scarcity, and opportunity cost, emphasizing their linkages to real-life business decision-making (GE2, GE3, GE4, GE5, GE6).
7. Identify solutions to inefficient or undesirable outcomes arising from markets and government policies (GE1, GE2, GE3, GE4, GE5, GE6).
8. Evaluate the concepts of resource economics and their applications to the land, labor, and capital markets through accurate, relevant, and reliable information  (GE1,GE2, GE4, GE5, GE6).
9. Evaluate outcomes of and solutions to market and government failures(GE1, GE2, GE3,GE4, GE5, GE6, GE7)
10. Explain the theories and processes of regulations.(GE1,GE2,GE3,GE5,GE6,GE7)
11. Explain the distribution of income in a capitalistic system and why inequalities occur (GE1,GE2,GE3,GE7).

ECON 102 - Principles of Macro Economics

1. Communicate ideas in written, oral, and other modes through the application of modeling techniques and basic terminologies of macroeconomics (GE1, GE2, GE3, GE4, GE5).
2. Explore basic principles of economics such as opportunity cost, factors of production, positive and normative economics (GE1, GE2, GE3).
3. Build market supply and demand graphs indicating equilibrium, shortages, surpluses, and shifts (GE1, GE2, GE3, GE4, GE5, GE6).
4. Explore the business cycle and the Circular Flow of Income, and the interactions of households, firms, and government (GE1, GE2, GE3, GE4, GE7).
5. Explore macroeconomic indicators and measurement tools (GE1, GE2, GE3, GE4, GE5, GE6).
6. Build aggregate supply and demand graphs showing short run and long run scenarios (GE1, GE2, GE3, GE4).
7. Compare Macroeconomic Schools of Thought (GE1, GE2, GE3, GE4, GE5, GE6).
8. Explore the Federal Budgetary Process, deficits and the national debt (GE1, GE2, GE3, GE4, GE5, GE6).
9. Describe the role of money in the U.S and global economies, the hierarchy of banking systems, and the purpose and instruments of monetary policy (GE1, GE2, GE3, GE4, GE5, GE6, GE7).
10. Explore Comparative Economic Systems (GE1, GE2, GE3).
11. Analyze the determinants of economic growth(GE1, GE2, GE3, GE4).

ECON 201 - The Economics of War and Social Problems

EDUC 120 - Introduction to Education

1. Identify the historical, social, cultural, political, economic, and social impacts on the American educational enterprise. (GE 1, 2,4,6,7; PG 2,3)
2. Recognize the goals that educators have and reflect on how these goals will influence one’s teaching behavior. (GE 1,2,7;PG 2,3)
3. Develop and reflect on a personal philosophy of teaching. (GE 1,2,5,6,7;PG 2,3)
4. Explain current issues and controversies in American education and see their impact on the classroom. (GE 1,2,4,6,7; PG 2,3)
5. Examine the rights and responsibilities of teachers, students, and parents in public schools and the role that the judicial system plays in defining those rights and responsibilities. (GE 1,2,3,4,5,7;PG 2,3)
6. Analyze the structure, functions and roles of the local, state, and federal government in education. (GE 1,2,4,7; PG 2,3)
7. Formulate an understanding of the teaching profession from the perspective of an aspiring professional. (GE 1,2,5,6,7; PG 2,3)
8. Analyze how schooling influences, and is influenced by, equality issues (social, gender, cultural, economic, racial, and ethnic differences). (GE 1,2,6,7; PG 2,3)
9. Develop and demonstrate reflective practitioner skills. (GE 1, 2,3,7; PG 2,3)

Field Placements: All students are required to enroll in EDUC 121 - Field Experience for Introduction to Education . Students in EDUC 121  will be assigned a 15-hour field placement in Carroll County Public Schools.

EDUC 121 - Field Experience for Introduction to Education

1. Develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. (GE 1, 2, 6, 7 PG 1, 2, 3)
2. Reflect on the different approaches to learning teaching. (GE 1, 2, 5, 6, 7 PG 1, 2, 3)
3. Analyze observations of learners, teachers, instruction, and programs in an elementary, middle, and or high school. (GE 1, 2, 7 PG 1, 2, 3)
4. Begin to recognize the construction of curriculum as responsive to developmental, cultural, and social needs of children. (GE 2 PG 1, 2, 3)
5. Identify the roles and responsibilities of the elementary, middle, and or high school teacher. (GE 1, 2, 7 PG 2, 3)
6. Adhere to a professional code of ethics. Students will recognize the behaviors of professionals (dress, oral language, body language, self-management skills, student-teacher confidentiality) that enhance learning and impede learning. (GE 1, 2, 7 PG 1, 2, 3)
7. Identify contemporary educational issues and how they affect the field experience classroom school. (GE 1, 2, 6, 7 PG 1, 2, 3)
8. Consider observations from the field experience and integrate into reflective course assignments as well as teaching and classroom management practices.(GE 1, 2, 6, 7 PG 1, 2, 3)

EDUC 125 - Educational Psychology

1. Demonstrate an understanding of the major concepts, principles, theories, and research related to development of children and adolescents. Use these to describe and construct learning tasks that support individual student’s development, acquisition of knowledge, and motivation.(GE 1, 2, 3, 5, 7; PG 1, 2, 3)
2. Demonstrate an understanding of the social, physical, emotional, and cognitive stages of development from infancy through adolescence. Teacher candidates will identify indicators of development through observation and recognize the developmental level of a child based on observing child behavior and recognizing the importance of this issue in curriculum and instructional materials.(GE 1, 2, 5, 7; PG 1, 2, 3)
3. Explain the major theories of human learning. Teacher candidates will identify and explain their major components. (GE 1, 2, 3; PG 1, 2, 3)
4. Reflect on approaches to learning and teaching. Teacher candidates will write and speak on how learning occurs in students by recognizing behaviors that enhance and impede learning and indicate that learning has occurred.(GE 1, 2, 3, 5, 7; PG 1, 2, 3)
5. Recognize the impact of culture, privilege, and oppression as they influence personal growth and development. Teacher candidates will define, discuss, and explain culture, privilege and oppression in relation to schooling, student performance, and success. (GE 1, 2, 3, 5, 6, 7; PG 1, 2, 3)
6. Explain the important role of family in human development and the variety of ways individuals can organize to fulfill these roles. Teacher candidates will discuss the role of family in society and how individuals fulfill family values. (GE 1, 2, 5, 6, 7; PG 1, 2, 3)
7. Explain basic theories of motivation. Teacher candidates will reflect on personal motivational patterns in relation to basic theories.(GE 1, 2, 3, 7; PG 1, 2, 3)
8. Conduct basic educational research and recognize valid sources of educational information. Teacher candidates will engage in a research activity.(GE 1, 2, 3, 4, 5, 7; PG 1, 2, 3)
9. Engage in small group learning environments. Teacher candidates will report group work and products of group work. (GE 1, 2, 7; PG 1, 2, 3)
10. Reflect on their developing schema of the teaching profession.(GE 1, 2, 7; PG 1, 2, 3)
11. Demonstrate knowledge of both the behavioral and cognitive views of learning and understand how students differ in their development and approaches to learning. (GE 2, 3, 4, 7; PG 1, 2, 3)
12. Use learning theories to understand classroom learning and develop materials and activities to promote learning.(GE 1, 2, 3, 5, 7; PG 1, 2, 3)

Field Placements: All students are required to enroll in EDUC 126 - Field Experience for Educational Psychology . Students in EDUC 126  will be assigned a 15-hour field placement in Carroll County Public Schools.

EDUC 126 - Field Experience for Educational Psychology

1. Develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. (GE 1, 2, 7; PG 1, 2, 3)
2. Analyze observations of learners, teachers, instruction, and programs in the area in which he/she wishes to be certified. (GE 1, 2, 7; PG 1, 2, 3)
3. Recognize the construction of curriculum and instruction as responsive to developmental, cultural, and social needs of children. (GE 2; PG 1, 2, 3)
4. Identify the role of the teacher and developmental/educational needs of students in his/her educational setting: elementary, middle or high school. (GE 2, 7; PG 1, 2, 3)
5. Adhere to a professional code of ethics. Students will recognize the behaviors of professionals (dress, oral language, body language, self-management skills, and student-teacher confidentiality) that enhance learning. (GE 1, 2, 7; PG 1, 2, 3)
6. Report the application of different developmental and educational learning theories to classroom practice through guided observation and interaction with students and the Cooperating Teacher. (GE 1, 2, 7; PG 1, 2, 3)
7. Integrate developmental and educational learning theories with observations from the field experience into reflective course assignments as well as teaching and classroom management practices. (GE 1, 2, 7; PG 1, 2, 3)

EDUC 130 - Introduction to Special Education

1. Define and trace the historical development of special education and relate to current practice. (GE 1, 2, 4, 7 Education PG 1, 2, 3 Early Childhood Education PG 1)
2. Describe recent federal and state regulations pertaining to the rights and privileges of special education children. (GE 1, 2, 4, 7 Education PG 1, 2, 3 Early Childhood Education PG 1)
3. List and explain the process for providing special education services and describe the various environments into which children are placed. (GE 1, 2, 7 Education PG 1, 2, 3 Early Childhood PG 1)
4. Describe and explain appropriate assessment and responsive curriculum for culturally diverse students. (GE 1, 2, 4, 5, 7 Education PG 1, 2, 3 Early Childhood PG 1,3)
5. Relate and effectively communicate with special education children and their parents. (GE 1, 2, 6, 7 Education PG 1, 2, 3 Early Childhood PG 1)
6. Define and explain educational approaches for the following special education categories: mental retardation, learning disabilities, emotional and behavioral disabilities, communication disorders, hearing loss, visual impairment, physical impairment, severe disabilities, and giftedness and talent.(GE 1, 2, 4, 7 Education PG 1, 2, 3 Early Childhood PG 1, 3)
7. Acquire qualities of open-mindedness, inquiry, and rational assessment of data. Teacher candidates will explore their roles in assessing and documenting children s learning and evaluating progress in special education classrooms. (GE 1, 2, 3, 7 Education PG 1, 2, 3 Early Childhood PG 1, 3)
8. Possess the ability to think and express analytically, critically, and creatively. Teacher candidates will observe and participate in a special education field (EDUC 131) experience and be able to critique their work. (GE 1, 2, 3, 5, 7 Education PG 1, 2, 3 Early Childhood PG 1)
9. Seek to apply ethical principles to inquiry. Teacher candidates will explore the role of the instructor in working with special education children and maintaining confidentiality. (GE 1, 2, 7 Education PG 1, 2, 3 Early Childhood PG 1)
10. Adapt to the increasing integration of information technology by becoming familiar with technology available for use with special education populations. (GE 1, 2, 4, 7 Education PG 1, 2, 3 Early Childhood PG 1)
11. Develop communication skills in written and oral English as he she reads the textbook and discuss concepts in class. Additionally, Teacher candidates will learn communication skills to use with parents of special education children.(GE 1, 7 Education PG 1, 2, 3 Early Childhood PG 1)
12. Develop an understanding of cultural and social diversity and unity. Teacher candidates will learn to adapt the classroom environment to the needs of special education children. (GE 1, 2, 5, 6, 7 Education PG 1, 2, 3 Early Childhood PG 1, 3)
13. Keep a developmental portfolio that will include reflections on their developing schema of the teaching profession. A portfolio activity will be completed for EDUC 130. (GE 1, 2, 5, 6, 7 Education PG 2, 3 Early Childhood PG 1).

EDUC 131 - Field Experience for Introduction to Special Education

1. Develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. (GE 1, 2, 7 Education PG 1, 2, 3 Early Childhood PG 1)
2. Analyze observations of learners, teachers, instruction and programs in a special education setting. (GE 1, 2, 7 Education PG 1, 2 Early Childhood PG 1, 3)
3. Reflect on the different approaches to learning teaching in a special education setting. (GE 1, 2, 7 Education PG 1, 2, 3 Early Childhood PG 1, 3)
4. Recognize the construction of curriculum as responsive to developmental, cultural, and social needs of special education students.(GE 2, 6 Education PG 1, 2 Early Childhood PG 1, 3)
5. Identify the role and responsibilities of special education teachers in one of the following educational settings: elementary, middle, or high school.(GE 2, 7 Education PG 1, 2 Early Childhood PG 1)
6. Adhere to a professional code of ethics. Students will recognize the behaviors of professional (dress, oral language, body language, self-management skills, and student-teacher confidentiality) that enhance learning.(GE 1, 2, 7 Education PG 1, 2 Early Childhood PG 1)
7. Identify contemporary education issues in special education.(GE 1, 2, 6 Education PG 1, 2, 3 Early Childhood PG 1, 3)
8. Identify common adaptations in instruction necessary to meet the diverse needs of individuals with special needs.(GE 1, 2 Education PG 1, 2 Early Childhood PG 1, 3)
9. Examine the practice of inclusion of students with special needs in the regular classroom. (GE 2 Education PG 1, 2 Early Childhood PG 1)
10. Translate field experiences into reflective course assignments as well as teaching and classroom management practices.(GE 1, 2 Education PG 1, 2 Early Childhood PG 1)

Successfully Complete the Three Phases of Field Placement: Education field experiences or placements are a three-phase process. Students must successfully complete each phase in order to continue to the next phase and receive one credit for the course.

EDUC 201 - Processes & Acquisition of Reading

1. Describe brain research (historical and current as it relates to reading acquisition). (GE 1, 2, 3, 4, 7 PG 1, 2, 3) a. Identify cognitive theorists (ex. Piaget, Vygotsky, etc.) b. Describe the growth and development of the brain including critical periods of development. c. Discuss the critical variables in processing.
2. Explain the relationship and role of each component of language acquisition to reading development.(GE 1, 2, 3, 4, 6, 7 PG 1, 2, 3) a. Recognize the role of language in the acquisition of reading. b. Identify the components of the language process. c. Explain the use of language as a multi-cultural expression. d. Describe the nature of dialect diversity and its role in literacy. e. Describe home and community influences on reading development.
3. Analyze the effects of phonemic awareness and phonics on developing readers.(GE 1, 2, 3, 4, 7 PG 1, 2, 3) a. Identify the developmental stages of phonological and phonemic awareness. b. List the basic components of phonics instruction. c. List the basic components of phonemic awareness within meaningful context. d. Delineate between phonemic awareness and phonics.
4. Discuss the interactive nature of the reading process and the various stages of literacy development.(GE 1, 2, 3, 4, 7 PG 1, 2, 3) a. Identify theories of the reading process. b. Define various reading components. c. Examine strategies for the various stages of literacy development. d. Discuss the necessity for balanced instruction.
5. Demonstrate the essential connection of language development, reading acquisition, and writing.(GE 1, 2, 3, 4, 5, 6, 7 PG 1, 2, 3) a. Describe the components of a learning-rich environment. b. Explain the parallel nature of the developmental milestones of language, reading and writing. Evaluations of Outcomes Participants will:
   1. Create an on-going portfolio which will include: -reflection papers responding to assigned reading -written synopsis of oral presentation on an assigned cognitive theory theorist -a journal that reflects a self portrait of personal literacy
   2. Give an oral presentation explaining a cognitive theory theorist
   3. Complete quizzes and tests, as required
   4. Develop a literacy project for use in the classroom
   5. Complete midterm and final exams, as required

EDUC 204 - Instruction of Reading

1. Use a variety of developmentally appropriate word recognition strategies and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 6, 7 PG 1, 2, 3) a. strategies that develop phonological and phonemic awareness for English-speaking and limited English speaking students. b. experiences that develop concepts of print, left-right progression, coordination, and psychomotor skills. c. experiences that develop and refine phonological knowledge, letter recognition, and letter-sound correspondence (alphabetic principle). d. the use of various spelling patterns as aids to word identification. e. self-monitoring of word identification through cueing systems. f. lessons that use an analytic approach and or synthetic approach to phonics instruction. g. techniques for assisting students to develop word recognition skills through the use of sight words, context clues, structural analysis, and dictionary study. h. techniques for teaching high frequency functional words, phonetically irregular words, and content specific words. i. the appropriate use of trade books, decodable pattern books, and computer-generated reading programs. j. the problem of applying phonics for students whose mastery of English sounds is limited.
2. Use a variety of developmentally appropriate comprehension strategies to enhance student understanding and interpretation of text and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 7 PG 1, 2, 3) a. the relationship of prior knowledge and experience to understanding and interpreting text. b. the characteristics of text that affect student comprehension. c. pre-reading strategies that can enhance comprehension, including at least the following: purpose setting, previewing, and predicting, e.g., anticipation guide. d. during reading strategies that can enhance comprehension, including at least the following: metacognition, reciprocal teaching, InQuest, and cloze procedure. e. post-reading strategies that can enhance comprehension, including at least the following: questions, reader’s theater, and retelling. f. general strategies that can be used to enhance comprehension, including at least the following: KWL, semantic webbing, story mapping, creative dramatics, story grammar, and story frames. g. the use of thinking skills strategies as an aid to comprehension. h. strategies for developing and extending vocabulary. i. strategies for extracting and evaluating informational and literary text. j. procedures to develop reading fluency. k. how to formulate questions designed to elicit a variety of text-related responses, including at least the following: literal, interpretative, critical and creative Langer’s stances, and inquiry.
3. Implement a balanced literacy program and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 6, 7 PG 1, 2, 3) a. the elements of a balanced literacy program: read-aloud, shared reading writing guided reading writing, and independent reading writing. b. strategies and experiences that encourage the integration of reading, writing, listening, and speaking. c. providing instruction in reading and writing in the content areas. d. the characteristics of a variety of published reading series. e. instructional strategies to extend and strengthen students’ reading abilities:, including at least the following: Directed Reading Activity (DRA), Directed Reading Thinking Activity (DRTA), literature response groups, thematic units, Language Experience Approach (LEA), and use of computer programs. f. authentic literature, easy-to-read decodable books, basal readers, and reading materials appropriate for specific purposes, such as reading to be informed, to perform a task, and for literary experience. g. the use of authentic literature, chapter books, novels, and other reading materials appropriate for advanced readers. h. how to allocate time and schedule literacy events. i. strategies which motivate students to become independent readers. j. strategies to develop informational, narrative, expressive, persuasive, and practical writing. k. the role of technology in providing skill development, reinforcement, practice, extension, and assessment. l. strategies for incorporating technology (e.g., word processing, integrated computer programs) to develop and revise informational, narrative, expressive, persuasive, and practical writing. m. multisensory strategies which prepare students for reading and or applying and extending responses.
4. Use appropriate early identification and intervention strategies to assist students with different learning styles, low achievement, special needs, limited English-speaking proficiency, and emergent readers and demonstrate knowledge of:(GE 1, 2, 3, 4, 5, 6, 7 PG 1, 2, 3) a. adjusting strategies for students experiencing difficulty in reading. b. research-based early intervention programs (e.g., Reading Recovery). c. the parental role in emergent literacy.
5. Establish and maintain an organized classroom environment that fosters interests, motivation, and positive attitudes perceptions about all aspects of literacy and demonstrate knowledge of: (GE 1, 2, 3, 4, 5, 6, 7 PG 1, 2, 3) a. procedures for establishing a learning environment using a variety of literary forms (trade books, texts, electronic media, and other print) that represent various cultural experiences. b. the purposes and procedures for developing literacy centers, computer stations, and word walls. c. techniques that promote positive classroom climate and management. d. experiences that promote a variety of authentic reading and writing activities. e. various commercial reading incentive programs. f. programs that promote and involve families and communities in literacy development. g. grouping strategies that promote the development of reading fluency, motivation, interest, and attitudes, including at least the following: cooperative, discussion, skills groups, and interest groups. h. strategies for working with diverse learners, students with different learning styles, students with special needs, limited English-speaking students, and students from various cultural backgrounds. i. the role of technology in building prior knowledge. j. strategies for fostering motivation and interests, addressing learning styles, and promoting fluency.

EDUC 205 - Assessment for Reading Instruction

1. Use a variety of assessment techniques, processes, and instruments. Participants will demonstrate knowledge of: (GE 1, 2, 3, 4, 6, 7 PG 1, 2, 3) a. the use of on-going, daily assessment for appropriate instruction for all students and particularly at risk students b. the use of assessment for different purposes: to monitor growth, to assess achievement, to diagnose difficulties, to adjust instruction, and to evaluate student performance c. technical issues of validity, reliability, and equity for using and interpreting literacy assessments d. the kinds of information provided by a range of literacy assessments, such as norm-referenced tests, criterion referenced tests, and informal (responsive) assessment tools, including at least the following: guided observations, anecdotal records, interviews, journals, and classwork reading inventories and miscue analysis performance assessment, such as MSPAP and portfolios student-self appraisal strategies creative works in the arts e. how to choose and administer assessments for various aspects of literacy, including at least the following: language proficiency, concepts of print, phonemic awareness, letter recognition, sound symbol knowledge, word recognition, spelling, writing, reading fluency, and oral and silent reading comprehension. f. scoring and reporting procedures for a broad range of literacy assessments
2. Use data from state, local, and classroom assessments of reading to make educational decisions. Participants will demonstrate knowledge of:(GE 1, 2, 3, 4, 6, 7 PG 1, 2, 3) a. standards and benchmarks for emergent, developing, and fluent readers b. how to interpret results from a variety of assessments, both formal and informal (responsive) for designing literacy instruction c. recognition and analysis of data patterns d. instructional procedures strategies for individuals and groups based upon assessment data e. how assessment informs instruction, including at least the following: choice of instructional method, selection of materials, using flexible grouping patterns, and moving children toward independent reading f. how assessments reflect school and individual progress over time g. the characteristics of an assessment instrument that contribute to fairness and consistency h. the aspects of administration of assessments that contribute to fairness and consistency i. the aspects of interpreting assessment results that contribute to fairness and consistency j. the ethics of assessment (e.g., test security, student sharing of answers) k. using converging evidence to verify the reliability of an assessment l. the importance of reflecting on reading assessment data (individuals and group) to improve student performance
3. Use effective techniques for reporting assessment results to parents and school personnel. Participants will demonstrate knowledge of:(GE 1, 2, 3, 4, 6, 7 PG 1, 2, 3) a. appropriate assessment terminology b. the use of technology in communicating assessment results c. translating technical concepts into concrete and clear language d. the limitations of different formal and informal (responsive) assessment techniques

EDUC 206 - Materials for Teaching Reading

EDUC 207 - Literacy in Tthe Content Areas Part 1

1. Define and describe developmental characteristics of adolescent and independent readers including constructing meaning and motivating in a high quality learning environment. (PG1)
2. Define and distinguish features of diversity including linguistic and cultural differences and state their effects on learning. (PG1, PG3)
3. Describe guiding principles and practices for content literacy assessment and use them to examine assessment types, tools, and purposes for content literacy assessment examine factors of text complexity in relationship to instructional materials and context and analyze student data to inform and evaluate instructional practice. ((PG1, PG2, PG3)
4. Plan and evaluate engaging instruction using professional and literacy standards. (PG1, PG2, PG3)
5. Examine research, theoretical frameworks, and evidence-based multi-modal instructional practices to develop comprehension, academic and content-specific vocabulary, and writing. (PG1, PG2, PG3)
6. Explore professional dispositions and ethical decision-making for contemporary educators. (PG4)
7. Identify organizational structures and school-based resources for specific needs. (PG4, PG5)

EDUC 208 - Literacy in the Content Areas Part 2

1. Analyze and interpret characteristics of adolescent and independent readers in relationship to specific content areas. (PG1)
2. Interpret the processes of making meaning to critically analyze, synthesize, or transform information in specific content areas. (PG1)
3. Identify instructional techniques and student needs to motivate and engage all learners in inclusive content area literacy environments to support individual and collaborative interaction and to close achievement gaps. (PG1, PG2, PG3)
4. Evaluate and employ new literacies in discipline specific processes of inquiry for acquiring and developing content knowledge to engage in collaborative problem-solving and critical thinking. (PG1, PG)
5. Select and or develop and evaluate content-specific assessment tools as well as student performance based on multiple data points to evaluate and refine content area instructional practice. (PG1, PG2, PG3)
6. Employ professional and literacy standards and evidence-based multi-modal instructional practices and curricula to plan, implement and evaluate lessons and comprehension within content areas, general academic and content specific vocabulary use, and writing within the content areas. (PG1, PG2, PG3)
7. Use current trends, initiatives, and educational reform efforts to engage in critical self-reflection for professional development as a content area literacy teacher. (PG4)
8. Investigate opportunities for collaboration with families school communities and develop leadership capacities. (PG4, PG5)
9. Investigate opportunities for collaboration with families school communnities and develop leadership capacities. (PG4, PG5)

EDUC 215 - Effective Teaching Methodology: Elementary Education

1. Describe a number of teaching strategies (ex: concept attainment, cooperative learning, conceptual change models, direct instruction) and be able to explain how one or more learning theories (ex. cognitive-based behaviorist, social learning) support the use of these strategies. (GE 1, 2, 7; PG 1, 2, 3)
2. Identify research that supports the teaching strategies. (GE 2, 3, 4, 7; PG 1, 2, 3)
3. Demonstrate the ability to select models and techniques appropriate to what is being taught and the needs and abilities of diverse student populations. (GE 2, 4, 5, 7; PG 1, 2, 3)
4. Demonstrate through micro-teaching, a lesson consistent with a cognitive-based view of learning on topics valued in statements of goals and objectives. (GE 1, 2, 5, 7; PG 1, 2, 3)
5. Demonstrate the ability to plan for and reflect upon instruction including not only attention to curriculum but also classroom management. (GE 1, 2, 5, 7; PG 1, 2, 3)

EDUC 216 - Effective Teaching Method: Secondary Ed Secondary Education

1. Explain the major teaching theories and demonstrate models for effective instruction.(GE 1, 2, 7 PG 1, 2, 3)
2. Demonstrate the ability to plan effective instruction using a variety of models and strategies. (GE 1, 2, 5, 7 PG 1, 2, 3)
3. Demonstrate the effective use of a variety of instructional models. (GE 1, 2, 5, 7 PG 1, 2, 3)
4. Demonstrate the ability to appropriately match instructional models, content, and learners. (GE 1, 2, 5 PG 1, 2, 3)
5. Demonstrate the ability to select models and techniques appropriate to what is being taught and the needs and abilities of diverse student populations. (GE 1, 2, 4, 5, 6, 7 PG 1, 2, 3)
6. Demonstrate the ability to use effective communication and classroom management strategies. (GE 1, 2, 5, 6, 7 PG 1, 2, 3)
7. Demonstrate the ability to discuss in an informed manner the realities and dynamics of teaching in Maryland Secondary Schools today. (GE 1, 2, 3, 4, 5, 6, 7 PG 1, 2, 3)

EDUC 220 - Assessment in Education

1. Define and describe formal and informal types of assessment. (GE 1, 2; PG 1, 2, 3)
2. Differentiate between formative and summative assessment. (GE 1, 2; PG 1, 2, 3)
3. Create and critique formal and informal types of assessment. (GE 1, 2, 3; PG 1, 2, 3)
4. Administer and score formal and informal types of assessment. (GE 1, 3; PG 1, 2, 3)
5. Report results of different types of assessment. (GE 1, 2, 3; PG 1, 2, 3)
6. Assign grades based on varied assessments. (GE 1, 2, 3; PG 1, 2, 3)
7. Identify nationwide and statewide assessments and demonstrate a familiarity with administration of the tests and interpretation of the scores. (GE 1, 2, 3; PG 1, 2, 3)

ELL 092 - Basic Writing for Spkrs. of Other Lang.

1. Demonstrate sentence writing skills by: (GE1, PG3, PG4) A. Writing complete sentences that express a clear, specific thought. B. Recognizing and correcting fragments and run-ons. C. Recognizing and correcting verb tense and form errors and subject-verb agreement in sentences. D. Recognizing and correcting pronoun errors. E. Recognizing and correcting comma and apostrophe errors. F. Using adjectives and adverbs properly. G. Recognizing and correcting incorrect end punctuation. H. Using quotation marks, semicolons, colons, and hyphens appropriately. I. Improving diction and word choice.
2. Write a well-constructed paragraph. (GE1, GE2, PG1) A. Write a clearly worded topic sentence that reveals the point students will support. B. Use clear specific details that support the topic sentence. C. Use clear organization with well chosen transitions.
3. Demonstrate the use of the writing process. (GE1, GE7, PG1)
4. Enhance vocabulary through selected readings and classroom activities.
5. Write a basic five paragraph essay that demonstrates the correct use of paragraph structure, unity, and coherence in a longer piece of writing. (GE1, PG1, PG2, PG3, PG4)

ELL 095 - Paragraphs/Essays for English Learners For Speakers of Other Languages

1. Write a well-constructed paragraph. (GE1, PG1)
   1. Write a clearly worded, sophisticated topic sentence that reveals the point students will support.
   2. Use specific details that support the topic sentence.
   3. Use clear organization with well chosen transitions.
2. Write a well-developed emerging essay that meets specified criteria for each assignment. (GE1, GE2, PG 2)
   1. Write a clearly worded, sophisticated thesis that reveals the point students will support.
   2. Develop the thesis throughout the essay using concrete supporting information.
   3. Use organization appropriate to the purpose of the essay.
   4. Write with appropriate consideration of audience.
3. Write with varied sentence structure and appropriate word choice. (GE1, PG3)
   1. Write a complete sentence that expresses a clear thought.
   2. Write simple, compound, and complex sentences.
   3. Choose appropriate specific words.
4. Demonstrate an emerging use of correct grammar and punctuation in writing. (GE1, PG4)
   1. Recognize and correct verb and pronoun errors as well as errors in punctuation.
   2. Use grammar and punctuation according to conventions of Standard American English.
5. Demonstrate the use of the writing process. (GE1, GE7, PG1, PG2)

EMS 003 - Emergency Medical Technician 1

1. Describe the purpose of EMS Systems. (EMT 4, Gen Ed 1)
2. Explain behavioral expectations for the EMT: Medical/Legal and Ethics issues, in addition to Communication, and Documentation within the scope of practice for an EMT. (Gen Ed 7)
3. Recognize the need for and implement appropriate strategies for airway management. (Gen Ed 2,3)
4. Recognize shock and appropriately apply resuscitation initiatives within the scope of practice for an EMT. (Gen Ed 2,3)
5. Explain the significance of vital signs, patient monitoring devices and therapeutic communication techniques. (Gen Ed 1,2,3)
6. Describe basic human anatomy and physiology concepts. (Gen Ed 1,2,3)
7. Utilize medical terminology appropriately. (Gen Ed 1,2,3)
8. Demonstrate basic patient assessment skills, both medical and trauma. (Gen Ed 2,3)
9. Verbalize an entry level understanding of EMS Operations: MCI (Multiple Casualty Incident), IMS (Incident Management System), EMS Response to Terrorism involving WMD (Weapons of Mass Destruction) and Hazardous Materials. (Gen Ed 1,7)
10. Apply basic principles of (emergency) pharmacology. (Gen Ed 2,3)
11. Define the following medical emergencies and describe appropriate treatment measures within the scope of practice for an EMT: Respiratory, Cardiovascular, Seizures and Syncope, Anaphylactic Reactions, Abdominal, Gynecological, Genitourinary, and Renal Emergencies. (Gen Ed 2,3)

EMS 004 - Emergency Medical Technician 2

1. Identify and respond appropriately to the following medical emergencies: bleeding, soft tissue injuries, face and neck injuries, head and spine injuries, chest injuries, abdominal and genitourinary injuries, orthopedic injuries and environmental emergencies. (Gen Ed 1,2,3,7)
2. Identify and respond appropriately to the following Special Patient Populations: Obstetrics and Neonatal Care, Pediatrics, Geriatrics, and Patients with Special Challenges. (Gen Ed 1,2,3,6,7)
3. Verbalize an entry level understanding of EMS Operations: lifting and moving patients, transport operations, vehicle extrication and special rescue, MCI (Multiple Casualty Incident), IMS (Incident Management System), EMS Response to Terrorism involving WMD (Weapons of Mass Destruction) and Hazardous Materials. (Gen Ed 1,7)
4. Become familiar with Advance Life Support Equipment and be able to assist the ALS provider on emergency calls. (Gen Ed 1,2,7)
5. Actively participate in the field Internship experience with 10 patient assessments and relevant clinical documentation.(Gen Ed 1,2,3,6,7)
6. Participate in EMS Systems Orientation.(Gen Ed 1,7)
7. Perform an Ambulance Inventory and familiarization with all EMS equipment and on-board devices. (Gen Ed 1,2,7)
8. Successfully complete the required clinical manual and all patient documentation. (Gen Ed 1,2,3,6,7)
9. Successfully pass the MIEMSS State Written Examination. (Gen Ed 1,2,3,6,7)
10. Successfully pass the NREMT (National Registry EMT)Exam. (Gen Ed 1,2,3,6,7)

ENCE 212 - Programming Concepts for Engineers

1. Use pointers (GE 1,2,3,5 PG 1,3)
2. Allocate and de-allocate memory (GE 1,2,3,5 PG 1,3)
3. Demonstrate I O using the standard libraries (GE 1,2,3,5 PG 1,3)
4. Include libraries and link to them (GE 1,2,3,5 PG 1,3)
5. Create, modify and navigate data structures (GE 1,2,3,5 PG 1,3)
6. Implement functions (GE 1,2,3,5 PG 1,3)

ENCE 250 - Discrete Structures

1. Explain logic statements (GE 1,2,3,5 PG 1)
2. Use elementary number theory (GE 1,2,3,5 PG 1)
3. Solve problems involving summations, recurrences, and mathematical induction (GE 1,2,3,5 PG 1)
4. Define set theory (GE 1,2,3,5 PG 1)
5. Understand counting (GE 1,2,3,5 PG 1)
6. Create functions that use recursion (GE 1,2,3,5 PG 1)
7. Describe relations (GE 1,2,3,5 PG 1) 8. Understand graph theory (GE 1,2,3,5 PG 1)

ENEE 205 - Electric Circuits

1. Identify common circuit components: resistors, inductors, capacitors, independent sources, diodes, transistors, and op-amps understand the terminal relations and models that are used to describe the operating characteristics of these components. (PG-1)(GE-3)
2. Understand and systematically apply basic circuit laws governing voltages and currents (Kirchhoff’s Laws). (PG-1,2)(GE-3)
3. Analyze linear AC DC steady-state circuits (PG-1,2) (GE-3)
4. Use basic circuit techniques (i.e., Nodal analysis, superposition, parallel and series combinations, equivalent transformations, Thevenin and Norton equivalents) to analyze and design linear circuits (PG-1,2) (GE-3)
5. Understand circuit transients and calculate responses for first and second order circuits.
6. Understand elementary concepts of electronic circuits such as operational amplifiers and their circuit models. (PG-1,2) (GE-3)
7. Analyze and design multiple op-amp circuits. (PG-1,2) (GE-3)
8. Use basic test and measurement equipment necessary to evaluate the performance of simple electric and electronic circuits (PG-1,2,3) (GE-3)
9. Understand basic limitations, inaccuracies, and tolerances of the test equipment, components, and procedures (PG-1,2) (GE-2,3)
10. Design circuits with efficient reliability and cheaply achieve the desired results. (PG-2,3,4) (GE-3)
11. Use good techniques for drawing circuits and wiring diagrams, breadboarding circuits, and trouble-shooting circuits (PG-1,2,3) (GE-2,3)
12. Use simulation tools to design circuits and analyze performance. (PG-1,2,3) (GE-2,3)
13. Work cooperatively with others in the lab to maximize results (PG-3,4,5) (GE-1,2,3,4)

ENEE 222 - Elements of Discrete Signal Analysis

1. Interpolate discrete-time sinusoids using knowledge of sampling rate and bandwidth. (PG-1,2) (GE-3)
2. Use complex phasors to represent and manipulate real-valued sinusoids. (PG-1,2)(GE-3)
3. Represent finite-dimensional linear transformations by matrices interpret the latter in terms of the former. (PG-1,2) (GE-2,3)
4. Calculate orthogonal projections and least-squares approximations for both real and complex vectors. (PG-1,2) (GE-3)
5. Compute simple low-dimensional DFTs and their inverses from first principles. (PT-1,2) (GE-3)
6. Correctly interpret the information in a DFT spectrum and use it to reconstruct a time-domain signal as a sum of its Fourier components. (PG-1,2) (GE-3)
7. Understand and apply DFT properties pertaining to index reversal, index shift, modulation, periodic extension and zero-padding. (PG-1,2) (GE-3)
8. Compute Fourier series coefficients of simple periodic signals in continuous time.
9. Determine the frequency response of a FIR filter interpret the frequency response in the context of frequency selection. (PG-1,2) (GE-3)
10. Compute the time-domain response of a FIR filter to exponential, periodic and finite-duration inputs (PG-1,2) (GE-3)
11. Use MATLAB to visualize, analyze and process signals and images, thereby applying the theory and tools taught in the lectures. (PG-2,3) (GE-2,3)

ENEE 244 - Digital Logic Design

1. Convert between decimal, binary, octal, and hexadecimal number systems. (PG-1) (LG-3)
2. Do two-level logic minimization using Boolean algebra, Karnaugh maps, and the Quine-McCluskey tabular minimization method. (PG-1,2) (LG-2,3)
3. Incorporate medium scale integrated circuits, such as decoders, encoders, and multiplexers, into circuit design. (PG-1,2) (LG-2,3)
4. Use algorithmic state machine notation. (PG-1) (LG-3)
5. Design and analyze clocked sequential circuits. (PG-1,2) (LG-2,3)
6. Build binary memory using various types of latches and flip-flops. (PG-1,2) (LG-2,3)
7. Program PLA, PAL, SPLD devices. (PG-1,2) (LG-2,3)
8. Describe various types of memory parity and error correction algorithms. (PG-1,2) (LG-2,3)
9. Perform asynchronous sequential logic analysis. (PG-1,2) (LG-2,3)

ENEE 245 - Digital Circuits/Systems Laboratory

1. Use simulation, test, and measurement equipment to evaluate the functionality and performance of simple digital circuits and systems. (PG-1,2,3) (GE-3)
2. Understand basic limitations, inaccuracies, and tolerances of the test equipment components, and procedures. (PG-1,2) (GE-2,3)
3. Design digital circuits and systems to efficiently, reliably, and economically achieve desired results (PG-1,2) (GE-3)
4. Master techniques for modeling and troubleshooting circuits and systems through structural and gate-level networks and breadboard designs. (PG-1,2)(GE-2,3)
5. Use the Verilog hardware description language and simulation tools to design circuits and systems and analyze their performance. (PG-1,2,3) (GE-2,3)
6. Work cooperatively with others in the lab to maximize results. (PG-3,4,5) (GE-1,2,3,4)

ENG ALP - Accelerated Learning Prog for ENGL-101

1. Apply active reading strategies to comprehend texts. (PG 1, 3, 6)
2. Craft topic sentences to focus paragraphs that develop a thesis statement. (PG 3, 6)
3. Identify, compare, and contrast ideas from multiple sources of information. (PG 3)
4. Describe how audience and purpose affect writing. (PG 3, 6)
5. Organize ideas and information at the paragraph and essay levels. (PG 3, 6)
6. Recognize expert and inexpert sources of information. (PG 3, 4, 6)
7. Identify and correct two to three persistent sentence level errors. (PG 1, 3, 6)
8. Revise an essay as a signature portfolio artifact. (PG 1-6)

ENG 001 - Integrated Reading and Writing 1

1. Apply active reading strategies to comprehend texts.(PG1,3,6)
2. Craft topic sentences to provide paragraph focus. (PG3, 6)
3. Identify, compare, and contrast ideas from multiple sources of information. (PG3)
4. Organize ideas and information at the paragraph level. (PG3,6)
5. Identify and correct two to three persistent sentence level errors. (PG1,3,6)
6. Revise a paragraph as a signature portfolio artifact. (PG 1-6)

ENG 002 - Integrated Reading and Writing 2

1. Apply active reading strategies to comprehend texts. (PG 1, 3, 6)
2. Craft topic sentences to focus paragraphs that develop a thesis statement in an essay. (PG 3, 6)
3. Identify, compare, and contrast ideas from multiple sources of information. (PG 3)
4. Describe how audience and purpose affect writing. (PG 3, 6)
5. Organize ideas and information at the paragraph and essay levels. (PG 3, 6)
6. Recognize expert and inexpert sources of information. (PG 3, 4, 6)
7. Identify and correct two to three persistent sentence level errors. (PG 1, 3, 6)
8. Revise a selected essay as a signature portfolio artifact. (PG 1-6)

ENGL 101 - College Writing

1. Discover topics relevant in a participatory society through a process of critical reading, academic research, and personal observation (GE3, GE4, GE7)
2. Explore and use facts, expert opinions, representative samples, statistics, and personal testimony to develop nuanced points-of-view (GE3, GE4)
3. Identify and avoid bias, misinformation, and logical fallacies (GE3, GE4)
4. Craft thesis statements that make a point or a claim that are sustained by descriptions, examples, comparisons, explanations, and analysis (GE1)
5. Write to engage in civil discourse about shared issues with diverse audiences (GE1, GE7)
6. Organize ideas to foster clarity and coherence (GE1, GE3)
7. Document sources of information in MLA-style (GE4)
8. Write clear and complete sentences without errors that impede meaning (GE1)

ENGL 102 - Writing About Literature

1. Discover topics for essays through the critical reading of literature (GE1, GE3)
2. Analyze the elements of literature, using appropriate literary terminology (GE3)
3. Craft thesis statements that make a point or a claim about a work of literature (GE1, GE3)
4. Organize ideas to foster clarity and coherence (GE1, GE3)
5. Include quotes from literary works in your essays and explain those quotes in a context (GE1, GE3, GE4)
6. Conduct research to develop and support an interpretation of one or more literary works (GE1, GE3, GE4)
7. Define and analyze the human experience in connection to social roles and cultural traditions (GE1, GE3, GE8)
8. Write clear and complete sentences without errors that impede meaning (GE1)
9. Follow the conventions of MLA-style in documenting sources and in essay presentation (GE4)

ENGL 160 - Study Tour

1. Place literary works in their historical, political, intellectual, and cultural contexts. (GE2 GE6 H1 H2 H3 H4 E4)
2. Communicate orally by in participating in presentations.(GE2 GE4)
3. Demonstrate information literacy: identify, locate, evaluate, and effectively use information to examine an issue or problem at hand. (GE2 GE4 H4 E3)
4. Express ideas in formal writing, by authoring a longer essay that offers a clear and supported position on a complex subject. (GE1 GE2 GE4 H2 H4 H5 H7 E1 E2 E3 E5)
5. Demonstrate cultural competence: the ability to relate effectively across lines of cultural difference. (GE2 GE6 H4 H5 E4)
6. Construct valid arguments about selections of literature through a process of close, critical reading. (GE2 GE6 H1 H2 H3: H4 H5 E1 E2)

ENGL 209 - Written Comm. for Business

1. Analyze the rhetorical situation (subject, audience, and purpose) of various business documents (GE1)
2. Select appropriate formats for communicating in the professional world (GE1: GE2)
3. Plan, organize, and produce effective electronic documents, business letters and memoranda, reports, proposals, and presentations (GE1 GE2)
4. Communicate information and ideas precisely and concisely (in standard, edited English) (GE1 E5)
5. Identify information needs and conduct appropriate research meet those needs (GE4 E3)
6. 6. Use APA or MLA style, and understand the ethics of documenting sources (GE7 E3)
7. Use graphics and other visual information to enhance presentations and written documents (GE2)
8. Give a professional presentation to an audience. (GE1)

ENGL 211 - Introduction to American Literature

1. Explain how selected works of literature represent American literary movements: Romanticism, Regionalism, Naturalism, Harlem Renaissance, Modernism, and Post Modernism (GE3, GE6, GE8, PG2, PG3)
2. Apply historical, social, economic, regional, and ethnic contexts to deepen reading comprehension and expand reflection (GE3, GE6, PG1, PG2, PG3)
3. Conduct academic research to apply expert interpretations of literary works to deepen comprehension and insights (GE4, PG2, PG3, PG5)
4. Present context relevant to understanding the human condition in a selected work of literature (GE1, GE3, GE6, GE8, PG1, PG4, PG5)
5. Write thesis-driven literary essays, supported by close reading of both primary and secondary sources (GE1, GE3, GE6, GE8, PG2, PG3, PG4, PG5)
6. Analyze how selected works of literature present the search for identity in a diverse, multicultural country (GE3, GE6, GE8, PG1, PG3, PG5)

ENGL 212 - Contemporary World Literature

1. Identify contexts (such as belief systems, customs, history, geo-political conflicts) central to different works of literature (GE 3, GE6, PG2, PG3)
2. Examine socio-economic, historical, and political contexts that shape literary works (GE3, GE6, GE8, PG1, PG2, and PG3)
3. Conduct academic research to develop well-informed literary interpretations (GE4, PG5)
4. Write thesis-driven literary essays, supported by close reading of both primary and secondary sources (GE1, GE3, GE6, PG2, PG3, PG4, PG5)
5. Analyze selected works of literature that explore issues of identities, customs, beliefs, or values of diverse populations in an interconnected world (GE1, GE3, GE4, GE6, GE8, PG1, PG3, PG5)

ENGL 218 - Creative Writing

2. Create original images, similes, and metaphors, avoiding clichés and hackneyed language (PG4)

3. Write poems and stories that are driven by ambivalence and reflect universal experiences (PG4)

4. Critique peer writing and offer constructive feedback, observing the rules of etiquette that govern a successful writing workshop experience (PG3, PG4)

5. Analyze the structure and technique of renowned works of literature (PG1, PG2)

6. Develop reflective learning habits that result in a greater awareness of your writing skills. (PG4)

ENGL 219 - Writing Creative Nonfiction

1. Discover topics for writing by keeping a writer’s notebook and participating in writing exercises.
2. Discover topics for writing by reading and analyzing published works of creative nonfiction.
3. Engage fully in the writing process: drafting, shaping, workshopping, and revision.
4. Experiment with form by writing at least four completed pieces from different sub-genres (memoir, the personal essay, the portrait, the essay of place, the visual essay, travel writing, nature writing, and narrative journalism).
5. Engage in the self-reflection necessary to developing an individual voice.
6. Compile a portfolio of revised creative nonfiction essays.

ENGL 225 - Classical Mythology

1. Explain myths as a distinct narrative genre that embodies human beliefs and values (GE3, PG1, PG2, PG3)
2. Define the attributes of gods, demigods, heroes, monsters, and mortals (GE3, PG1, PG2, P3)
3. Identify common motifs in myth, such as origin of the world stories, legends of test and quest, and prophesized fate (GE1, GE3, PG1, PG3)
4. Research works of art that illustrate or preserve Greek or Roman myths (GE4, PG2, PG3, PG5)
5. Explain orally and in writing representations of Greek and or Roman myth in art (GE1, GE3, GE4, PG3, PG4, PG5)
6. Identify orally and in writing elements of Greek or Roman myth in popular culture (GE1, GE3, PG3, PG4, PG5)
7. Synthesize a Greek or Roman myth, God, hero, or monster in an interdisciplinary project (GE1, GE3, GE4, GE6, PG1, PG3, PG4, PG5)

ENGL 230 - Major Figures

ENGL 240 - British Literature Since 1798

1. Explain how selected works of literature represent the British Romantic, Victorian, and Modernist periods (GE 3, PG2, PG3)
2. Apply social-historical contexts to deepen reading comprehension and expand reflection (GE 3, PG1, PG2, PG3)
3. Conduct academic research to develop well-informed literary interpretations (GE 4, PG5)
4. Give an oral presentation on background information relevant to a selected work of literature (GE1, PG4, PG5)
5. Write thesis-driven literary essays, supported by a close reading of primary and secondary sources (GE1, PG2, PG3, PG4, PG5)
6. Analyze how selected works of literature present the struggle of historically marginalized groups in British society, such as women, social pariahs, colonized peoples, and the impoverished (GE3, GE8, PG1, PG3, PG5)

ENGL 245 - Modern English Grammar

1. Define and identify the parts of speech GE2
2. Identify, analyze, and construct simple, compound, and complex sentences GE2, E5
3. Arrange thoughts in multiple sentence patterns for particular stylistic effects GE1, GE2, E5
4. Define and correct common errors in grammar, punctuation, and sentence structure GE2, E5
5. Translate and explain common dialect deviations from Standard English GE1, GE2, E4
6. Identify cultural forces that influence and change accepted English usage GE1, GE6, E4
7. Explain the ramifications of expression on thoughts and attitudes GE1, GE2, E4
8. Summarize and debate a contemporary linguistic controversy GE1, GE2
9. Identify changes in one’s sensitivity to grammar conventions, punctuation habits, and language choices. GE7, E6

ENGR 100 - Introduction to Engineering

1. Explain the engineering design process and the elements which comprise it, including recognition of a need, problem specification, conceptualization and design, modeling/simulation, test, redesign, and production. (PG2; GE1)
2. Explain and apply foundational theories that contribute to effective work with other individuals and as a member of a project team. (PG4; GE1, GE2)
3. Explain the role of the engineer in society and the professional and ethical obligations of the engineer. (PG5; GE7)
4. Draw on diverse viewpoints to make informed choices about potential impacts on society (locally and globally) resulting from the development and use of engineering technology. (PG2, PG5; GE3, GE6, GE7)
5. Successfully complete a design project applying engineering design concepts and using effective interpersonal skills. (PG4; GE2, GE3, GE4)
6. Utilize basic computer-aided engineering tools in the design process to document and communicate the technical aspects of product development. (PG2; GE1, GE5)
7. Present critical analyses based on research both in writing and in oral communication. (PG2; GE1)

ENGR 102 - Statics

1. Express vectors in terms of their rectangular coordinates. (PG-1) (GE-3)
2. Compute the resultant of forces acting on an object. (PG-1) (GE-3)
3. Sketch the free-body diagram of a particle in equilibrium and solve for unknown forces acting on it. (PG-1, 2) (GE-2, 3)
4. Determine the moment of a force and use the principle of Moments to determine the net result of a number of forces acting on a single point. (PG-1) (GE-3)
5. Calculate the magnitude and direction of a moment of a couple. (PG-1, 2) (GE-3)
6. Replace a system of forces and couples with a single force and a couple. (PG-1, 2) (GE-2, 3)
7. Compute the magnitude of the resultant of a distributed loading. (PG-1, 2) (GE-3)
8. Sketch the free-body diagram of a rigid body in equilibrium and solve for unknown forces acting on it. (PG-1, 2) (GE-2, 3)
9. Determine the forces in members of simple trusses, frames and machines. (PG-1, 2) (GE-3)
10. Locate the centroid of areas and volume. (PG-1) (GE-3)
11. Compute surface areas of revolution and volumes of revolution. (PG-1) (GE-3)
12. Compute moments of inertia for areas. (PG-1, 2) (GE-3)

ENGR 220 - Mechanics of Materials

1. Analyze a stress-strain diagram for a typical structural steel in tension. (PG-1, 2)(GE-3)
2. Determine the normal stress and strain of members subjected to axial loads. (PG-1, 2) (GE-3)
3. Determine the shear stress and strain of members subjected to bearing loads. (PG-1, 2) (GE-3)
4. Compute the stresses in statically indeterminate structures. (PG-1, 2) (GE-3)
5. Calculate the stresses created in a bar due to temperature changes. (PG-1, 2) (GE-3)
6. Explain the changes in stresses acting on inclined planes. (PG-1, 2) (GE-3)
7. Compute the shear stresses of solid or hollow shafts subjected to torques. (PG-1, 2) (GE-3)
8. Analyze the structural effects of power transmission by circular shafts. (PG-1, 2) (GE-3)
9. Derive the relationships between load, shear force, and bending moment for a beam. (PG-1, 2) (GE-2, 3)
10. Construct shear force and bending moment diagrams for various types of loaded beams. (PG-1, 2) (GE-3)
11. Develop the deflection curve of a beam. (PG-1, 2) (GE-3)
12. Analyze beams of different cross-sections for normal strains or shear stresses. (PG-1, 2) (GE-3)
13. Compute the deflection of beams using integration or the moment-area method. (PG-1, 2) (GE-3)
14. Design beams and columns of various materials for various support conditions. (PG-1, 2) (GE-3)

ENGR 221 - Dynamics

1. Analyze various motions of a particle or projectile by computing its displacement, velocity and acceleration. (PG-1)(GE-3)
2. Determine the relative velocity and acceleration of two particles in motion. (PG-1, 2) (GE-3)
3. Explain Newton’s laws of motion. (PG-1, 2) (GE-3)
4. Apply the Work/Energy principle to the solution of problems involving particles in motion. (PG-1, 2) (GE-3)
5. Apply the Impulse-Momentum principle to solutions of problems involving particles in motion. (PG-1, 2) (GE-3)
6. Describe the stages of impact when two bodies collide. (PG-1, 2)(GE-3)
7. Analyze the motion of a rigid body. (PG-1, 2) (GE-3)
8. Determine the relative motion of two rigid bodies in translation. (PG-1, 2) (GE-3)
9. Locate the instantaneous center of zero velocity for a rotating body and use it to analyze the rotational motion of the body. (PG-1, 2) (GE-3)
10. Compute the moment of inertia and rotational acceleration of a body in rotation about a fixed axis. (PG-1, 2) (GE-3)
11. Calculate the acceleration of a body which is both in translation and rotation. (PG-1, 2) (GE-3)
12. Apply the principles of Conservation of Energy and Conservation of Momentum to the solution of problems involving rigid bodies in general motion. (PG-1, 2) (GE-3)

ENTEC 101 - Introduction to Entertainment Technology

1. Explain the historical, present, and future world of Entertainment Technology. (GE7, PG4)
2. Illustrate the roles and responsibilities of entertainment technicians (GE1,PG4)
3. Classify the various types of presenting venues and their differing needs and characteristics. (PG2)
4. Interpret a ground plan or blueprint (GE2,3 PG1,3,4,5,6)
5. Identify presenting equipment, including microphones, cables, speakers, projectors, and monitors. (PG2,5)
6. Safely hang and address lighting instruments. (PG2,3,5)
7. Prepare, connect, and program basic lighting and sound control equipment. (PG2,3,5)
8. Employ the requirements and collaboration for a successful production. (GE1,PG4)

ENTEC 105 - Entertainment Technology Lighting

1. Demonstrate understanding of basic electrical theory. (GE3,4,PG1)
2. Demonstrate how to safely hang more sophisticated conventional and moving light fixtures. (PG1,2,3,5)
3. Utilize lighting systems network communications, such as DMX512, ACN, ArtNET, and RDM. (GE4,PG1,2,3,5,6)
4. Setup, address, program, and utilize lighting equipment. (PG1,2,3,5)
5. Manage a lighting design, including reading a light plot, inventory sheets, color cut lists, and lighting cue sheets. (GE1,PG4,6)
6. Generate and interpret paperwork for event lighting. (PG2,4,5,6)
7. Exercise effective communication skills within the lighting team, while managing other electricians, and communicating with clients. (GE1,PG4,5)

ENTEC 106 - Entertainment Technology Audio

1. Demonstrate principals of basic acoustics and audio engineering. (PG1,2,3,4,5)
2. Utilize audio control and playback systems. (PG1,3,5)
3. Manage live audio support for an event, including adjusting to presenter needs. (PG1,3,4,5)
4. Generate and interpret appropriate paperwork for sound needs for presentational events. (PG4,5,6)
5. Exercise effective communication skills wihin the sound installation team, while managing a team, and when communicating with clients. (GE1,PG4)

ENTEC 107 - Entertainment Technology Video

1. Demonstrate an understanding of video formats, standards and technology for capturing, storing, editing, transmitting and reproducing video. (PG1)
2. Safely install video equipment. (PG1,2,3,4,5)
3. Utilize video control and playback systems. (PG1,3,5)
4. Utilize camera technologies, for recording and presenting video. (PG1,3,5)
5. Manage video needs for an event, including adjusting to presenter needs. (PG1,3,4,5)
6. Generate and interpret appropriate paperwork for video needs for presentational events. (PG4,5,6)
7. Create basic video content for presentations. (GE4,PG6)
8. Demonstrate effective oral communication skills during the entire production process for live events. (GE1,PG4)

ENTEC 220 - Entertainment Technology Cooperative Ed1

1. Experience job related learning outcomes that encompass skills and behaviors learned in the classroom. (PG1,2,3,4,5)
2. Utilize and improve interpersonal skills to work with others, including a work supervisor. (GE1,PG4,5)
3. Work in teams to serve internal and external customers. (GE1,PG4,5)
4. Improve organization and technological skills. (PG3,4,5)
5. Develop new skills utilizing industry-standard equipment and tools provided at a particular job site. (PG1,2,3,5)
6. Create a portfolio to demonstrate achievement of program outcomes. (PG4)
7. Learn to manage time and materials within a professional setting. (PG4)
8. Develop written skills and presentation skills through the documentation of work experience, and formally sharing the knowledge derived from the job site experience. (GE1,PG5,6)

ENTEC 221 - Entertainment Tech. Cooperative Ed. 2

1. Experience job related learning outcomes that encompass skills and behaviors learned in the classroom (PG1,2,3,4,5)
2. Utilize and improve interpersonal skills to work with others, including a work supervisor. (GE1,PG4,5)
3. Work in teams to serve internal and external customers. (GE1,PG4,5)
4. Improve organization and technological skills. (PG3,4,5)
5. Develop new skills utilizing industry-standard equipment and tools provided at a particular job site. (PG1,2,3,5)
6. Create a portfolio to demonstrate achievement of program outcomes. (PG4)
7. Learn to manage time and materials within a professional setting. (PG4)
8. Develop written skills and presentation skills through the documentation of work experience, and formally sharing the knowledge derived from the job site experience. (GE1,PG5,6)