DHY 292 - Clinical Dental Hygiene III

• Demonstrate continued competency in previously mastered skills.

• Complete thorough assessment of patients with early to advanced periodontitis.
• Complete a treatment plan
• Identify patients in need of radiographic assessment
• Identify patients in need of referral.
• Demonstrate professional behavior and judgment in all clinical sessions.
• Demonstrate patient rapport building and communication skills
• Demonstrate Intermediate Skill Level of dental hygiene care

DHY 292 Objectives:

Specified Process (Formative) Evaluation - (Graded)

• Powerscaling (1) (AAP III-   Calculus 2 or greater)
• Impressions (1) Not graded
• Instrumentation: Refer to Clinic Grade sheet
• Sharpening: Refer to Clinic Grade sheet
• Periodontal Re-evaluation (Part of case study)
• Air Polishing (If presents)

Specified Treatment Procedure Requirements for Competency Evaluations.

(Graded Requirements) see individual competency requirements

• Case patient:   Self-care Education, Care Planning, Intra-oral camera use
• Caries counseling (1 case)
• EIO
• Performances: 1 each for Child, Adolescent, Adult, Geriatric
• Periodontal Assessment (1) AAP II or greater
• Calculus Detection: Must be passed before attempting quad debride. (CRDTS Bumps and Jumps)
• Periodontal Quad Debridement (3)
• Two Full Mouth Radiographic Surveys (one with advanced interpretation with D.D.S.)
• One panoramic survey
• BWX series: 4 sets of four (one must be vertical)
• Two Class I sealants
• One set of study models/bite registration (to be graded as part of case patient presentation)
• Chemotherapeutic

DHY 293 - Dental Hygiene III Theory

• Demonstrate how to complete a professional portfolio
• Demonstrate competency in regard to periodontal assessment.
• Solve problems and make decisions based on accepted scientific principles.
• Critically analyze published reports of oral health research and apply this information to the practice of dental hygiene.
• Evaluate the safety and efficacy of oral health products and treatments.
• Communicate professional knowledge verbally and in writing to clients, colleagues and other professionals.
• Employ the principles of scientific writing.
• Commit to self- assessment and life- long learning in order to provide contemporary clinical care.
• Students will be able to identify clients’ special needs and provide necessary care to the client.
• Become familiar with instruments that are not used on the clinic floor at ICCC
• Discuss specific treatment options and ways to incorporate smoking cessation to their clients.
• Present different options to the client in regard to esthetic dentistry

DHY 302 - Clinical Dental Hygiene IV

• Demonstrate continued competency in previously mastered skills.

• Complete thorough assessment of patients with early to advanced periodontitis.
• Complete a treatment plan
• Identify patients in need of radiographic assessment
• Identify patients in need of referral.
• Demonstrate professional behavior and judgment in all clinical sessions.
• Demonstrate patient rapport building and communication skills
• Demonstrate Intermediate Skill Level of dental hygiene care

DHY 302 Objectives:

Specified Process (Formative) Evaluation - (Graded)

• Power scaling (1) (AAP III-   Calculus 2 or greater)
• Impressions (1) Not graded
• Instrumentation: Refer to Clinic Grade sheet
• Sharpening: Refer to Clinic Grade sheet
• Periodontal Re-evaluation (Part of case study)

Specified Treatment Procedure Requirements for Competency Evaluations.

(Graded Requirements) see individual competency requirements

• Case patient:   Self-care Education, Care Planning, Intra-oral camera use
• Caries counseling (1 case)
• EIO
• Performances: 1 each for Child, Adolescent, Adult, Geriatric, and Alternative Care Client
• Periodontal Assessment (1) AAP II or greater
• Calculus Detection: Must be passed before attempting quad debride. (CRDTS Bumps and Jumps)
• Periodontal Quad Debridement (3)
• Two Full Mouth Radiographic Surveys (one with advanced interpretation with D.D.S.)
• One panoramic survey
• BWX series: 4 sets of four (one must be vertical)
• Two Class I sealants
• One set of study models/bite registration (to be graded as part of case patient)
• Chemotherapeutic
• Chart Audit

DHY 303 - Dental Hygiene IV Theory

• Demonstrate how to complete a professional portfolio
• Demonstrate competency in regard to periodontal assessment.
• Solve problems and make decisions based on accepted scientific principles.
• Critically analyze published reports of oral health research and apply this information to the practice of dental hygiene.
• Evaluate the safety and efficacy of oral health products and treatments.
• Communicate professional knowledge verbally and in writing to clients, colleagues and other professionals.
• Employ the principles of scientific writing.
• Commit to self- assessment and life- long learning in order to provide contemporary clinical care.
• Students will be able to identify clients’ special needs and provide necessary care to the client.
• Become familiar with instruments that are not used on the clinic floor at ICCC.
• Discuss specific treatment options and ways to incorporate smoking cessation to their clients.
• Present different options to the client in regard to esthetic dentistry

DRA 101 - Introduction to Theatre

• Distinguish among the various theatre genres and spaces
• Classify the major tasks of the director, noting which are mostly artistic and which are managerial

Critique a live theatrical performance based on accepted standards of measurement

•      Compare the traits of good and bad acting

Apply Aristotle’s six parts of a play to an assigned play, charting and presenting the action, the conflict, the themes

•      Breakdown the differences beween reading and seeing a play

Observe a rehearsal and performance in order to experience theatre first-hand and gain insight to why theatre is called the richest of the performing arts

• Illustrate how relationships between theatre audiences and their spaces can encourage or discourage a sense of groupness
• Examine the roles of the playwright, the designer, the actor and the director

Demonstrate knowledge and understanding of the historical development of theatre

• Demonstrate knowledge and understanding of numerous classic plays from the major historical periods

DRA 125 - Introduction to Play Analysis

• Breakdown assigned plays into units and beats of action, charting the exposition through complications, rising action, crisis and resolution
• Improve written and oral communication skills and increase collaborative skills through group projects featuring script analysis
• Begin the habit of reading plays and processing and analyzing them in order to create a repertoire of future audition ImmaterialAnalyze and identify the universal dramatic action, conflict, characters, given circumstances, main idea and dramatic structure of selected plays
• Analyze scripts in order to make effective and logical performance and production choices
• Create character sketches that track the given circumstances provided by the playwright in terms of character traits, motives and desires

Demonstrate preparedness for class by completing reading, writing and performance assignments on an assigned timeline

• Utilize reference resources to provide support for interpretative choices

Cultivate an understanding of the specific analytical needs of actors, directors, and designers and how to work in collaboration to create a final product

• Dramatize selections through solo and team oral interpretation to illustrate pivotal moments in a script’s dramatic progression
• Justify choices made in performance based on an understanding of Aristotle’s elements of drama as a result of thorough dramatic analysis

Explore how theatre can reflect, challenge and change the world

• Investigate key works of dramatic literature for insight into storytelling and its impact on society
• Research the cultural and theatrical significance of certain works in order to gain context for interpretation
• Develop tolerance for other points of view through the discovery of the motivations that drive the actions and beliefs of characters

DRA 130 - Acting I

• Assess individual and peer performances on all acting exercises and performances
• Appraise the effectiveness of a live theatrical performance using accepted standards of measurement

Demonstrate preparedness for class by completing reading and writing assignments on an assigned timeline

• Answer the specific questions of “Who? What? Where? When? Why” before embarking upon an acting sequence
• Create character sketches for imaginary roles to play in improvisation

Dramatize improvisational scene work, committing to believable physica choices and integrating appropriate stage movement

• Dramatize scene work through oral and physical performance
• Adjust walking gait following specific guidelines for environmental changes
• Commit to the actions chosen for scene work and evoke belief in the actions
• Improvise group scenes, illustrating psychologically motivated physical actions and dialogue

Develop a more relaxed and responsive body by employing a variety of physical exercises

• Characterize using externals in performance

Develop tolerance for other points of view through the discovery of the motivations that drive the actions and beliefs of characters

• Discover motivations behind actions of characters and find ways to personally connect to them without judgment
• Record observations of people, places, emotions, sensory images–anything that is capable of being reproduced on stage
• Answer the question, “What would I do if I were the person described by the dramatist in the given circumstances?” for each role assigned in class

Work against obstacles and adapt to other characters in a variety of scenes and acting exercises

• Develop good working relationships with classmates
• State the intention of a character for a given scene

DRA 132 - Acting II

• Discover the physical actions for a scene based on the given circumstances supplied by the dramatist.
• Answer the specific questions of “Who? What? Where? When? Why” before embarking upon an acting scene.

Demonstrate improvement in blocking and incorporating appropriate and creative stage business and believable movement patterns.

• Demonstrate improvement in intuitive characterizations.
• Illustrate the signficance of appropriate stage business when staging a scene.
• Characterize using externals in performance.
• Assess individual performance on all acting exercises and performance.

Achieve vocal control of interpretive aspects such as volume, flexibility, energy, articulation, tempo, inflection.

Perform class exercises with energy, concentration, creativity and character connection.

• Commit to the actions chosen for scene work and evoke belief in the actions.
• Adapt to other characters in a variety of scenes and acting exercises.

Interpret, block, rehearse, memorize and perform a variety of acting exercises, including a portion of a play for assessment (more than one if time allows).

• Illustrate memorization technique by performing “Words” and a Shakespearean sonnet.
• Attend all practice sessions with teammates in the collaborative process of staging.

DRA 162 - Technical Theatre

• Correct use of and identification of tools.
• Show proficiency with all safety guidelines in the scene shop–from correct cutting and building techniques to use of rigging systems and elevation painting.

Demonstrate basic understanding of set construction.

• Identify the advantages and disadvantages of materials commonly used in scenic construction.
• Create a basic drafting for a specific set design.
• Create a stage flat and a tiered platform.

Illustrate proficiency with lighting instruments–hang, focus, control.

• Hang and focus lighting instruments.
• Assist in lighting design–marking for focus, adjusting levels, inputting cues.
• Cut and hang gels.

Gain knowledge of basic rigging and fly systems.

• Safely hang and utilize counter-weight fly system.
• Show proficiency in operation of fly system.

Employ a variety of scenic painting techniques.

• Correct preparation, application and cleanup of painting supplies.

Understand the role technicians play in a production.

• Show familiarity with basic audio components.
• Input sound cues, set microphone levels, and correctly position face microphones on cast.
• Illustrate correct handling of microphones.
• Understand the role of the stage manager who links the technical components to the run of the show.
• Create checklists for the technical run of a production–from dry tech runs through final performance.
• Required attendance at production work calls from beginning to the final strike.

DRA 927 - Honors Study

2. Exhibit effective oral communication skills.

3. Analyze and synthesize a broad range of material.

4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems.

5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.

DSL 120 - GPS and Precision Planting

• Students will evaluate theory, concepts, and diagrams in order to diagnose GPS problems.
• Explain GPS fundamentals
• Identify and explain Parts of a Precision farming system
  • Students will be able to identify and explain the major parts of a planter.
• Seed Metering
• Row unit
• Product Distribution
  • Students will be able to Perform a Planter inspection
• Complete a combine inspection sourced from industry.
• Identify wear parts and recommend proper intervals for replacement.
• Communicate with customers and properly inform them of recommendations.
• Make necessary adjustments for pre season set up.
  • Students will demonstrate how to perform various calibrations of machines.
• GPS steering calibrations.
• Update firmware and software in controllers.

DSL 130 - Harvesting Equipment

• Students will evaluate theory, concepts, and diagrams in order to diagnose problems.
  • Explain advanced operation of rotor type combines.
  • Identify and explain Parts of a combine
• Students will be able to Perform a combine inspection
  • Complete a combine inspection sourced from industry.
  • Hook up computer-based diagnostics and check fault codes.
• Students will demonstrate how to perform various calibrations of machines.
  • Header height calibration
  • Other calibrations depending on machines available.

DSL 323 - Intro to Diesel Technology

• Student will demonstrate personal responsibility
• Students will learn how to tear down and diagnosis mechanical tool problems
• Students will also be able to weld, heil coil, tap & die, torch, lifting equipment like jacks and lifts all correctly.
• Students will identify bolts and fasteners, also use shop hand and pneumatic tools.
• Students will continue learn how to use precision measuring tools correctly & nbsp;

Course Objectives: Cover bolt sizes metric and standard, precision measuring tools, safety use shop tools, use the touch and welder safely, and safely use shop lifting devices

DSL 357 - Diesel Engines I

• Students will evaluate how to tear down and diagnosis engine problems, identify engine parts in order to diagnose problems.
• Students will demonstrate the use of modern precision measuring tools, shop hand and pneumatic tools.
• Students will be able to perform and use shop lifting equipment like jacks and lifts. Will also be able to overhaul/rebuild heavy duty diesel engines.

Course Objectives:

• Students will apply proper repair and diagnostic procedures.
• Students will practice professional skills that comply with diesel technology industry standards.
• Students will analyze new technology in the diesel technology field.

DSL 358 - Diesel Engines II

• Students will evaluate how to tear down and diagnosis engine problems, identify engine parts in order to diagnose problems.
• Students will demonstrate the use of modern precision measuring tools, shop hand and pneumatic tools.
• Students will be able to perform and use shop lifting equipment like jacks and lifts. Will also be able to overhaul/rebuild heavy duty diesel engines.   

Course Objectives:

• Students will apply proper repair and diagnostic procedures.
• Students will practice professional skills that comply with diesel technology industry standards.
• Students will analyze new technology in the diesel technology field.

DSL 403 - Diesel Electronic Engine Control I

Students must demonstrate wire sizes

Students must demonstrate wire repairs and terminal replacement

Students must demonstrate how info is stored temporarily

Students must demonstrate how information is stored permanently

Students must demonstrate how to read a wire schematic

Students must demonstrate to use OEM based software

Students must demonstrate how the ASE trouble code system

DSL 413 - Electronic Engine Control II

• Students will utilize all major electronic diagnostic software.
• Students will demonstrate the ability to trouble shoot and repair problems, and change software on engine ECMs for horse power upgrades and service bulletin up dates.
• Students will demonstrate the use of wiring schematics and rewire and trouble shoot electronically controlled engines.

DSL 426 - Intro to Medium and Heavy Duty Electronics

1. Students will be able to identify and interpret the three parts of ohms law.

1. Voltage
2. Amperage
3. Resistance- Ohms

2. Students will be able to make a proper wiring repairs using industry standards.
3. Students will demonstrate how to correctly wire a trailer lighting plug and list proper color designations.

1. Strip and prepare wire
2. Apply solder
3. Heat shrink connection

4. Students will analyze and perform basic circuit troubleshooting. This includes    testing voltage drop on wires and components.

1. Demonstrate testing and troubleshooting.

5. Students will be able demonstrate the use of basic functions on a digital multimeter including volts, amps, and ohms.

1. Complete Meter certification

6. Students will demonstrate how relays function in circuits.

1. Describe operation of relays
2. Install relays in circuits.

DSL 427 - Advanced Medium & Heavy Duty Electronics

• Students will evaluate electronic theory, concepts, and diagrams in order to diagnose problems.
• Explain Current flow through circuits using ohms law
• Determine schematic symbols
  • Students will demonstrate the use of modern test instruments including a multimeter, and starting and charging analyzers.
• Complete multimeter certification
• Preform circuit testing and diagnostics using the multimeter.
  • Students will be able to identify and test components in an alternator, a starter, and their operating systems.
• Explain and identify parts and operation of critical components,
• Test and diagnose components.
  • Students will be able to perform all tests involved in a sixteen-minute quick test, including the starter, charging system, cables and batteries.
• Explain all tests and preform tests.
  • Students will know how to test and identify basic sensors such as potentiometers, rheostats, magnetic sensors, and pressure sensors.
• Explain theory and operation of the above sensors
  • Students will analyze and explain electrical fundamentals such as Pulse Width modulation, and voltage reference.
• Demonstrate testing and operation and fundamentals using a multimeter.

DSL 445 - Diesel Fuel Systems

• Students will evaluate how to tear down and diagnosis fuel pump problems, identify pump parts in order to diagnose problems.
• Students will demonstrate the use of modern precision measuring tools, shop hand and pneumatic tools.
• Students will be able to perform the ability to time and remove an inline pump and injection nozzles. Will also be able to identify the different grades of diesel fuel used.
• Students will be able to identify and know procedures for cold weather operation of diesel fuel and diesel engines.

Course Objectives:

• Students will apply proper repair and diagnostic procedures.
• Students will practice professional skills that comply with diesel technology industry standards.
• Students will analyze new technology in the diesel technology field

DSL 545 - Power Train and Maintenance

• Know how to perform basic maintenance of ag powertrains.
• Know how gears work together to transmit power through the powertrain.
• Understand how planetary gears work.
• Know the power flow through various transmission designs.
• Understand the operation of hydraulic clutch packs.Understand basic diagnostics of power shift transmissions.
• Know how to keep good service records.

• Know how to identify different types of transmissions
• Know how to identify different types of clutch
• Know how to disassemble a transmission
• Know how to disassemble and replace a clutch
• Students will learn how to define a 9, 10 and 13 speed transmission
• Students will identify a 14” and 15” clutch
• Students will perform a transmission disassembly and re assembly

DSL 547 - Ag and Commercial Power Train

• Students will explain operating principals of Transmissions.
  • Hydrostatic
  •  powershift,
  • CVT transmissions
• Students will demonstrate how gears work together to transmit power through the powertrain.
• Students will list and explain the 3 parts of a planetary gear set.
  • Ring
  • Planets
  • Sun
• Students will explain the troubleshooting and power flow of a powershift transmission.
  • Supply
  • Shafts, carriers, and tubes
  • Clutch Packs
  • Clutch application

Students will identify the various types of final drives.

• Planetary
• Chain
• Bull and pinion

DSL 615 - Mobile Hydraulics Systems

     Students will learn the flow of oil through a hydraulic system

     Students will learn about pumps, cylinders and accumulators

     Students will learn how hydraulic valves work

DSL 620 - Semi Tractor Trailer Suspension & Align.

• Students should know what types of suspension are used on various trucks.
• Learn how to service various types of suspension.
• Show how to check out a truck and inspect it before alignment Know how to perform alignment.
• Know how to read tire wear and the causes

Course Objectives:

• Cover different suspension types used on trucks today, service different suspensions, inspect and align trucks, and read tire wear and the causes

DSL 634 - Service Tractor Trailer Pneumatic Brakes

Course Objectives: Students will apply proper repair and diagnostic procedures. Students will practice professional skills that comply with diesel technology industry standards. Students will analyze new technology in the diesel technology field

DSL 743 - Air Conditioning and Refrigeration

• Students will be 609 certified
• Students will identify how to recover an A/C system
• Students will identify how to vacuum an A/C system
• Identify parts of an A/C system
• Identify proper laws and uses of Freon
• Identify how to remove and recharge an A/C system
• Identify how to make A/C lines

DSL 804 - Ag and Commercial Equipment Maintenance

•  Students will explain service protocalls:
  • Service intervals
  • Fluid and filter inspection and replacement.
• Students will list and explain the main systems on a tractor as well as their operation.
  • MFD
  • PTO
  • Aux Hydraulics
  • Three point Hitch
•  Students will explain the operation of a combine.
  • Cutting
  • Threshing
  • Seperation
  • Cleaning
  • Residue Disposal
•  Students will perform a combine and a tractor inspection.
•  Students will demonstrate workplace skills
  • parts look up
  • Writing repair orders
  • Using e-mail.

DSL 835 - Commercial Drivers License

DSL 838 - Diesel Automotive Systems

• Identify how the different fuel systems used on light and medium duty diesels
• Identify how to disassemble a light to medium duty diesel engine
• Identify how to take all of the appropriate measurements on engines
• Identify how to reassemble a light to medium duty diesel engine 

Course Objectives:

• Learn about the fuel systems used on light duty and medium duty diesel engine
• Compare the differences between small diesel engines and large bore diesels
• Learn about all of the current OEM light and medium duty diesel engine manufactures and the engines they are producing
• Learn about the current emission systems in use

DSL 840 - Diesel Operations and Maintenance 1

Know each brake component and the proper name.

Know how to change various brake shoes.

Know how to perform a complete s-cam tear down and repair.

Know how to properly service, maintain, and inspect various trucks, trailers, and equipment

Objectives: Truck and trailer inspections will be covered

Students will be responsible for generating repair orders and ordering parts

Students will use on-line programs as well as manuals to trouble shoot electronic engine problems

DSL 841 - Diesel Operations and Maintenance II

Identify and use safe conduct when operating in an industrial shop setting.

Identify each brake component and the proper name.

Identify how to change various brake shoes.

Identify how to perform a complete s-cam tear down and repair.

Identify how to properly service, maintain, and inspect various trucks, trailers, and equipment

Objectives: Truck and trailer inspections will be covered

Students will be responsible for generating repair orders and ordering parts

Students will use on-line programs as well as manuals to trouble shoot electronic engine problems

DSL 850 - On-Board Communication Systems

DSL 932 - Diesel Technology Internship

DSL 949 - Spec Top: Ag Systems Technology

ECE 103 - Introduction Early Childhood Education

1. Child Development and Learning in Context
   • Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development (NAEYC Standard 1a).
   • Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices (NAEYC Standard 1b).
2. Family-Teacher Partnerships and Community Connections
   • Know about, understand, and value the diversity of families (NAEYC Standard 2a).
3. Child Observation, Documentation, and Assessment
   • Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings (NAEYC Standard 3a).
   • Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
   • Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children (NAEYC Standard 4a).
5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
6. Professionalism as an Early Childhood Educator
   • Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession (NAEYC Standard 6a).
   • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).

ECE 133 - Child Health, Safety, and Nutrition

1. Child Development and Learning in Context
   • Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development (NAEYC Standard 1a).
   • Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities. (NAEYC Standard 1c).
2. Family-Teacher Partnerships and Community Connections
   • Know about, understand, and value the diversity of families (NAEYC Standard 2a).
   • Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies (NAEYC Standard 2c).
3. Child Observation, Documentation, and Assessment
   • Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
   • Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children (NAEYC Standard 4a).
5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
   • Understand content knowledge-the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum (NAEYC Standard 5a).
6. Professionalism as an Early Childhood Educator
   • Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession (NAEYC Standard 6a).
   • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).

ECE 158 - Early Childhood Curriculum I

1. Child Development and Learning in Context
   • Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities. (NAEYC Standard 1c).
2. Family-Teacher Partnerships and Community Connections
   • Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies (NAEYC Standard 2c).
3. Child Observation, Documentation, and Assessment
   • Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings (NAEYC Standard 3a).
   • Know a wide range of types of assessments, their purposes, and their associated methods and tools (NAEYC Standard 3b).
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
   • Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills critical for young children (NAEYC Standard 4b).
   • Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning (NAEYC Standard 4c).
5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
   • Understand content knowledge-the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum (NAEYC Standard 5a).
   • Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area (NAEYC Standard 5b).
   • Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge (NAEYC Standard 5c).
6. Professionalism as an Early Childhood Educator
   • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).
   • Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession (NAEYC Standard 6e).

ECE 159 - Early Childhood Curriculum II

1. Child Development and Learning in Context
   • Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities NAEYC Standard 1c).
2. Family-Teacher Partnerships and Community Connections
   • Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies (NAEYC Standard 2c).
3. Child Observation, Documentation, and Assessment
   • Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings (NAEYC Standard 3a).
   • Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
   • Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills critical for young children (NAEYC Standard 4b).
   • Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning (NAEYC Standard 4c).
5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
   • Understand content knowledge-the central concepts, methods and tools of inquiry, and structure-and resources for the academic disciplines in an early childhood curriculum (NAEYC Standard 5a).
   • Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area (NAEYC Standard 5b).
   • Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge (NAEYC Standard 5c).
6. Professionalism as an Early Childhood Educator
   • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).
   • Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession (NAEYC Standard 6d).

ECE 221 - Infant/Toddler Care and Education

1. Child Development and Learning in Context
   • Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development (NAEYC Standard 1a).
   • Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices (NAEYC Standard 1b).
   • Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities (NAEYC Standard 1c).
2. Family-Teacher Partnerships and Community Connections
   • Know about, understand, and value the diversity of families (NAEYC Standard 2a).
   • Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement  (NAEYC Standard 2b).
   • Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies (NAEYC Standard 2c).
3. Child Observation, Documentation, and Assessment
   • Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
   • Build assessment partnerships with families and professional colleagues (NAEYC Standard 3d).
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
   • Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children (NAEYC Standard 4a).
   • Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning (NAEYC Standard 4c).
5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
   • Understand pedagogical content knowledge-how young children learn in each discipline-and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area (NAEYC Standard 5b).
   • Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge (NAEYC Standard 5c).
6. Professionalism as an Early Childhood Educator
   • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).
   • Engage in continuous, collaborative learning to inform practice (NAEYC Standard 6d).
   • Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession (NAEYC Standard 6e).

ECE 243 - Early Childhood Guidance

1. Child Development and Learning in Context
   • Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices (NAEYC Standard 1b).
   • Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities (NAEYC Standard 1c).
2. Family-Teacher Partnerships and Community Connections
   • Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies (NAEYC Standard 2c).
3. Child Observation, Documentation, and Assessment
   • Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings (NAEYC Standard 3a).
   • Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
   • Build assessment partnerships with families and professional colleagues (NAEYC Standard 3d).
4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
   • Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning (NAEYC Standard 4c).
5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum
6. Professionalism as an Early Childhood Educator
   • Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).
   • Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession (NAEYC Standard 6e).

ECE 262 - Early Childhood Field Experience

*Requires a minimum of 60 contact hours (3600 minutes) for 1 credit of direct work with children, with the remaining contact hours equal to two credits being distributed across direct contact and classroom hours as deemed appropriate by the institution.

Prerequisites/Corequisites: ECE 158 - Early Childhood Curriculum I , ECE 159 - Early Childhood Curriculum II , ECE 243 - Early Childhood Guidance , and ECE 221 - Infant/Toddler Care and Education   

Mode(s) of Instruction: traditional/face-to-face and/or virtual

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: None

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:
A. Child Development and Learning in Context

1. Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities (NAEYC Standard 1c).

B. Family-Teacher Partnerships and Community Connections

1. Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement (NAEYC Standard 2b).

C. Child Observation, Documentation, and Assessment

1. Know a wide range of types of assessments, their purposes, and their associated methods and tools  (NAEYC Standard 3b).
2. Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child (NAEYC Standard 3c).
3. Build assessment partnerships with families and professional colleagues (NAEYC Standard 3d).

D. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

1. Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning (NAEYC Standard 4c).

E. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum

1. Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge (NAEYC Standard 5c).

F. Professionalism as an Early Childhood Educator

1. Know about and uphold ethical and other early childhood professional guidelines (NAEYC Standard 6b).
2. Use professional communication skills, including technology mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues (NAEYC Standard 6c).
3. Engage in continuous, collaborative learning to inform practice (NAEYC Standard 6d).
4. Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession (NAEYC Standard 6e).

ECN 120 - Principles of Macroeconomics

• Assess opportunity cost and tradeoffs in making choices about how to use scarce resources.
• Analyze the role of markets and prices in the U.S. economy
• Explain why societies develop economic systems, identify the basic features of economic systems, and analyze the major features of the US economy.
• Analyze the role of core economic institutions and incentives in the US economy.
• Analyze how the U.S. economy functions as a whole and describe selected macroeconomic measures of economic activity.
• Explain the importance of productivity and analyze how specialization, division of labor, investment in physical and human capital, and technological change affect productivity and global trade.

Course Objectives: In this course students will:

• Be able to explain what an economic principle is and how economic principles are obtained
• Be able to understand and interpret a production possibilities curve
• Develop an understanding of demand and supply, their interaction, and the result of government intervention
• Understand why self-interest is a driving force of capitalism
• Understand GDP, its components, and its relationship to consumption, investment, government expenditure, and net exports
• Be able to state what determines the amount of goods and services produced and the level of employment in the Keynesian theory
• Be able to distinguish between discretionary and nondiscretionary fiscal policy
• Be able to explain the quantitative controls of monetary policy
• Be able to explain economic growth and why it is important to any economy

ECN 130 - Principles of Microeconomics

• Assess opportunity cost and tradeoffs in making choices about how to use scarce resources.
• Analyze the role of markets and prices in the U.S. economy.
• Explain why societies develop economic systems, identify the basic features of economic systems, and analyze the major features of the US economy.
• Analyze the role of core economic institutions and incentives in the US economy.
• Analyze the different types of market structures and the effect they have on the price and quantity of the goods and services produced.

Course Objectives: After the successful completion of the course students will:

• Be able to understand supply and demand including elasticity
• Be able to define the costs of production–explicit costs, implicit costs, normal profit, and economic profit
• Be able to compare and contrast the characteristics of the four market models
• Be able to identify when an individual firm would maximize profit, breakeven, or shut down
• Have the ability to compute the various revenues and costs of an individual firm
• Understand the resource markets and the incomes generated–wages, rent, interest, and profit
• Be able to explain the role of gover

EDU 115 - Education and the Teaching Process

Course Objectives:

Unit I - The Backdrop of Teaching (Chapters 1, 2, 3, 4, 5):
Upon completion, the student will be able to:

1. Identify factors that influence how we teach.

2. Describe the impact of our changing society on education, teachers and students.

3. Describe diversity found in the classroom and impact on learning.

4. Compare and contrast major schools of thought about learning and teaching.

5. Identify how teachers can get to know and motivate their students.

Unit II - The Act of Teaching (Chapters 6, 7, 8, 9):

Upon completion, the student will be able to:

1. Describe the components of instructional planning and curriculum.

2. Develop a lesson plan that could be delivered to students.

3. Compare and contrast the following instructional strategies: presentation, direct instruction, discussion, independent study, individualized instruction, cooperative learning, discovery learning.

4. Compare and contrast types of assessment of student learning.

Unit III - The Effective Teacher (Chapters 10,11,12,13,14):

Upon completion, the student will be able to:

1. Identify personal attributes and professional skills of effective teachers.

2. Describe classroom management and problem-solving skills of effective teachers.

EDU 213 - Introduction to Education

1. Analyze teaching as a profession  
2. Recognize that each learner has unique learning needs 
3. Apply critical reading, thinking, and communication skills to current issues impacting education  
4. Self-assess dispositions related to effective teaching and develop personal goals for growth  

Course Objectives

1. Reference the resources, support, and process involved in obtaining a teaching license.
2. Recognize the roles, responsibilities, and daily expectations of teachers and paraprofessionals.
3. Describe teaching as a profession and identify professional organizations for teachers.
4. Interpret the legal aspects of education, including rights and responsibilities of teachers and students.
5. Document and draw conclusions from an interview with a classroom teacher. 
6. Recognize the different developmental stages of students.
7. Discuss how stages of development can be impacted by social class, home environment, stressful or traumatic experiences, and heredity versus environment.
8. Construct a personal and professional philosophy of education that demonstrates an understanding that all students can learn.
9. Describe some of the diversity and challenges that exist in society and schools.
10. Research and report on the impact of a societal problem or educational topic as it impacts education.
11. Synthesize information from course readings with experience in educational settings.
12. Describe characteristics of a high-quality school and high-quality teachers.
13. Evaluate personal strengths and weaknesses as applied to becoming a teacher and managing a classroom.
14. Establish a personal plan for improvement.

EDU 235 - Children’s Literature

1. Select and evaluate children’s literature for educational and leisure purposes.
2. Name common literary genres of children’s literature. 
3. Label characteristics of fiction and nonfiction.  
4. Name selected authors and illustrators of children’s books. 
5. Describe recent trends in children’s literature. 

Course Objectives:

Course Objective #1:

1. Children’s Literature basics and characteristics 
2. Define children’s literature. ‘
3. Distinguish between various genres of children’s literature. 
4. Recognize artistic styles and artistic media used to illustrate children’s literature. 
5. Identify the significant literary awards for outstanding children’s literature and explain their selection criteria. 
6. Identify important events in the history of literacy and children’s literature. 
7. Demonstrate the use of at least one readability tool. 
8. Be familiar with content in children’s sections of school and public libraries. 
9. Recognize similarities and differences between young adult literature and children’s literature. 

Course Objective #2: The educational and literary value of children’s literature. 

1. Explain why it is important to encourage children and young adults to read. 

2. Identify ways to encourage young children and young adults to read.  

3. Define the term “bibliotherapy” and identify potential uses of bibliotherapy.  

Course Objective #3: Sharing knowledge and preparing for the profession of teaching  

1. Select children’s books to share with the class through book talk presentations. 

2. Create annotated bibliography entries for selected children’s books.  

3. Design and create a bulletin board that promotes literacy and reading. 

4. Visit a school classroom or similar organized setting such as a day care to read aloud to a group of children (alternative assignments available if such a visit is not possible) 

5. Share a literature-based lesson. 

6. Recognize content in and the value of professional education and literary peer-reviewed journals. 

Course Objective #4: Trends and issues 

1. Recognize recent trends in children’s literature.  

2. Identify reasons why some books for children and young adults are challenged or banned. 

3. Explain and defend views on censorship. 

4. Be aware of recent technology used with children’s literature, such as audio books, interactive stories in apps, Kindle, etc. 

5. Recognize how children’s literature reflects American culture, a multicultural society, and other cultures.  

Course Objective 5:  From book to film: literature and film as literary forms 

1. Understand how movies use visual, audio, and other cinematic strategies to tell a story. 
2. Analyze how a movie effectively adapts a story for children or young adults from a book to film. 

EDU 245 - Exceptional Learner

1. Make use of the educational and civil rights laws that have impacted students with disabilities, including state and federal regulations and standards for special education services.
2. Select formal and informal assessments and methods utilized for disability identification purposes at the local, state, and federal levels.
3. Planning Instructions for All Learners

a. Plan for supplements, including any assistive technology, to meet the individual learning needs of a student based on disability.

B. Implementing Effective Instructional Practices for All Learners

1. Identify research-based teaching and learning strategies and models for students with disabilities.

EDU 255 - Technology in the Classroom

1. Study and discuss Best Learning Practices using online streaming video, databases, and the textbook.

2. Learn the roles of educational media and computers in the teaching/learning process, using the text and the International Society for Technology in Education as a guide.

3. Operate, select, prepare, utilize, and evaluate media and computer software for educational use.

4. Using what they have learned, create or revise a real life learning lesson or unit for future implementation and the purpose of improving student achievement.

Course Objectives

1. Interpret education technology standards for teachers.
2. Examine student projects to determine whether they meet education technology standards for teachers.
3. Appraise the types of educational technologies available in today’s classrooms.
4. Differentiate between times when technology integration is necessary and times when other strategies would work just as well.
5. Identify and implement the components of a systematic instructional design process.
6. Construct a lesson implementing the most common steps in lesson planning.
7. Discuss technology solutions for unique and diverse learners, from special needs to talented and gifted.
8. Describe how technologies can be used to make classroom materials accessible to all students.
9. Experiment with the kinds of software that might be used by teachers.
10. Evaluate online tools and apps that can be used for teacher tasks.
11. Demonstrate the use of web based tools applicable to research, communication, collaboration, and social interaction.
12. Discuss the issues associated with implementing distance learning.
13. Describe key legal issues associated with technology.
14. Identify key ethical issues that educators face with regards to technology.

EDU 920 - Field Experience

 

Recommended(s): EDU 213 - Introduction to Education
Prerequisites/Corequisites: None

Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: None

Common Course Assessment(s): There are many assessments used throughout this course to meet the requirements for students to be eligible for Paraeducator Generalist certification through the Iowa Board of Educational Examiners (B.O.E.E.). These include discussions, quizzes, and the following projects: Journals for each of the learning outcomes and their objectives, completed Supervising Teacher Evaluation and Time Log indicating completion of the 30 required hours of field experience will all be included in a final Portfolio Project.

Student Learning Outcomes and Objectives:

1. Foundations
   1. Recognize the different developmental stages of  students.
   2. Believe every student can learn.
   3. Demonstrate knowledge of the common core, including competence in reading, writing and math.
   4. Function in a manner that demonstrates a  positive regard for the distinction between roles and  responsibilities of Paraeducators and other  professionals, including respecting the teacher as supervisor and seeing the teacher as ultimately responsible for the education and behavior of the students.
2. Learning Environment
   1. Follow the prescribed health, safety, and emergency school and classroom policy and procedures.
   2. Organize materials to support teaching and learning.
   3. Facilitate the integration of students with diverse  needs in various settings.
   4. Assist with special health services, under the supervision of a licensed health care provider.
   5. Promote a safe and positive learning environment.
   6. Function in various instructional settings (e.g., large group, small group, tutoring).
3. Content and Instruction
   1. Assist with learning activities and opportunities to accomplish instructional objectives.
   2. Support high expectations that are shared, clearly defined and appropriate.
   3. Monitor progress and document and report objective observations that inform instructional decisions.
   4. Effectively use verbal and nonverbal forms of communication with students.
   5. Assist with the implementation and use of instructional and assistive technology.
4. Emotional and Behavioral
   1. Assist in modeling and teaching specific appropriate behaviors, social skills, and procedures that facilitate safety and learning in various environments.
   2. Assist in the implementation of individualized behavior management plans.
   3. Document and report objective observations on student behaviors.
   4. Assist in modifying the learning environment to manage behavior and social skills.
   5. Recognize that there is a cause or reason for misbehavior and assist in determining the cause or reason.
   6. Recognize, address, and report bullying.
   7. Recognize and report atypical emotional behavior.
5. Professional Responsibilities
   1. Demonstrate a commitment to work as an effective team member.
   2. Foster a professional and caring relationship with each student’s family.
   3. Develop and maintain positive and professional relationships with students
6. Ethical and Professional Practice
   1. Follow ethical practices for confidential information.
   2. Participate in ongoing professional development.
   3. Accept and apply constructive feedback.
   4. Abide by the Iowa code of ethics and professional practice rules of the board of educational examiners and rules of the Iowa department of education.
   5. Demonstrate the ability to separate personal issues from one’s responsibilities in the workplace.
   6. Maintain a high level of competency and integrity.
   7. Share information regarding students’ performance, behavior, or program with students’ parents or guardians only as directed by the supervising teacher or educator.
   8. Be aware of personal biases and beliefs and refrain from discriminatory practices based on a student’s disability, race, creed, color, religion, age, sex, sexual orientation, gender identity, disability, marital status, or national origin.
   9. Demonstrate ethical behavior when supporting students with graded activities, quizzes, and tests.
   10. Abide by Iowa law regarding the use of restraint and seclusion.
   11. Recognize that the paraeducator may not be given primary responsibility for the education of an individual student(s).
   12. Recognize that instructional decisions are made by the individualized education program (IEP) team for students with disabilities and that any changes to instruction, accommodations, supports, and services cannot be made outside the IEP team.

EDU 927 - Honors Study

2. Exhibit effective oral communication skills.

3. Analyze and synthesize a broad range of material.

4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems.

5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.

EDU 949 - Special Topics

EGT 400 - Introduction to Engineering Design

1. Create a single part from a drawing. 
2. ​​​​​​​Create a drawing with appropriate dimensions from the associated part.
3. Create an assembly from a collection of parts.
4. Use CAD software to create virtual models of objects and collections of objects.
5. Work together to brainstorm, design, model, and evaluate a product prototype.
6. Evaluate a proposed product within the context of cost and ease of manufacture.

EGT 410 - Principles of Engineering

1. Create a graphic organizer to describe a physical situation such as a force diagram or energy diagram.  
2. Use the graphical organizer to generate a set of equations describing the physical situation.
3. Evaluate a physical situation in terms of applicable conservation laws with specific reference to an appropriate graphical organizer and/or set of equations describing the situation.
4. Design, implement, and troubleshoot a robotic system to accomplish a given set of tasks.

EGT 420 - PLTW-Digital Electronics

EGT 450 - Computer Integrated Manufacturing

ELE 104 - Print Reading & Estimating

• The student will learn to identify common structural symbols.
• The student will learn to identify common electrical symbols.
• The student will learn to identify common HVAC/Mechanical symbols.
• The student will develop the skills to build equipment lists and be exposed to labor estimation.

Course Objectives:

• Differentiate between terms and identify physical concepts as they apply to industrial machinery.
• Understand the symbol language used in construction prints.
• Identify the basic line types used in construction prints.
• Understand how drawings are dimensioned.
• Identify the types of drawing views.
• Interprate and understand what the specifications of a print are for and how to use them.
   

ELE 111 - AC Fundamentals

In order to take ELE-198 Solid State Motor Controls, you will have to pass this class with a “C” or better.

Prerequisites: ELE 114 - DC Fundamentals  with a grade of “C” or better.
Mode(s) of Instruction: Traditional/face-to-face

Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog.

Course Fees: Course Materials: $90.00; Ebook/Access Code: $119.99 (charged once per term for all courses that use Cengage Unlimited)

Common Course Assessment(s): All assessments are common for this course.

Student Learning Outcomes and Objectives:
Student Learning Outcomes:

•      Practice electrical safety  
•      Apply the basic concepts of electricity  
•      Demonstrate proper use of test equipment  
•      Apply Ohm’s Law for AC circuits  
•      Draw schematic diagrams using appropriate component symbols  
•      Construct and troubleshoot series, parallel, and combination circuits  

Course Objectives:    

• Set up, calculate and measure Parallel circuits and Series-parallel circuits (combination).
• Demonstrate the physical and electrical characteristics of capacitors and inductors.
• Construct, analyze and troubleshoot R-C and L-R time-constant circuits.
• Demonstrate the use of an oscilloscope to measure voltage, phase, and frequency.
• Demonstrate the use of multi-meters, function generators, power supplies, isolation transformers, etc. in lab environment.
• Construct, analyze, and troubleshoot R-L phase-shift circuits, R-C phase-shift circuits, & R-L-C phase-shift circuits.
• Calculate and analyze transformer primary and secondary voltages, powers, and currents.
• Calculate and measure peak-to-peak and peak Rms voltages and currents.
• Calculate and analyze power factors.

ELE 114 - DC Fundamentals

In order to take ELE-111 Alternating Current Theory and ELE-198 Solid State Motor Controls, you will have to pass this class with a “C” or better.

Prerequisites/Corequisites: None.

Mode(s) of Instruction: Traditional/face-to-face

Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog.

Course Fees: Course Materials: $75.00; Ebook/Access Code: $119.99 (charged once per term for all courses that use Cengage Unlimited)

Common Course Assessment(s): All assessments are common for this course.

Student Learning Outcomes and Objectives:
Student Learning Outcomes:

•      Practice electrical safety  
•      Apply the basic concepts of electricity  
•      Demonstrate proper use of test equipment  
•      Apply Ohm’s Law for DC circuits  
•      Draw schematic diagrams using appropriate component symbols  
•      Construct and troubleshoot series, parallel, and combination circuits  

Course Objectives:    

• Resistor color code. 
  • The students will learn how to identify, read, size, and use resistors.                               
• Units and Metric Prefixes.
  • Students will utilize correct metric prefix’ and labels for all electrical quantities & figures.
• Electrical Terms. 
  • Students will distinguish between electrical terms such as voltage, current, resistance, power and calculate for each.
• Ohm’s Law.
  • Students will distinguish between V, I, R, & P relationships in relevance to electrical technolgoes & direct current fundamentals.
• Series Circuits, Parallel, Combination Circuits.
  • Students will gain knowledge of various types and examples of electrical circuits and the characteristics of the three main types of circuits through hands on lab experiments & procedures. 
• DC Voltage vs. AC RMS Voltage.
  • Students will distinguish between DC V and AC RMS in theory and applied in a lab setting.          
• Meter Usage & Electrical Symbols.
  • Students will gain knowledge of various types and styles of meters and measuring devices, as well as being able to identify and draw various electrical symbols in schematic form. 
• Troubleshooting Circuits.     
  • Students will combine knowledge of measuring devices and circuit characteristics via lecture and lab results with electrical related terms to identify, correlate, and troublehsoot DC circuits and problems.                      
• Reading Schematic Prints.
  • Students will gain knowledge of various types of electrical schematics and print symbols and apply them during lab settings. 

ELE 124 - Tools/Adapters/Instrumentation

• Students will demonstrate the ability to properly identify the tools and components used in the electrical technology industry.
• Students will demonstrate a basic understanding of the proper function and usage for the tools and components in the electrical technology industry.
• Students will demonstrate knowledge of the safety procedures used when operating power hand tools.

Course Objectives:

• Students will be able to identify and size fastening tools.
• Students will be able to diagram 8 and 11 pin control relays.
• Students will be able to correctly and safely solder copper pipe.
• Students will be able to demonstrate proper power saw and drill techniques and safety procedures.
• Students will be able to identify the tools and components used in the Electrical Technologies Program at Iowa Central and in industry

ELE 149 - UL and Electrical Safety

• Student Learning Outcomes:
  • The student will adhere and demonstrate OSHA safe work practices (lockout/tag out, fall arrest, confined space, and safe electrical practices).  The student will be able to identify the UL codes and how to investigate their meanings and how equipment is installed.  The student will also be instructed in the proper electrical safety through the implementation of the NEC and NFPA 70E.  The student will be able to identify what type and rating of arc flash protection needed for different areas.
• Unit Objectives:
  • Identify UL 4 digit codes
  • Understand how the UL White Book is formatted
  • Identify arc flash hazard boundaries
  • Identify arc blast boundaries
  • Identify shock boundaries
  • Identify arc flash ratings
  • Identify arc flash protection means
  • Have a basic understanding of how to calculate the arc hazards

ELE 155 - National Electrical Code I

In order to take ELE-156 NEC Code 2 and ELE-158 NEC Code 3, you will have to pass this class with a “C” or better.

Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None

Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog.

Course Fees: None

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:

• Student Learning Outcomes:
• Learn the basics of how the NEC Code © language is written, how the Code book is laid out, the basic language that allows you to do and not do certain things, and how to identify key words to quickly find the correct information in the Code book.
• Course Objectives:
• Unit 1:  Outline the structure of the NFPA and NEC governing Body, Explain the proposal process to change the NEC, Identify the different Code Making Panels or Technical Committees, and Explain how you can take part in the NEC revision process. 
• Unit 2:  Identify how the Table of Contents is broken up and the Arrangement of the NEC. 
• Unit 3:  Understand how the NEC is arranged (outline format); rules for exceptions; mandatory/permissive/explanatory language. 
• Unit 4:  Understand the Article 100 and the Language of the NEC. 
• Unit 5:  Learn how to customize your Code book, start identifying key word to understand code questions, learn/use the 4 basic building blocks of the Codeology method. 
• Unit 6:  Learn how Article 90 introduces you to how the NEC applies. 
• Unit 7:  Learn how the rules found in Ch. 1 of the NEC apply “Generally” to all electrical installations. 
• Unit 8:  Learn that the rules in Ch. 2 of the NEC are for planning of an electrical installation. 
• Unit 9:  Learn that the rules found in Ch. 3 of the NEC apply toward the building of an electrical installation. 
• Unit 10:  Learn that the rules found in Ch. 4 of the NEC are for electrical equipment that uses electrical energy. 
• Unit 11:  Learn what the “special” chapters of the NEC are and what they apply to.
• Unit 12:  Learn how Ch. 8 of the NEC came about and what it applies to. 
• Unit 13:  Learn what the Tables in the back of the NEC are for and how to use them.

ELE 156 - National Electric Code II

In order to take ELE-158 NEC Code 3, you will have to pass this class with a “C” or better

Corequisites: none
Prerequisites: ELE 155 - National Electrical Code I  with a grade of C or better
Recommended(s): none
Prerequisites/Corequisites: none

Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog.

Course Fees: None

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:

• Student Learning Outcomes:
  • Understand the basic principles for electrical installations.
  • Begin to deduce andunderstand the code sections.
  • The student will begin to start the process of being able to find solutions to common electrical questions inside the National Electric Code.
• Course Objectives:
  • Locate specific code sections when asked common electrical questions.
  • Learn the basic requirements for feeder/service installations.
  • Learn the basic requirements for box fill and box installations.
  • Learn the basics for grounding and bonding.
  • Learn the basics for conductor insulation and basic ampacities.
  • Learn the basic for raceway installation requirements.
  • Learn the basics for motor conductors, overload sizing, and overcurrent sizing.

ELE 158 - National Electric Code III

• Student Learning Outcomes:
  • Learn the basics of how the NEC CODE © language is written.
  • Comprehend how the code is structured
  • Absorb the basic rules and exceptions
  • Identify key words to quickly find the correct information in the code book.
• Course Objectives:
  • Identify specific code sections when asked common electrical questions.
  • Learn the requirements for feeder/service calculations.
  • Learn the requirements for grounding and bonding.
  • Learn the specialized requirements for ampacities.
  • Learn the requirements for hazardous locations, special environments, and special equipment.
  • Begin taking practice exams in a simulated testing environment.

ELE 162 - Basic Wiring

ELE 164 - Residential Wiring

In order to take ELE-170 Power Distribution, you will have to pass this class with a “C” or better.

Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None

Mode(s) of Instruction: Traditional/face-to-face

Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog.

Course Fees: Course Materials: $75.00

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:

• Student Learning Outcomes
  • Safety
    •  Students will demonstrate a positive attitude for safety.
    •  Students will select the proper clothing and safety equipment for various jobs.  
    • Students will determine potential hazards and provide for safety (exits, fire extinguishers, etc.).
    •  Students will demonstrate the ability to leave the shop or lab in a safe condition
    •  Students will demonstrate lockout-tagout. Proper Use of Hand Tools
    •  Students will use hand tools (hammers, screwdrivers, hacksaws, pliers).
    •  Students will use powered hand tools (drills). Industrial Math
    •  Students will perform basic math functions (add, subtract, multiply, divide).
    • Convert between values recorded as fractions, decimals, and percents using calculators.
    •  Solve work-related problems involving basic arithmetic operations.
    •  Read instruments that involves the metric and English systems of units.
    • Blueprint Interpretation
    •  Interpret schematics and related symbols.
• Course Objectives
  •  Identify and apply symbols and outlets to residential applications.
  • Determine requirements for lighting and small appliance circuits.
  • Apply conductor sizing, wiring methods, for services.
  • Demonstrate switch control of lighting circuits.
  • Install Ground Fault Circuit Interrupters.
  • Identify lighting fixtures and lamps.
  • Identify branch circuits. Install dryer, range and special purpose receptacles.
  • Install bath fans/light kits, ceiling fans.
  • Identify regulations necessary for fire protection, security systems. Install and Identify residential service equipment.

ELE 167 - Industrial Electrical Systems

In order to take ELE-187 Advanced Industrial Electrical System, you will have to pass this class with a “C” or better

Prerequisites/Corequisites: none

Mode(s) of Instruction: Traditinal/Face-to-Face

Course Fees: Course Materials: $75.00

Common Course Assessment(s): none

Student Learning Outcomes and Objectives:
Student Learning Outcomes:

• Students will learn and demonstrate OSHA safe work practices such as lockout/tagout, arc flash, and electrical safety practices.
• Students will identify and select the proper tools and PPE for labs.
• Students will analyze potential electrical hazards and provide for safety. (exits, fire extinguishers, telephone, power disconnect, A.E.D.)
• Students will calculate values of KVA manipulating algebraic formulas
• Students will learn and apply industrial electrical symbols and electrical diagrams
• Students will learn and differentiate between ladder logic & relay ladder logic.
• Students will demonstrate ability to leave the shop/lab in a safe and clean condition.

Course Objectives:

Unit 1: General

• Identify Arc Flash & PPE Requirements
• Interpret electrical diagrams and schematics
• Interpret electrical symbols as related to electrical diagrams
• Construct a basic ladder diagram
• Construct a schematic diagram
• Construct a wiring diagram
• Identify electrical symbols in a wiring diagram
• Identify electrical symbols in a ladder diagram
• Identify electrical symbols in a schematic diagram
• Identify electrical symbols in industrial building plans

Unit 2: Substations

• Identify the main components of a substation
• Properly determine fuse sizing of a transformer
• Identify the role of substations
• Use a knockout punch
• Use a hole saw

Unit 3: Feeder Bussway and Trolley Bussway Systems

• Connect a meter base to a load center or panel
• Remove and install a safety disconnect on a feeder bussway system
• Unwire and wire power into a safety disconnect of a feeder bussway system

Unit 4: Panelboards

• Install branch circuit devices in accordance with 2014 NFPA70
• Install panelboard main protective devices in accordance with 2014 NFPA70

Unit 5: Three Phase Transformers

• Convert current and voltage to calculate KVA values on a 3-phase system
• Test transformer turns ratios
• Test transformer insulation resistance
• Connect transformer primary and secondary windings in wye-delta, deltawye, and delta-delta configurations for three phase transformers
• Compute transformer current and voltage values for all types of three phase transformers
• Draw three phase transformer connections for all types of three phase transformers

ELE 170 - Power Distribution

• Student Learning Outcomes:
  • Identify the raceway wiring methods.
  • Install raceways and install circuits.    
  • Size circuits, overcurrent devices. 
  • Troubleshoot circuits in an industrial-type setting. 
• Course Objectives:
• Safety
  • Complete a general shop safety quiz.
  • Use a cutting-crimping tool.
  • Set up and use a hacksaw.
  • Cut rigid conduit with a pipe cutter.
  • Ream rigid conduit.
  • Bend EMT conduit and rigid conduit.
  • Explain the lockout/tagout procedure.
• In-Plant Distribution
  • Sketch transformer connections of in-plant voltage distribution systems.        
• Power Interrupting Devices
  • Calculate the size of fuse and a circuit breaker.
  • Test cartridge fuses and circuit breakers.
  • Wire load center on breaker panel.
  • Remove and install buckets in a MCC (Motor Control Center).          
• Using the National Electrical Code
  • Use the National Electrical Code table of contents.
  • Use the National Electrical Code index.
  • Find information in the National Electrical Code.
  • Determine the maximum number of conductors needed a conduit.
  • Determine the maximum size of conductors allowed in a conduit.
  • Determine the minimum size of conduit needed for differentinstallations.

ELE 187 - Advanced Industrial Electrical Systems

• Student Learning Outcomes:
  • Students will demonstrate OSHA safe work practices such as lockout/tagout, arc flash, and electrical safety practices.
  • Students will identify and select the proper tools and PPE for labs.
  • Students will analyze potential electrical hazards and provide for safety.  (exits, fire extinguishers, telephone, power disconnect, A.E.D.)
  • Students will calculate values of KVA manipulating algebraic formulas
  • Students will apply industrial electrical symbols and electrical diagrams
  • Students will learn and differentiate between ladder logic & relay ladder logic.
  • Students will demonstrate ability to leave the shop/lab in a safe and clean condition.
• Course Objectives:
  • Unit 1:  Relays and Contactors
    • Determine the difference between mechanical and electrical relays.
    • Install and troubleshoot a master control relay circuit.
    • Determine control transformer fuse sizes using the National Electric Code.
    • Construct ladder, wiring, and schematic diagrams of a circuit containing an emergency stop, pushbuttons, and a master control relay.
  • Unit 2:  Sequencing control
    • State the definition of sequencing control.
    • State advantages of sequencing control.
    • Install and troubleshoot three different types of sequencing control.
    • Identify different components of a sequencing control system.
    • Construct ladder, wiring, and schematic diagrams of circuits containing sequencing controls.
  • Unit 3:  Jogging Control
    • State the definition of jogging control.
    • Differentiate between inching and jogging controls.
    • State advantages of jogging and inching control.
    • Install and troubleshoot four different types of jogging control.
    • Identify different components of a jogging control system.
    • Construct ladder, wiring, and schematic diagrams of circuits containing jogging controls.
  • Unit 4:  Multiple Pushbutton Stations
    • State advantages of multiple pushbutton control stations.
    • Install and troubleshoot different types of multiple pushbutton control stations.
    • Identify different components of a multiple pushbutton control station.
    • Construct ladder, wiring, and schematic diagrams of circuits containing multiple pushbutton stations.
  • Unit 5:  Electronic Timers
    • State the definition of on-delay and off-delay electronic timers.
    • Install and troubleshoot circuits containing on-delay and off-delay electronic timers.
    • Construct ladder, wiring, and schematic diagrams of circuits containing electronic timers.
  • Unit 6:  Alarm Circuits
    • Construct a ladder diagram of a conveyor jam alarm circuit.
    • Install a conveyor jam alarm circuit in the lab.
  • Unit 7:  Light Curtains
    • Identify the main components of a safety light curtain system.
    • Install and troubleshoot a safety light curtain system in the lab.
    • Integrate a safety light curtain system to an industrial manufacturing machine.

ELE 195 - Motor Controls

• Identify the main types of DC, single phase, and three phase motors in use.
•  Install multiple types of electric motors in lab situations.
•  Identify various types of motor control devices.
•  Install various motor control devices.
•  Troubleshoot motor control and motor power circuits in an industrial-type setting.

Course Objectives

•  DC motors, types, operation.
•  AC Single Phase motors, types, operation and installation.
•  AC Three Phase motors, types, operation and installation
•  Three Phase busway circuits.
•  Control transformers.
•  Push buttons and selector switches.
•  Limit switches.
•  Contactors, motor starters and relays.
•  Motor control panel layout and installation.
•  Ladder diagrams
•  Fuse holders and fuses

ELE 198 - Solid State Motor Controls

• ELE 111 - AC Fundamentals
• ELE 114 - DC Fundamentals
• ELE 195 - Motor Controls

Classes must be completed with a grade of “C” or better.
Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: $75.00 Lab Fee

Student Learning Outcomes and Objectives:

• Become acquainted with solid state components
• Learn basic solid state circuitry

Course Objectives:

• Learn the theory of proximity sensing devices and their applications
• Learn to install and troubleshoot various proximity sensing devices
• Learn to read and create wiring diagrams for installation and troubleshooting
• Develop a basic understanding for Variable Frequency Drives

ELE 204 - Programmable Logic Theory

ELE 195 - Motor Controls

Classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: $75.00 Lab Fee

Student Learning Outcomes and Objectives:

• Become familiar with Programmable Controllers
• Use PLC’s for troubleshooting

Course Objectives

• Identify PLC components and understand their purpose
• Install, troubleshoot, and repair PLC systems
• Learn basic Ladder Logic instructions
• Create simple PLC programs to resolve real-world simulations

ELE 205 - Advanced Programmable Controllers

All classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: None

Student Learning Outcomes and Objectives:

• PLC networking
• Troubleshooting through the use of PLC’s
• I/O configuration in PLC programming
• File configuration and organization in PLC programming

Course Objectives

• Understand PLC hardware, software, and firmware
• Understand PLC programming and troubleshooting
• Understand PLC networking
• Troubleshoot electrical systems

ELE 221 - Instrumentation & Control

ELE 198 Solid State Motor Controls

All classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: $75.00 Lab Fee

Student Learning Outcomes and Objectives:

• Understand closed-loop and open-loop control
• Work with digital and analog control signals
• Work with process variables and set points
• Understand actuators for valve control

Course Outcomes:

• Understand Process Control
• Control processes using microprocessors or PLC’s
• Identify signal conditioning applications
• Understand control devices and their applications

ELE 245 - Integrated Motion Control & Robotics

ELE 204 Programmable Logic Theory

All classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: $75.00 Lab Fee

Student Learning Outcomes and Objectives:

• Proper hardwiring practices for motion control systems
• Design of graphics programs for integrated motion systems
• Programming instructions for control of integrated motion systems
• Multi-axis servo motion control troubleshooting

Course Objectives

• Understand basic principles of multi-axis servo motion control
• Understand basic motion control instructions for PLC’s
• Understand basic robot programming procedures and operation
• Understand the process of creating integrated motion systems

ELE 250 - Math for Electricians

• Student Learning Outcomes:
  • The student will learn to apply scientific and engineering notation.
  • The student will develop a fundamental understanding of algebra as a solution to problem solving.
  • The student will develop a fundamental understanding of number systems and their relationships.
  • The student will develop a basic understanding of programming structure.
• Course Objectives:
  • The student will learn to apply scientific and engineering notation.
  • The student will develop a fundamental understanding of algebra as a solution to problem solving.
  • The student will develop a fundamental understanding of number systems and their relationships.
  • The student will develop a basic understanding of programming structure.

ELE 932 - Electrical Technologies Internship

• Student Learning Outcomes:
  • Students will learn and demonstrate OSHA safe work practices such as lockout/tagout, arc flash, and electrical safety practices.
  • Students will identify and select the proper tools and PPE for labs.
  • Students will analyze potential electrical hazards and provide for safety.  (exits, fire extinguishers, telephone, power disconnect, A.E.D.)
  • Students will calculate values of KVA manipulating algebraic formulas
  • Students will learn and apply industrial electrical symbols and electrical diagrams
  • Students will learn and differentiate between ladder logic & relay ladder logic.
  • Students will demonstrate ability to leave the shop/lab in a safe and clean condition.
• Course Objectives:
  • Gain real world experience while working with a business in the electrical industry.

ELE 949 - Spec Top: Electrical

EMS 113 - Emergency Medical Responder

EMS 200 - Emergency Medical Technician

Course Objectives:

Cognitive Outcomes
a.    Students will have knowledge of the current make-up of the modern EMS system including history of, types of systems, how to access the system, education, and authorization to practice.
b.    Students will have knowledge of the roles, responsibilities, and professionalism of EMS personnel.
c.    Students will have knowledge of the concept of quality improvement.
d.    Students will have knowledge of the concept of evidence-based decision making and the impact of research on EMS care.
e.    Students will have knowledge of the concept of standard safety precautions, the use of personal protective equipment, how to manage stress, and the prevention of work-related injuries.
f.    Students will have knowledge of the equipment utilized in the lifting and moving of patients.
g.    Students will have knowledge of physical and mental wellness principles affecting EMS personnel.
h.    Students will have knowledge of the principles of medical documentation and report writing.
i.    Students will have knowledge of the team approach to EMS communications, communications system components, types of communication, and system maintenance.
j.    Students will have knowledge of the principle of therapeutic communication.
k.    Students will have knowledge of the different types of consent and the implications of consent on patient care.
l.    Students will have knowledge of the concepts of confidentiality, advanced directives, and tort and criminal actions.
m.    Students will have knowledge of the concepts of mandatory reporting, evidence preservation, and ethical principles which affect EMS personnel.
n.    Students will have knowledge of basic human anatomy and physiology that the EMT must know in order to effectively care for patients.
o.    Students will have knowledge of basic medical terminology forms, medical terms, and standard abbreviations and acronyms.
p.    Students will have knowledge of life span development from infancy to late adulthood.  Psychological and physiological concepts of life span development will be discussed.
q.    Students will have knowledge of basic principles of public health including the role of public health, public health laws, regulations and guidelines, and how EMS interfaces with public health.
r.    Students will have knowledge of medication safety, forms of medications, routes of medications, and basic medication terminology.
s.    Students will have knowledge of the difference between assisting with and administering a medication, medication administration procedure, and medication delivery techniques.
t.    Students will have knowledge of which medications they may assist with and which medications they administer.
u.    Students will have knowledge of respiratory system anatomy and physiology, assessment, and techniques of assuring a patent airway.
v.    Students will have knowledge of assessment of adequate and inadequate ventilation.
w.    Students will have knowledge of the concepts of scene safety and scene management.
x.    Students will have knowledge of primary survey/primary assessment.
y.    Students will have knowledge of investigation of the chief complaint, components of patient history, techniques of history taking, developing a standardized approach to history taking, and taking history on sensitive topics.
z.    Students will have knowledge of techniques of physical examination of all body systems.
aa.    Students will have knowledge of pulse oximetry and non-invasive blood pressure monitoring.
bb.    Students will have knowledge of the importance of reassessing their patient’s condition.
cc.    Students will have knowledge of how all the concepts of medical assessment flow together.
dd.    Students will have knowledge of how to assess a patient experiencing a neurological, abdominal, gastrointestinal, immunological, infectious disease, endocrine, psychiatric, cardiovascular, toxicological, respiratory, hematological, renal, genitourinary, or gynecological emergency.
ee.    Students will have knowledge of how to assess a patient experiencing non-traumatic musculoskeletal disorders and diseases of the eyes, ears, nose, and throat.
ff.    Students will have knowledge of how to assess a patient experiencing signs and symptoms of shock, respiratory failure or arrest, and cardiac failure or arrest.
gg.    Students will have knowledge of how to identify and categorize trauma patients, the pathophysiology of trauma, and how to assess a trauma patient. 
hh.    Students will have knowledge of how to assess a trauma patient experiencing bleeding, chest trauma, abdominal and genitourinary trauma, orthopedic trauma, soft tissue trauma, trauma to the head, face, neck and spine, and nervous system trauma.
ii.    Students will have knowledge of special considerations in trauma.  Trauma in the pregnant patient, trauma in the pediatric patient, and trauma in the elderly patient.
jj.    Students will have knowledge of environmental emergencies.  They will learn how to assess a patient experiencing a submersion incident, temperature related illness, bites and envenomation, diving emergency and electrical/radiation emergency.
kk.    Students will have knowledge of the kinematics of trauma, multi-system trauma, and special injuries associated with multi-system trauma.
ll.    Students will have knowledge of how to assess and manage an obstetric patient.
mm.    Students will have knowledge of how to assess and manage a pediatric patient.
nn.    Students will have knowledge of how to assess and manage a geriatric patient.
oo.    Students will have knowledge of how to assess and manage a patient experiencing abuse/neglect.
pp.    Students will have knowledge of how to assess and manage a bariatric patient, technology assisted/dependent patient, hospice care and terminally ill patient, a patient with sensory deficits, a patient using home care, and patients with developmental disabilities.
qq.    Students will have knowledge of the risk and responsibilities of emergency response.
rr.    Students will have knowledge of how to establish and work within the incident management system.
ss.    Students will have knowledge of multiple casualty incidents and the implications of a multiple casualty incident.
tt.    Students will have knowledge of how to work safely and effectively with an air medical service.
uu.    Students will have knowledge of how to work cooperatively during vehicle extrication.
vv.    Students will have knowledge of hazardous materials awareness.
ww.    Students will have knowledge of the risks and responsibilities of operating on the scene of a natural or man-made disaster.

Psychomotor Outcomes:
a.    Students will practice how to utilize standard safety precautions and personal protective equipment.
b.    Students will practice how to safely lift and move a patient.
c.    Students will practice how to effectively position a patient experiencing a variety of medical and trauma conditions.
d.    Students will practice how to restrain a patient safely and the proper use of restraints.
e.    Students will practice how to correctly complete a pre-hospital care report.
f.    Students will practice how to safely assist with or administer a medication.
g.    Students will practice techniques of assuring a patent airway.
h.    Students will practice techniques of managing adequate and inadequate respiration.
i.    Students will practice techniques of managing inadequate ventilation and the differences between normal and positive pressure ventilation.
j.    Students will practice techniques of primary survey/primary assessment.
k.    Students will practice techniques of investigation of the chief complaint, components of patient history, techniques of history taking, developing a standardized approach to history taking, and taking history on sensitive topics.
l.    Students will practice techniques of physical examination of all body systems.
m.    Students will practice techniques of pulse oximetry and non-invasive blood pressure monitoring.
n.    Students will practice techniques of reassessing their patient’s condition.
o.    Students will practice putting all the concepts of medical assessment together to effectively treat a medical patient.
p.    Students will practice techniques of treating a patient suffering from a neurological, abdominal, gastrointestinal, immunological, infectious disease, endocrine, psychiatric, cardiovascular, toxicological, respiratory, hematological, renal, genitourinary, or gynecological emergency.
q.    Students will practice techniques of treating a patient suffering from non-traumatic musculoskeletal disorders and diseases of the eyes, ears, nose, and throat.
r.    Students will practice techniques of treating a patient suffering from shock, respiratory failure or arrest, and cardiac failure or arrest.
s.    Students will practice techniques of how to identify and categorize trauma patients, the pathophysiology of trauma, and how to assess a trauma patient.
t.    Students will practice techniques of how to treat a patient experiencing bleeding, chest trauma, abdominal and genitourinary trauma, orthopedic trauma, soft tissue trauma, trauma to the head, face, neck and spine, and nervous system trauma.
u.    Students will practice techniques of how to treat trauma in the pregnant patient, trauma in the pediatric patient, and trauma in the elderly patient.
v.    Students will practice techniques of how to treat a patient experiencing a submersion incident, temperature related illness, bites and envenomation, diving emergency, and electrical/radiation emergency.
w.    Students will practice techniques of how to treat a multi-system trauma patient and a blast injury patient.
x.    Students will practice techniques of how to treat an obstetric patient.
y.    Students will practice techniques of how to treat a pediatric patient.
z.    Students will practice techniques of how to treat a geriatric patient.
aa.    Students will practice how to systematically assess and treat a patient experiencing a variety of medical and trauma complaints and conditions across all age groups and demographics.
bb.    Students will practice techniques of how to care for a tracheostomy.
cc.    Students will practice how to care for patients during a multiple casualty incident.
dd.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.
 

EMS 765 - Paramedic 1

Course Objectives:
a.    The paramedic student will understand his or her roles and responsibilities within an EMS system, and how these roles and responsibilities differ from other levels of providers.
b.    The paramedic student will understand and value the importance of personal wellness in EMS and serve as a healthy role model for peers.
c.    The paramedic student will be able to integrate the implementation of primary injury prevention activities as an effective way to reduce death, disabilities and health care costs.
d.    The paramedic student will understand the legal issues that impact decisions made in the out-of-hospital environment.
e.    The paramedic student will understand the role that ethics plays in decision making in the out-of-hospital environment.
f.    The paramedic student will be able to apply the general concepts of pathophysiology for the assessment and management of emergency patients.
g.    The paramedic student will be able to integrate pathophysiological principles of pharmacology and the assessment findings to formulate a field impression and implement a pharmacologic management plan.
h.    The paramedic student will be able to safely and precisely access the venous circulation and administer medications.
i.    The paramedic student will be able to integrate the principles of therapeutic communication to effectively communicate with any patient while providing care.
j.    The paramedic student will be able to integrate the physiological, psychological, and sociological changes throughout human development with assessment and communication strategies for patients of all ages.
k.    The paramedic student will be able to use the appropriate techniques to obtain a medical history from a patient.
l.    The paramedic student will be able to explain the pathophysiological significance of physical exam findings.
m.    The paramedic student will be able to integrate the principles of history taking and techniques of physical exam to perform a patient assessment.
n.    The paramedic student will be able to apply a process of clinical decision making to use the assessment findings to help form a field impression.
o.    The paramedic student will be able to follow an accepted format for dissemination of patient information in verbal form, either in person or over the radio.
p.    The paramedic student will be able to effectively document the essential elements of patient assessment, care and transport.
q.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.

EMS 766 - Paramedic 1 Clinical

Course Objectives:
a.    The paramedic student will understand his or her roles and responsibilities within an EMS system, and how these roles and responsibilities differ from other levels of providers.
b.    The paramedic student will be able to apply the general concepts of pathophysiology for the assessment and management of emergency patients.
c.    The paramedic student will be able to integrate pathophysiological principles of pharmacology and the assessment findings to formulate a field impression and implement a pharmacologic management plan.
d.    The paramedic student will be able to safely and precisely access the venous circulation and administer medications.
e.    The paramedic student will be able to integrate the principles of therapeutic communication to effectively communicate with any patient while providing care.
f.    The paramedic student will be able to integrate the physiological, psychological, and sociological changes throughout human development with assessment and communication strategies for patients of all ages.
g.    The paramedic student will be able to use the appropriate techniques to obtain a medical history from a patient.
h.    The paramedic student will be able to explain the pathophysiological significance of physical exam findings.
i.    The paramedic student will be able to integrate the principles of history taking and techniques of physical exam to perform a patient assessment.
j.    The paramedic student will be able to apply a process of clinical decision making to use the assessment findings to help form a field impression.
k.    The paramedic student will be able to follow an accepted format for dissemination of patient information in verbal form, either in person or over the radio.
l.    The paramedic student will be able to effectively document the essential elements of patient assessment, care and transport.

EMS 767 - Paramedic 2

Course Objectives:
a.    The Paramedic student will be able to establish and/ or maintain a patent airway, oxygenate, and ventilate a patient.
b.    The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with respiratory problems.
c.    The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease.
d.    The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a neurological problem.
e.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.

EMS 768 - Paramedic 2 Clinical

Course Objectives:
a.    The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with respiratory problems.
b.    The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease.
c.    The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a neurological problem.

EMS 769 - Paramedic 3

Course Objectives:
a.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an endocrine problem.
b.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an allergic or anaphylactic reaction.
c.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a gastroenterologic problem.
d.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a renal or urologic problem.
e.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with a toxic exposure.
f.    The paramedic student will be able to integrate the pathophysiological principles of the hematopoietic system to formulate a field impression and implement a treatment plan.
g.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with head, ear, eye, nose and throat disorders.
h.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with infectious and communicable diseases.
i.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with musculoskeletal disorder with a medical cause.
j.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with cutaneous diseases.
k.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with an environmental emergency.
l.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with thoracic drainage system or central line complication.
m.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with collagen vascular diseases.
n.    The paramedic student will be able to integrate pathophysiological principles and assessment findings for basic blood chemistries.
o.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with agitated delirium.
p.    The paramedic student will be able to describe and demonstrate safe, empathetic competence in caring for patients with behavioral emergencies.
q.    The paramedic student will be able to utilize gynecological principles and assessment findings to formulate a field impression and implement the management plan for the patient experiencing a gynecological emergency.
r.    The paramedic student will be able to apply an understanding of the anatomy and physiology of the female reproductive system to the assessment and management of a patient experiencing normal or abnormal labor.
s.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the neonatal patient.
t.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient.
u.    The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate and implement a treatment plan for the geriatric patient.
v.    The paramedic student will be able to integrate the assessment findings to formulate a field impression and implement a treatment plan for the patient who has sustained abuse or assault.
w.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.

EMS 770 - Paramedic 3 Clinical

Course Objectives:
a.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an endocrine problem.
b.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an allergic or anaphylactic reaction.
c.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a gastroenterologic problem.
d.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a renal or urologic problem.
e.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with a toxic exposure.
f.    The paramedic student will be able to integrate the pathophysiological principles of the hematopoietic system to formulate a field impression and implement a treatment plan.
g.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with head, ear, eye, nose and throat disorders.
h.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with infectious and communicable diseases.
i.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with musculoskeletal disorder with a medical cause.
j.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with cutaneous diseases.
k.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with an environmental emergency.
l.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with thoracic drainage system or central line complication.
m.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with collagen vascular diseases.
n.    The paramedic student will be able to integrate pathophysiological principles and assessment findings for basic blood chemistries.
o.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with agitated delirium.
p.    The paramedic student will be able to describe and demonstrate safe, empathetic competence in caring for patients with behavioral emergencies.
q.    The paramedic student will be able to utilize gynecological principles and assessment findings to formulate a field impression and implement the management plan for the patient experiencing a gynecological emergency.
r.    The paramedic student will be able to apply an understanding of the anatomy and physiology of the female reproductive system to the assessment and management of a patient experiencing normal or abnormal labor.
s.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the neonatal patient.
t.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient.
u.    The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate and implement a treatment plan for the geriatric patient.
v.    The paramedic student will be able to integrate the assessment findings to formulate a field impression and implement a treatment plan for the patient who has sustained abuse or assault.

EMS 771 - Paramedic 4

Course Objectives:
a.    The paramedic student will be able to integrate pathophysiological and psychosocial principles to adapt the assessment and treatment plan for diverse patients and those who face physical, mental, social and financial challenges.
b.    The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the acute deterioration of a chronic care patient.
c.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with an environmentally induced or exacerbated medical or traumatic condition.
d.    The Paramedic student will be able to integrate the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury.
e.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with shock or hemorrhage.
f.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissue trauma.
g.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the management plan for the patient with a burn injury.
h.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the trauma patient with a suspected head injury.
i.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a suspected spinal injury.
j.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for a patient with a thoracic injury.
k.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with suspected abdominal trauma.
l.    The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with a musculoskeletal injury.
m.    The paramedic student will be able to integrate the principles of assessment-based management to perform an appropriate assessment and implement the management plan for patients with common complaints.
n.    The paramedic will understand standards and guidelines that help ensure safe and effective ground and air medical transport.
o.    The paramedic student will be able to integrate the principles of general incident management and multiple casualty incident (MCI) management techniques in order to function effectively at major incidents.
p.    The paramedic student will be able to integrate the principles of rescue awareness and operations to safely rescue a patient from water, hazardous atmospheres, trenches, highways, and hazardous terrain.
q.    The paramedic student will be able to evaluate hazardous materials emergencies, call for appropriate resources, and work in the cold zone.
r.    The paramedic student will have an awareness of the human hazard of crime and violence and the safe operation at crime scenes and other emergencies.
s.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.

EMS 772 - Paramedic 4 Clinical

Course Objectives:

1. The paramedic student will be able to integrate pathophysiological and psychosocial principles to adapt the assessment and treatment plan for diverse patients and those who face physical, mental, social and financial challenges.
2. The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the acute deterioration of a chronic care patient.
3. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with an environmentally induced or exacerbated medical or traumatic condition.
4. The Paramedic student will be able to integrate the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury.
5. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with shock or hemorrhage.
6. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissue trauma.
7. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the management plan for the patient with a burn injury.
8. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the trauma patient with a suspected head injury.
9. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a suspected spinal injury.
10. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for a patient with a thoracic injury.
11. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with suspected abdominal trauma.
12. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with a musculoskeletal injury.
13. The paramedic student will be able to integrate the principles of assessment-based management to perform an appropriate assessment and implement the management plan for patients with common complaints.
14. The paramedic student will be able to integrate the principles of general incident management and multiple casualty incident (MCI) management techniques in order to function effectively at major incidents.
15. The paramedic student will be able to evaluate hazardous materials emergencies, call for appropriate resources, and work in the cold zone.
16. The paramedic student will have an awareness of the human hazard of crime and violence and the safe operation at crime scenes and other emergencies.

EMS 773 - Paramedic 5

a.    At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing a medical or trauma emergency.
b.    At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to a variety of cognitive and psychomotor experiences and will be prepared to successfully complete the NREMT Paramedic cognitive and psychomotor examinations.

Course Objectives:

a.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a medical or trauma emergency.
b.    The Paramedic student will be able to successfully integrate and apply the knowledge obtained in the Paramedic program to a variety of cognitive and psychomotor experiences.
c.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.

EMS 774 - Paramedic 5 Clinical

Course Objectives:
a.    The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a medical or trauma emergency.
b.    The Paramedic student will be able to successfully integrate and apply the knowledge obtained in the Paramedic program to a variety of psychomotor experiences.

EMS 810 - Advanced Cardiac Life Support

Course Objectives: 
a.    Recognize the two most common pre-arrest syndromes and describe interventions to prevent cardiopulmonary arrest in the adult patient.
b.    Demonstrate the use of adjuncts for airway and mechanical breathing.
c.    Demonstrate proper techniques in Basic Life Support.
d.    Discuss the indications for emergency treatment of rhythm disturbances in adults.
e.    Develop priorities for the management of shock, respiratory failure and cardiopulmonary arrest.
f.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.
 

EMS 815 - Pediatric Advanced Life Support

Course Objectives: 
a.    Recognize the two most common pre-arrest syndromes and describe interventions to prevent cardiopulmonary arrest in the pediatric patient.
b.    Demonstrate the use of adjuncts for airway and mechanical breathing.
c.    Demonstrate proper techniques in Basic Life Support.
d.    Discuss the indications for emergency treatment of rhythm disturbances in children.
e.    Develop priorities for the management of shock, respiratory failure and cardiopulmonary arrest.
f.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.
 

EMS 820 - Prehospital Trauma Life Support

Course Objectives:
a.    Recognize the most common traumatic injury patterns in the adult, geriatric or pediatric patient.
b.    Demonstrate appropriate assessment techniques for the adult, geriatric or pediatric trauma patient.
c.    Demonstrate appropriate treatment of a variety of traumatic injuries in the adult, geriatric or pediatric patient.
d.    Demonstrate understanding of the physiology of trauma and kinematics of trauma.
e.    Develop priorities for the management of a variety of traumatic injuries.
f.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.

EMS 825 - Advanced Medical Life Support

Course Objectives: 
a.    Identify and manage life-threatening presentations for a variety of medical emergencies, while considering comprehensive patient history, focused physical exam, and diagnostic findings.
b.    Demonstrate with proficiency the application of the AMLS assessment pathway to determine appropriate differential diagnoses and management strategies.
c.    Compare and contrast the concepts of clinical decision making, pattern recognition, and clinical reasoning used in the determination of differential diagnoses.
d.    Low, medium, and high-fidelity simulation may be utilized to obtain psychomotor outcomes for this course.
 

ENG 025 - Basic Writing

1. Identify and apply the rules of grammar, mechanics, and punctuation in your own writing and recognize these principles in the writing of others 

2. Demonstrate improvement in writing skills of sentences, paragraphs, and essays to prepare for the demand of college writing assignments and the expectations of academic audiences. 

3. Practice job-seeking skills by using job-seeking tools, analyzing job listings, discussing interviewing strategies, and creating a properly formatted letter of application and résumé that effectively addresses a real job listing. 

4. Employ study strategies, research techniques, and critical thinking skills to meet the expectations of academic and professional audiences. 

Course / Unit Objectives

Unit I: Getting Ready to Write 

1. Complete grammar/mechanics/punctuation pre-test 

2. Discover the importance of writing in college and beyond 

3. Explain how reading and writing well are connected 

4. Examine various writing situations and audiences 

5. Analyze and apply the stages of the writing process in your own writing 

6. Develop writing goals for this semester and beyond 

Units II-IV: Writing Paragraphs 

1. Identify and practice MLA formatting guidelines 

2. Utilize pre-writing techniques to develop ideas and structure for writing assignments 

3. Submit first drafts of writing assignments to instructor for feedback 

4. Evaluate classmates’ work using peer reviews to help one another identify strengths and weaknesses and prioritize revisions 

5. Apply rules of punctuation, mechanics, and grammar in your writing assignments to appeal to academic and professional audiences 

6. Revise and submit final drafts of writing assignments to instructor and Turnitin.com 

Unit V: Short Essay 

1. Explain the parts of an essay 

2. Expand a paragraph from Units II-IV into a short essay OR construct a short essay using a new topic, making sure to refer to style guidelines from the book 

3. Utilize pre-writing techniques to develop ideas and structure for writing assignments 

4. Submit first draft of writing assignments to instructor for feedback 

5. Evaluate classmates’ work using peer reviews to help one another identify strengths and weaknesses and prioritize revisions 

6. Apply rules of punctuation, mechanics, and grammar in your writing assignments to appeal to academic and professional audiences 

7. Revise and submit final drafts of writing assignments to instructor and Turnitin.com 

Unit VI: Short Informative Research Essay  

1. Define qualities, expectations, and processes of academic research 

2. Invent research questions to narrow topic, audience, and purpose 

3. Utilize library and online research techniques to identify possible sources for research material 

4. Synthesize outside materials in your writing, following MLA guidelines to correctly paraphrase, quote, summarize, and cite outside material in the essay and on its works cited page 

5. Construct bibliographic notecards or an annotated working bibliography 

6. Utilize pre-writing techniques to develop ideas and structure for writing assignments 

7. Submit first draft of writing assignments to instructor for feedback 

8. Evaluate classmates’ work using peer reviews to help one another identify strengths and weaknesses and prioritize revisions 

9. Apply rules of punctuation, mechanics, and grammar in your writing assignments to appeal to academic and professional audiences 

10. Revise and submit final drafts of writing assignments to instructor and Turnitin.com 

Unit VII: Career Portfolio  

1. Locate and evaluate career specific resources 

2. Examine various writing situations and audiences 

3. Compose properly formatted documents (letter of application, resume, follow-up letter) for a particular job listing, with each document tailored to highlight the desired qualifications/skills of the job listing 

4. Practice interviewing techniques 

5. Apply rules of punctuation, mechanics, and grammar in your writing assignments to appeal to academic and professional audiences 

Unit VIII: Final Exam 

1. Compose an in-class reflective essay addressing and assessing skills learned throughout course 

2. Complete grammar/mechanics/punctuation post-test 

ENG 067 - Composition I Laboratory

Students graduating from high school in the past 10 years: 

           HS GPA 2.0-2.799 = ENG 105 and ENG 067

Students who graduated from high school more than 10 years ago will be placed in ENG 105 and ENG 067 (evaluate for prior credit). 

  All students have the right to take the ACCUPLACER test. 

ACCUPLACER WritePlacer: 3 or 4; ACCUPLACER Next Gen. - Writing: 226-249; ACCUPLACER Classic-Sentence Skills 45-73; ACT: 14-17; IA Assessment (Written Expression) Fall of Jr. Year 243-290, Midyear of Jr. Year 245-292, Spring of Jr. Year 247-295; SAT: 20-23; ; or pass ENG 025 - Basic Writing  with a C or better.
Mode(s) of Instruction: traditional/face-to-face and online

Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course.

Course Fees: None

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:

1. Utilize knowledge of academic writing skills (including grammar, organization, structure, formatting, and citing) to produce formal paragraphs and essays that meet the expectations of academic and professional audiences. 

2. Apply critical thinking skills to reading, writing, and research to analyze situations, styles, purposes, and audiences for various pieces of writing. 

3. Discuss assigned readings thoughtfully and coherently and write effective summaries for readers who may be unfamiliar with the original source. 

4. Implement study strategies, research techniques, and time management skills that contribute to success at the collegiate level. 

Course Objectives:  

1. Explain the importance of reading, writing, time management, study skills, and research in college and beyond; set goals, create a plan, and practice strategies for improving in each of these areas. 

2. Construct clear and effective sentences, paragraphs, and essays for a variety of audiences using Standard English. 

3. Utilize current Modern Language Association (MLA) guidelines regarding quoting, citing, and formatting for all written assignments and essays. 

4. Complete occasional assessments over concepts like grammar, punctuation, formatting, citing, time management, and study strategies. 

5. Write, submit, review, and revise drafts or portions of drafts (introduction, thesis statement, body paragraphs, paraphrases/quotes/summaries, in-text citations, and works cited pages) based on feedback received from the instructor and peers. 

6. Conduct research using online databases available through the Academic Resource Center at Iowa Central. 

7. Evaluate research conducted online and in the field to determine if it is credible, trustworthy, relevant, and current. 

ENG 096 - Fundamentals of Writing

ENG 105 - Composition I

1. Required based on high school GPA as noted in prerequisite; 

2. Grade of C or better in ENG 025 Basic Writing  

OR  

Mandatory Placement Levels: ACCUPLACER (WritePlacer): 3-4; ACCUPLACER (Next Gen. - Writing) 226-249; ACCUPLACER (Classic - Sentence Skills) 45-73; ACT 14-17; SAT (Writing) Score March ‘16-Present (Essay OR Writing + Language 20-23)    
Prerequisites: Mandatory Placement Based on Current, Cumulative GPA 

Students graduating from high school in the past 10 years: 

          HS GPA 2.8+ = college level English (no co-requisite) 

          HS GPA 2.0-2.799 = ENG 105 and ENG 067 

          HS GPA 1.999 or lower = ENG 025  

Students who graduated from high school more than 10 years ago will be placed in ENG 105 and ENG 067 (evaluate for prior credit). 

All students have the right to take the ACCUPLACER test. 

Levels for ENG 105: ACCUPLACER (WritePlacer): 5+; ACCUPLACER (Next Gen. - Writing) ≥250; ACCUPLACER (Classic - Sentence Skills) 74-120; ACT 18+; SAT (Writing) Score March ‘16-Present (Essay OR Writing + Language 24+)  
Mode(s) of Instruction: Face-to-face, online, virtual

Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog:

http://catalog.iowacentral.edu/content.php?catoid=3&navoid=134#advanced-placement-college-level-examination-program-and-credit-for-prior-learning

Course Fees: None

Common Course Assessment(s): Students will complete a minimum of three (3) papers including an informative research report with integrated sources, an evaluation essay, one additional paper. Each paper must be submitted to Turnitin.com. A measurable final exam is also required.

Student Learning Outcomes and Objectives:
The students will meet the minimum competency requirements of this course by completing a minimum of three (3) papers including an evaluation essay and an informative research report with integrated sources. The evaluation essay will be 3-4 pages, the research report will be 5-8 pages (this may include a proposal or an annotated bibliography), and the additional paper will be 3-4 pages. Each of these papers should include an MLA Works Cited page, which is not included in the page range.  All papers will be submitted to Turnitin.com for the student to pass the course..

Students will be evaluated on the following outcomes through completion of daily assignments, essays, presentations, portfolios, tests, conferences, and/or quizzes: 

1. Practice strategies of the writing process that include invention, drafting, revising, editing, and publishing.

• 1.1 Use a variety of introduction and conclusion strategies 
• 1.2 State and support a thesis 
• 1.3 Compose paragraphs that use a topic sentence and have adequate development.
• 1.4 Construct clear and effective sentences in Standard English
• 1.5 Submit essays to Turnitin.com

2. Integrate source materials collected using traditional and electronic search techniques. 

• 2.1 Generate appropriate questions for research 
• 2.2 Conduct research using Iowa Central database and credible online resources  
• 2.3 Evaluate electronic sources for credibility 
• 2.4 Synthesize source materials 
• 2.5 Use quotations and paraphrases to avoid plagiarism 
• 2.6 Use correct citation methods including signal phrases  
• 2.7 Use current Modern Language Association (MLA) format guidelines for quoting, citing, and formatting  

3. Apply critical reading and thinking skills. 

• 3.1 Summarize and analyze texts 
• 3.2 Respond to the writer’s ideas 

4. Express ideas and information using written, oral, visual, and technological formats. 

• 4.1 Design and integrate visual and written information to create a unified text 
• 4.2 Adapt communication to specific purposes and audiences. 
• 4.3 Present a consistent point of view 

ENG 106 - Composition II

1.1 Select topics that are appropriate for the audience and purpose of the assignment.

1.2 Construct multiple drafts of a particular piece to exhibit growth.

1.3 Analyze and evaluate drafts (their own and peers’ or professionals’) to identify strengths and weakness.

1.4 Produce specific recommendations to peers for improving their writing.

1.5 Construct a viable thesis statement.

1.6 Choose relevant, factual information from sources to support a thesis statement.

1.7 Identify and correct major errors in grammar, usage, and mechanics.

2. Integrate research, which uses traditional and electronic search techniques and integrates source materials.

2.1 Synthesize a variety of valid, useful sources beyond Internet search engines.

2.2 Apply current Modern Language Association format.

2.3 Demonstrate each step of the assigned research process.

2.4 Apply direct quotes and paraphrases.

2.5 Use correct citation methods.

3. Apply critical reading and thinking skills to persuasion and argument.

3.1 Apply emotional, ethical, and logical appeals.

3.2 Evaluate and compose counterarguments.

3.3 Evaluate evidence reliability, sufficiency, and appropriateness.

3.4 Identify propaganda techniques and fallacies.

3.5 Differentiate between general and specific information.

3.6 Differentiate between fact and opinion.

4. Synthesize and express ideas and information using written, oral, visual, and technological formats.

4.1 Organize information effectively to build a persuasive argument.

4.2 Design communication for specific purposes and audiences.

4.3 Employ a consistent point of view.

4.4 Apply persuasive/argumentative writing techniques to three kinds of written assignments: proposal, critical analysis, and position.

ENG 111 - Technical Writing

The students should:

1. Understand and follow the stages of the writing process (prewriting/drafting/editing/publishing) as they apply to technical and workplace writing tasks;
2. Be familiar with basic technical writing concepts and terms, such as audience analysis, construction trade terms, format, trade product visuals, and trade product presentation;
3. Understand the fundamentals of writing field-specific technical documents including organization and development, audience analysis, diction and style, writing mechanics and standard usage, and the editing, proofing, and revising process required for successful workplace writing;
4. Improve their ability to write clearly and accurately for various audiences.
5. Students will be familiar with basic research methodology and documentation on technical topics, including on-line research;
6. Synthesize and integrate primary and secondary source material with their own ideas in their writing;

Course Objectives:

This course focuses on:

1. Reading and analyzing technical and professional documents;
2. Writing and designing common professional technical documents including: employment documents, letters, emails, memos, reports, proposals, standard operating procedures, device installation procedures, technical descriptions, and technical definitions;
3. Learning to analyze and adapt to the constraints of specific rhetorical situations, including diverse audiences, with various levels of expertise, and various purposes;
4. Writing documents that are accessible and reader-friendly
5. Strategically orchestrating elements of document design and layout, including type, spacing, color, medium, and layout and visual integration.

ENG 221 - Creative Writing

1. Differentiate between the elements that make up the fiction, non-fiction, and poetry genres. 
2. Develop the use of the elements of fiction with particular emphasis on characterization, plot, point of view, dialogue, setting, and concrete language.
3. Demonstrate the use of the elements of poetry with particular emphasis on figurative language, imagery, sound devices, rhythm, meter, rhyme, structure, and form.
4. Practice the elements of non-fiction with particular emphasis on theme, style, narrative techniques, and verisimilitude.
5. Participate in workshops for all three genres, share creative works and critique the work of classmates.

Course Objectives:

Unit One:  Short Fiction

• Analyze how plot, language, characterization, point of view, and other elements of fiction affect verisimilitude.
• Create character sketches to develop realistic characters with interesting backgrounds and motivations.
• Respond to a professional writer’s short story and analyze how it utilizes the elements of fiction.
• Utilize the elements of fiction to compose a short story of at least seven pages.
• Respond with positive criticism to the writing of others by contributing to the discussion of classmates’ stories in workshops and written responses.
• Revise the short story based on feedback from classmates and the instructor.

Unit Two:  Poetry

• Define poetry.
• Analyze how form, rhyme, rhythm, meter, figurative language, and imagery impact interpretations of poem’s themes.
• Construct a found poem using provided materials.
• Examine a visual tone poem and craft a written poem utilizing imagery and themes inspired by the source.
• Compose at least three poems, including a Shakespearean sonnet, an image poem and another style as defined in the course textbook and chosen by the student.
• Respond with positive criticism to the writing of others by contributing to the discussion of classmates’ poems in workshops.
• Revise poems based on feedback from classmates and the instructor.

Unit Three:  Creative Non-fiction

• Throughout the semester, write at least five pages of journal entries per every two-week period and submit at various deadlines.
• Determine a suitable topic for a personal narrative piece.
• Compose a personal narrative piece of at least three pages using the elements of creative non-fiction.
• Respond with positive criticism to the writing of others by contributing to the discussion of classmates’ non-fiction pieces in workshops.
• Revise non-fiction piece based on feedback from classmates and the instructor.

Unit Four: Final Exam

• Complete a cumulative exam over the three genres (multiple choice, matching, short answer, and reflective short essay questions).