PET 105 - Basic Athletic Training

1. Identify the term sports medicine.
2. Identify measures that can be taken by both the coach and athletic trainer to minimize chances of litigation.
3. Describe the techniques for control of hemorrhage.
4. Identify universal precautions as mandated by OSHA and how they apply to the coach.
5. Discuss how athletes might respond psychologically to an injury.
6. Discuss the physiology of hyperthermia and hypothermia and how they can be prevented.
7. Demonstrate basic skills in the use of taping for a variety of body parts.
8. Differentiate between acute and chronic injury.
9. Recognize and manage specific injuries and conditions of the skeletal system.

PET 119 - Intro to Biomechanics

PET 141 - Athletic Training Field Experience

1. Explain how the EMS system works and the citizen responder’s role in the EMS system.
2. Explain what happens in the body if one or more body systems fail to function properly.
3. Identify and care for choking and other breathing emergencies.
4. Identify the major risk factors for cardiovascular disease and injury, and describe how to control them.
5. Recognize the signals of a possible heart attack.
6. Identify the signals of cardiac arrest, and demonstrate how to provide cardiopulmonary resuscitation (CPR) until advanced emergency medical care arrives.
7. Identify life-threatening bleeding, and demonstrate how to control it.
8. Identify the signals of shock, and describe how to care for them.
9. Identify the signals of various soft tissue and musculoskeletal injuries, and demonstrate how to care for them.
10. Identify the signals of medical emergencies, including poisoning and heat/cold emergencies, and describe both general and specific care for medical emergencies.

PEV 101 - Varsity Sports Conditioning

2. The student will gain a better understanding of the importance of physical conditioning and endurance and its relationship to the rigors of a collegiate athletic season.

3. The student will gain a better understanding of the importance of nutrition and preparing their bodies for competition.

4. The student will learn proper stretching techniques and how it correlates to flexibility, safety and rehabilitation of the athlete’s muscles.

PEV 102 - Varsity Sports Conditioning 2

2. The student will gain a better understanding of the importance of physical conditioning and endurance and its relationship to the rigors of a collegiate athletic season.

3. The student will gain a better understanding of the importance of nutrition and preparing their bodies for competition.

4. The student will learn proper stretching techniques and how it correlates to flexibility, safety and rehabilitation of the athlete’s muscles.

PEV 105 - Varsity Sports Participation

2. The student will exhibit the traits of a “team-player” and its relationship to a winning and successful athletic program.

3. The student will learn the importance of weight training and physical conditioning and endurance and its importance during the course of the athletic season.

4. The Student will better understand the importance of nutrition and stretching, and their correlation to athletic injury prevention during the course of the season

PEV 106 - Varsity Sports Participation 2

2. The student will exhibit the traits of a “team-player” and its relationship to a winning and successful athletic program.

3. The student will learn the importance of weight training and physical conditioning and endurance and its importance during the course of the athletic season.

4. The Student will better understand the importance of nutrition and stretching, and their correlation to athletic injury prevention during the course of the season.

PEV 156 - Drill Team

PEV 190 - Varsity Spirit Squad

PEV 949 - Dance Technique and Fundamentals

PHI 101 - Introduction to Philosophy

• Origins of Philosophy
  • Philosophical questions
  • Divisions of philosophy
  • Key terms and concepts
  • Benefits of philosophical inquiry
• Metaphysics & Epistemology
  • Pre-Socratics
  • Philosophy of Socrates and Plato
  • Aristotle on existence, knowledge
  • Plotinus
  • Augustine and the rise of Christianity
  • Thomas Aquinas
  • Modern metaphysics and epistemology
  • Thomas Hobbes and human nature
  • Idealism of Locke and Berkeley
  • David Hume on cause and effect
  • Kant and things-in-themselves
  • Hegel’s philosophy of history
  • Overview of 18, 19, and 20th century philosophies
  • Existentialism of Camus, Dostoevsky, and Sartre
  • Phenomenology of Husserl and Heidegger
  •  Hermeneutics of suspicion
  •  Pragmatic and analytic traditions
• Moral & Political Philosophy
  •  Ancient Greek moral philosophers
  •  Skepticism, relativism, and subjectivism
  •  Egoism
  •  Epicureanism and stoicism
  •  Christian and religious ethics
  •  Hobbes, Hume, and Kant
  •  Utilitarianism
  •  Nietzsche
  •  Natural law and rights theories
  •  Social contract and constitutional theory
  •  Liberalism and Marxism
  •  Normative ethics
  •  Rawls’ theory of justice
  •  Virtue ethics
  •  Objectivism of Ayn Rand and other “isms”
• Philosophy of Religion
  • Anselm and Aquinas
  • Mysticism
•  Religious perspectives of Descartes, Leibniz, and Hume
•  Kant on justification of God
•  Kierkegaard, Nietzsche, and William James
•  20^th century religious views
• Contemporary Voices
  • Feminism and Womanism
  • Perspectives of Simone de Beauvoir, Betty Friedan, Carol Gilligan
  • Living well according to Eastern religions
  • Philosophies of post-colonial era
  • Liberation philosophy and theology
  • Determinism, free will and consciousness
  • Art and aesthetics

PHI 145 - Introduction to Ethical Conflicts

1. The student will analyze numerous ethical theories.
2. The student will analyze ethical decision-making by using a case study approach.
3. The student will examine how ethics affect us personally and socially.
4. The student will apply various methods of moral decision-making and justify decisions made.
5. The student will explain an ethical issue in writing.

Course Objectives: 

Unit 1: Ethics and Morality

1. Define ethics and other related terms important to the study of ethics.
2. Examine the four major approaches to morality.
3. Identify propositions and state of affairs.
4. Compare absolute and relative approaches to morality.

Unit 2: Consequential, Non- Consequential, and Virtue Ethics Theories

1. Explain consequential, non-consequential, and virtue theories of ethical decision-making including:
   • Ethical Egoism
   • Utilitarianism
   • Divine Command
   • Kantian Ethics
   • Ross’s Prima Facie Duties
   • Natural Law
   • Care Ethics
   • Aristotle’s Nichomachean ethics
2. Confucian analects
   • Differentiate between act and rule theories of ethical decision-making.
   • Analyze and apply ethical theories in relation to specific case study scenarios.

Unit 3: Freedom vs. Determinism

1. Define and discuss freedom in terms of ethics.
2. Explain and discuss determinism theories.
   • Religious determinism
   • Scientific determinism
   • Fatalism
   • Hard determinism
   • Soft determinism
3. Define and discuss existentialism.
4. Analyze and apply theories of determinism to specific case study scenarios.

Unit 4: Reward and Punishment

1. Define and discuss reward needs and theories.
2. Define and discuss punishment needs and theories.
3. Define and discuss justice in terms of ethics.

PHI 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.

PHS 120 - Exploring Physical Science

None

1. Understand that light is emitted in all directions in straight lines from a source.

    Task 1:  Using a diagram, explain the orientation and relative size of the image when a pinhole is placed between a lamp and a screen.

    Task 2:  Using a diagram, explain the total solar eclipse in the umbra of the moon’s shadow and the partial eclipse in the penumbra.

2. Understand the Law of Reflection for rays of light.

    Task 1:  Given a diagram of a ray of light incident upon a mirror, predict the path of the reflected ray.

    Task 2:  Given a diagram of parallel rays of light incident upon concave and convex mirrors, predict the paths of the reflected rays.

    Task 3:  Contrast the specular reflection of light from mirrors with the diffuse reflection from white paper.

3. Understand the refraction of light as it changes mediums.

    Task 1:  Given a diagram of a ray of light incident upon a transparent solid or liquid, predict the path of the refracted ray in the new medium.

    Task 2:  Given a diagram of a ray of light passing from a transparent liquid or solid into air, predict the path of the light ray in the air.

    Task 3:  Sketch how a light ray will behave when entering a prism, and again as it leaves the prism on the other side.

    Task 4:  Describe and explain the similarities and differences in the images formed by pinholes and converging lenses.

    Task 5:  Describe the relationship between the relative bulb-lens and lens-screen distances, and the size of the images on the screen.

4. Understand the functions of the cornea, lens, retina, iris, pupil and optic nerve of the human eye.

    Task 1:  Explain how the eye adjusts to form images of nearby and distant objects clearly, although not simultaneously.

    Task 2:  Contrast the causes of nearsightedness and farsightedness, and the types of corrective lenses for each condition.

    Task 3:  Explain the existence of the “blind spot”.

    Task 4:  Explain how different shades of grey are produced in newspaper photos.

5. Understand the Red-Green-Blue cone theory for color vision.

    Task 1:  Predict the resulting color seen on a screen when red, green and blue light spots are overlapped.

    Task 2:  Identify pairs of complementary colors.

    Task 3:  Explain how color TV sets produce the colors yellow, cyan and magenta.

6. Understand the relationship between heat and temperature.

    Task 1:  Develop and sketch a chart model (temperature versus quantity) to predict the final temperature when quantities of water at different initial temperatures are mixed.

    Task 2:  Determine the quantity of heat in calories gained or lost by a given quantity of substance as its temperature changes a stated amount.

    Task 3:  Describe and explain the relationship between the “Heat Lost” and “Heat Gained” when warm and cold materials are mixed.

    Task 4:  Explain how the temperature of a flame can be estimated by first heating a steel washer in the flame, and then immersing the hot washer in water.

7. Understand the heat involved in phase changes.

    Task 1:  Explain the plateaus observed in temperature versus time graphs during melting, freezing, vaporizing and condensing.

    Task 2:  Describe an experimental procedure by which the heat required to melt each gram of ice can be determined.

    Task 3:  Describe how the heat released as 1 gram of steam condenses can be experimental determined.

8. Understand the Law of Conservation of Energy.

    Task 1:  Identify examples of forms of energy, including energy of motion and potential energy.

    Task 2:  Explain the concept of conservation of energy as it applies to situations such as a diver climbing a ladder of a diving board, then diving into a swimming pool.

9. Understand the Law of Increasing Entropy.

    Task 1:  Describe how phenomena such as the melting of ice in a glass of soda, evaporating cologne, keeping your room “straight”, and the mixing of food coloring with water illustrate the tendency toward increasing disorderliness.

    Task 2:  Explain how the principle of irreversibility is a consequence of increasing disorderliness.

    Task 3:  Explain the relationship between increasing entropy and environmental science, as well as cosmological theories for the ultimate fate of the universe.

10.  Develop a model to explain the flow of electricity in a simple circuit.

    Task 1:  On a diagram of a 3 bulb (series) circuit, place arrows whose lengths indicate magnitudes of currents in the various sections of the circuit.

    Task 2:  Describe how a compass placed under an electricity-bearing wire can be used to indicate the magnitude and direction of the electricity in the wire.

    Task 3:  Predict and explain the relative times for the batteries to run down in 1, 2 and 3 bulb circuits.

11.  Understand the relationship between resistance (“obstacleness”), voltage (“oomph”), and current (flow of charge) in electric circuits.

    Task 1:  Predict the effects of using connecting wires of different lengths and compositions on the bulb brightness and compass deflections.

    Task 2:  Predict the effect of adding more batteries (more “oomph”) in the circuit on the brightness of bulbs and deflection of the compass.

12.  Develop a model to explain the lighting of a bulb and deflections of a compass under a wire as a switch is closed in a circuit including a capacitor.

    Task 1:  Compare the directions of compass deflections when a capacitor is first charged with the directions of deflection after batteries are removed from the circuit and the switch is again closed.

    Task 2:  Explain the lighting of the bulb and deflections of the compass when the capacitor in the circuit is incrementally charged by 2, 4 and 6 batteries.

13.  Understand that electricity is something that exists everywhere, and that the battery is an “oomph” producer and not a source of electricity.

    Task 1:  Describe the interaction between 2 pieces of tape charged in the same way.

    Task 2:  Describe the interactions between 2 pieces of tape charged differently and a third uncharged and charged tape.

    Task 3:  Based on results of experiments with pie pans, one of which being placed between charged foam squares, suggest a model for how charge influences electricity to move through a circuit.

14.  Understand the nature of charge flow in circuits with multiple paths.

    Task 1:  Compare the brightness of 2-3 bulbs arranged in a single path with the brightness of 2-3 bulbs arranged with multiple paths (in parallel).

    Task 2:  Compare the overall resistances of 2-3 bulbs connected in series with a circuit with 2-3 bulbs arranged with alternate paths.

    Task 3:  Predict and explain the relative times required for batteries to run down for 2-3 bulbs arranged in parallel versus 2-3 bulbs connected in series.

    Task 4:  For a circuit with a combination of series and parallel paths, summarize the relationships between the current in single paths and the currents in the multiple paths.

15.  Understand the relationship between mass, volume and density.

    Task 1:  From a graph of mass versus volume, determine the density of a substance.

    Task 2:  Describe the measurements required to determine the densities of cans of regular and diet soda.

    Task 3:  Explain the observed relative ability to float of regular versus diet soda in water, rubbing alcohol and salt water.

    Task 4:  Describe the relationship between the densities of various liquid substances and their viscosities.

    Task 5:  State the criteria for predicting whether a balloon of gas will float or sink in air.

16.  Understand the distinction between pure substances, homogenous and heterogeneous mixtures.

    Task 1:  Describe and explain the difference in the temperature changes of pure water versus an alcohol-water mixture as they are heated and vaporized.

    Task 2:  Describe how a homogenous mixture like water and alcohol can be separated on the basis of each constituent’s properties.

    Task 3:  Describe how a heterogeneous mixture like salt and sand can be separated by using each substance’s properties.

17.  Develop a particle model for the nature of matter.

    Task 1:  Contrast the natures of the particles in pure substances versus mixtures.

    Task 2:  Contrast the spacing between particles of solids, liquids and gases.

    Task 3:  Identify and explain factors that influence the rate of dissolving of a solid in a liquid.

18.  Understand the nature of a chemical change.

    Task 1:  Identify evidences that a chemical change has occurred.

    Task 2:  Describe what happens to the particles when a chemical change occurs.

    Task 3:  Identify and explain factors that influence the rates of chemical changes.

    Task 4:  Describe what happens when electrical energy is added to water.

19.  Understand how elements can be identified by their spectra.

    Task 1:  Explain how flame tests and line spectra can be used to determine what elements are present in a substance.

20.  Understand how substances can be classified by their chemical properties.

    Task 1:  Describe how substances that are acids can be distinguished from substances that are bases.

    Task 2:  Contrast the particles present in acids from the particles found in bases.

PHS 125 - Physical Science

Task 1:  Understand the role of the scientific method in today’s science and discuss its components:  hypotheses, observations, experimentation, theories, and laws.

Task 2:  List the four main branches of physical science and relate how the physical sciences differ from the biological sciences.

Task 3:  Describe the difference between science and technology and give an example of the end-product for each.

Task 4:  Know the basics of the metric system: the common SI units of measure and be able to convert from one metric unit to another by moving the decimal point.

Task 5:  Be able to convert from metric to English and English to metric by the use of conversion factors.

Outcome 2:  To understand the relationship between the forces applied to an object and its motion.

Task 1:  Apply the “law of inertia” to practical situations.

Task 2:  Given the mass and net force (or weight) of an object, apply Newton’s second law to predict the acceleration, velocity and or distance an object travels.

Task 3:  Identify and compare the magnitudes and directions of the action-reaction forces involved in systems.

Task 4:  Contrast mass and weight.

Task 5:  Compare and explain the forces, initial acceleration rates, and terminal velocities of two different falling objects.

Task 6:  Contrast centripetal and centrifugal forces.

Task 7:  Explain the curved path of an orbiting object in terms of a centripetal force.

Task 8:  Apply the law of gravitation to determine the weight of a person at various distances from the center of the earth.

Task 9:  Given a velocity vs. time graph, determine the acceleration by finding the slope of this graph.

Outcome 3:  To understand work, energy, and the relationship between these two quantities.

Task 1:  Given the weight of an object in Newtons, determine the amount of work done when the object is lifted a given distance in meters.

Task 2:  Given the time over which a force is exerted through a distance, determine the power or rate at which the work is done.

Task 3:  Concerning a pendulum system, describe how potential and kinetic energies change with position.

Task 4:  Apply the kinetic molecular theory to explain the relative strengths of intermolecular attractions in solids, liquids, and gases, melting point and boiling points, gas pressure and the dependence of boiling temperature on pressure.

Outcome 4:  To understand the basic nature of heat energy, temperature measurement, and thermodynamics.

Task 1:  Describe how the normal boiling point of water, the freezing point of water, and absolute zero are used to establish the Fahrenheit, Celsius, and Kelvin temperature scales.

Task 2:  Given a temperature in one temperature scale, use conversion equations to determine the temperatures in the other two temperature scales.

Task 3:  Explain the difference between specific heat, heat of fusion, and heat of vaporization.

Task 4:  Given the specific heat, heat of fusion, and heat of vaporization equations, determine the number of calories of heat required to change a given mass of ice to steam.

Task 5:  Describe and explain the change in volume that water undergoes when it freezes.

Task 6:  Given the length of a solid material at a particular temperature,

a.  determine the change in length of that material when its temperature is increased, and

b.  explain the expansion in terms of the kinetic molecular theory.

Outcome 5:  The student will understand the principles of sound and music.

Task 1:  Describe longitudinal and transverse waves, applying the terms wavelength, frequency, period, amplitude and relate these terms to pitch, loudness, and overtones.

Task 2:  Measure the speed of sound in air using resonance and will apply the wave equation, v = fl to solve problems.

Outcome 6:  To understand the nature of electricity, the basic laws of electricity, and principles involved in applications of electricity.

Task 1:  Explain in terms of the electrical nature of the atoms of matter the charges acquired by a rubber rod and fur when the rubber rod is rubbed with the fur.

Task 2:  Understand how direct current and alternating current are produced.

Task 3:  Identify series and parallel circuits and applications of both.

Outcome 7:  To understand the basic principle of electromagnetic radiation and its applications.

Task 1:  Compare the various types of electromagnetic waves (light, UV, x-rays, IR) as to their basic make-up, speeds, wavelengths and frequencies, means of production, and energies.

Task 2:  With regard to the science of color, contrast additive complimentary colors and the subtractive process involved in mixing pigments.

Task 3:  Explain the blue sky and red sunsets in terms of the selective scattering of shorter wavelength blue light by the molecules in the atmosphere.

Task 4:  Provided an illustration of a ray of light incident upon a water surface, apply the laws of reflection and refraction to predict the angle of reflection of the reflected ray and angle of refraction of the refracted ray.

Task 5:  Given the index of refraction and a material and the speed of light, c = 3 x 108 m/s, determine the speed of light in the material.

Task 6:  Identify the bending of light as it passes from one medium into another in which its speed is different as refraction.

Task 7:  Identify the deviation of electromagnetic waves from their original direction due to obstructions or slits placed in their path as diffraction.

Task 8:  Identify illustrations of parallel rays reflecting off or being refracted by mirrors and lenses as convex or concave.

Task 9:  Characterize the images formed by plane mirrors, camera lenses, magnifying lenses, cosmetics/shaving mirrors, and convex mirrors in stores.

Task 10:  Contrast the causes of farsightedness and nearsightedness and the characteristics of the lenses used to correct these eye defects.

Task 11:  Identify polarized light as light vibrating in one direction and explain how the lenses of Polaroid sunglasses reduce reflected glare.

Task 12:  Identify Doppler radar as a system used to determine the locations and speeds of storms or vehicles by analyzing the change in frequency of reflected microwaves.

Outcome 8:  To understand the basic nature of matter and its changes.

Task 1:  Describe the current model of the atom, including the use of these terms:  proton, neutron, electron, octet, atomic mass, isotopes, atom, molecule, element, compound.

Task 2:  The student will be able to use the language of chemistry (formulas and equations) to describe chemical changes, and will differentiate between a chemical and a physical change; and will name compounds and write formulas.

Task 3:  The student will use the periodic table, neutralization reaction, and the activity series to predict products of reactions.

Task 4:  The student will be able to balance a chemical equation.

Outcome 9:  Describe the structure and nature of organic compounds.

Task 1:  Describe the structure and behavior of the carbon atom to explain why carbon can form so many compounds.

Outcome 10: The student will understand the nature of the changing nucleus.

Task 1:  Differentiate between what is happening in ordinary chemical reactions and the reactions which occur in the nucleus, including a description of alpha and beta particles and gamma rays.

Task 2:  Describe the ways radionuclides can be detected and the biological effects of radioactivity.

Task 3:  Differentiate between the processes of fusion and fission and identify which elements will do each.

Task 4:  Understand and apply the concept of half-life to explain how old objects are dated.

Task 5:  Identify the terms in Einstein’s equation E = mc2 and will relate this to the production of energy.

Outcome 11: Describe our understandings of the solar system past and present.

Task 1:  Get a feeling for the role of the following priest-astronomers:  Aristotle, Anaxogoras, Aristarchus, early Babylonians, Copernicus, early Egyptians, Eratosthenes, Kepler, Pythagoras, Ptolemy, Thales of Miletus, Brahe, Philolaus, Galileo.

Task 2:  Discuss how our solar system was formed.

Task 3:  Identify the planets, in order of the distances from the sun.  Cite three differences between the terrestrial (inner) and Jovian (outer) planets.  Know common characteristics about each planet.

Task 4:  Cite the differences between asteroids, comets, and meteors.

Outcome 12: Identify the various types of celestial objects beyond our solar system.

Task 1:  Explain how a star burns by incorporating the following terms:  nuclear fusion, proton-proton chain, carbon cycle, triple-alpha process, and luminosity.

Task 2:  Use a Hertzsprung-Russell Diagram to classify stars.  Give examples of main sequence stars, blue giants, red giants, red dwarfs, and white dwarfs.

Task 3:  Distinguish between open clusters, globular clusters, binary star systems, pulsating variable stars, novae, supernovae, nebulae, pulsars, neutron stars, black holes, and quasars.

Task 4:  Describe how a star is born, lives and dies.  Trace a star’s life cycle on an H-R Diagram.

Task 5:  Identify the different types of galaxies by shape:  elliptical, spiral, barred spiral, and irregular.

Task 6:  Compare astronomical units (AU), light years and parsecs and give examples of these distances.

Task 7:  Describe the difference between Big Bang Theory of the universe and the Oscillating Universe Theory.

Outcome 13: Understand the structure of the earth and its atmosphere.

Task 1:  Label a diagram of the earth to identify the inner core, mantle, outer core, crust, lithosphere, and asthenosphere.  Which comprise the continents?  Plates?  On which do the plates move?

Task 2:  How are plate tectonics, sea floor spreading and continental drift related?  What is the “Ring of Fire?”

Task 3:  Compare P waves, S waves, and L waves and their abilities to penetrate the mantle and core.  Why is this difference significant?

Task 4:  Describe the source of Iowa’s soils.  Know the source and depositional environment of local geologic formations.

Outcome 14: Explain the Motions of the Earth.

Task 1:  Discuss the significance of the Foucault pendulum.

Task 2:  Discuss the relationship between stellar parallax and the revolution of the Earth about the sun.

Outcome 15: Understand the history, formation, and weathering of rocks.

Task 1:  Where are fossils found and how are they “dated?”

Task 2:  Give the age and an example of a life form for each of the following eras:  Precambrian, Paleozoic, Mesozoic, and Cenozoic.

Task 3:  Describe how each of the following rocks are formed:  igneous, metamorphic, sedimentary.

Task 4:  Name and describe the seven main properties of minerals.

Task 5:  Describe how mechanical weathering of rocks differs from chemical weathering of rocks.

Task 6:  Give an example how each of the following can cause weathering in rocks:  running water, ground water, wind erosion, and glaciers.  Which transports the most material?

PHT 106 - Introduction to Image Editing

1. Students will embody broadened imaginative and creative powers in their body of work.
2. Students will prepare relationships will local civic/non-profits photographing and creating marketing material.
3. Students will demonstrate preparation for the professional filed of photography and ability to create a professional portfolio of images for specific projects.
4. Students will expand their art making by engaging in a variety of approaches to photography, while incorporating a conceptual framework in their exploration. 
5. Students will demonstrate an advanced level of skill in the use of the Adobe creative cloud software.

Course Objectives

1. Learn to prepare an image properly.
2. Develop skills in editing and processing images.
3. Understand how to organize image collection.
4. Learn how to properly backup images in multiple places.
5. Understand the importance of remaining aware of current trends and techniques through use of Lightroom, Photoshop, and Capture One.
6. Demonstrate professional aptitude using digital SLR camera at an advanced level by selecting camera settings from the camera menu as well as making image adjustments and enhancements in Photoshop.

PHT 120 - Concepts in Photography I

1. Functional knowledge of photographic history and theory, the relationship of photography to the visual disciplines, and its influence on culture.  
2. A familiarity with and command of materials, equipment, and library resources related to the study of photography.  
3. Identify photographers and images by their style and historic photographic process.
4. Evaluate the traditional and contemporary portrait and it’s place in our culture. 
5. Solve creative problems in photography, including research and synthesis of technical, aesthetic, and conceptual knowledge.  

  Course Objectives:  

1. Identify major stylistic periods and exemplary works in the international history of photography.
2. Describe the materials used and the techniques employed to make a historical span of photographs.
3. Compare and contrast major artistic and photographic movements, including, documentation, social documentation, Naturalism, Pictorialism, Surrealism, Dadaism, Abstract Expressionism, Social Landscape, Postmodernism. 
4. Create photographic interpretations of past trends in photography. 
    

PHT 121 - Concepts in Photography II

1. Recognize and analyze the history and social role of photography. Advanced discussions and research pertaining past and present trends in photography. 
2. An advanced command of materials, equipment, and library resources related to the study of photography.  
3. Interpret contemporary theory and forms and the contextualization of photography within the larger world of the arts. 
4. Demonstrate an understanding of the photographic arts as essential to the spiritual, cultural and expressive life of a community. 
5. Students will begin to construct images that show evidence of their understanding of the value of light, pose, gesture, composition, and environment and how to fashion these elements for creative effect and to take responsibility for every aspect of their image. 

Course Objectives 

1. Compare and contrast various photographic processes including daguerreotype,wet-plate process, tintype, ambrotype, albumen print, gelatin silver process,early color processes, and digital technology. 
2. Appraise the effects of the invention of photography on society, delineating changes in artistic expression in photographs to changes in society, including impact on the greater history of western civilization and the issue of truth in photographs. 
3. Describe how both the history of fine art and political and economic situations have influenced the creation of photographs and their meaning and significance. 
4.  Examine various meanings and photographic images. 

PHT 185 - Photography II

1. Students will synthesize a variety of brainstorming techniques to generate novel ideas to solve problems. 
2. Students will develop behaviors such as curiosity, initiative, and persistence that will help them to engage with the world in productive ways.  Students will be able to work independently or collaboratively to achieve stated goal. 
3. Students will identify and understand film exposure, print development and print presentation. 
4.  Students will employ current photographic workflow and skill sets in the digital paradigm. 
5. Student will assemble professional-level understanding of a Digital SLR by producing correct exposures while developing their style and aesthetic. 

Course Objectives

1. Demonstrate proper use a digital SLR camera by varying such things as shutter speed, aperture, and ISO settings. 
2. Practice the basic elements and principles of composition as they apply to photography. 
3. Differentiate the need for, and apply, the systematic documentation of methods and processes. 
4. Employ about the handling, care, and storage of digital and photographic media. 
5. Manage basic techniques to refine an artist’s photographic vision through the use of digital-manipulation software like Adobe Photoshop. 
6. Integrate historical and contemporary issues related to photography through research and journaling. 
7. Demonstrate personal accountability through active and consistent class participation. 

PHT 189 - Photography III

1. Arrange the techniques of portrait photography, including but not limited to lighting setup, pose, and style.
2. Appraise an intermediate understanding of the problems, solutions, and aesthetics of architectural, portrait, and still life photography.
3. Produce individual direction and aesthetic in studio work.
4. Assemble work effectively through print and web based presence.
5. Collect techniques and historical perspective to make personal statements.

Course Objectives 

1. Differentiate the techniques of creating portraiture within a controlled studio environment/and on location to include but not limited to Family Portraiture, Senior Portraits, and Publicity Portraits.
2. Practice and apply a vocabulary specific to photography.
3. Operate proper techniques for on and off camera flash photography.
4. Integrate historical and contemporary issues related to photography through library research and journaling.
5. Demonstrate personal accountability through active and consistent class participation.
6. Employ an intermediate understanding of the setup of locationphotography in unique lighting and situational environments. 

PHT 192 - Photography IV

1. Students will demonstrate the ability to analyze, evaluate, synthesize, and defend photographic production techniques in the studio and on location.
2. Students will evaluate the use of natural and artificial light and its relation to the photographic process.
3. Students demonstrate a working knowledge of the evolution of photographic processes from 1839 to present and identify photographers and images by their style and historic photographic process.
4. Students will develop and describe the relationship involving the art maker, the process, the product and the viewer.
5. Student will explore and implement advanced methods in alternative film and electronic processes.

Course Objectives

1. Demonstrate proper use a digital SLR camera by varying such things as shutter speed, aperture, and ISO settings.
2. Practice the basic elements and principles of composition as they apply to photography.
3. Differentiate the need for, and apply, the systematic documentation of methods and processes.
4. Employ about the handling, care, and storage of digital and photographic media.
5. Manage basic techniques to refine an artist’s photographic vision through the use of digital-manipulation software like Adobe Photoshop.
6. Integrate historical and contemporary issues related to photography through research and journaling.
7. Demonstrate personal accountability through active and consistent class participation.

PHT 230 - Advanced Portraiture

1. Students will properly present a traditionally printed and electronic portrait portfolio.
2. Students will produce artworks and portfolios that demonstrates technical expertise and personal artistic vision and apply concepts of visual design to the creation of photographic portrait images.
3. Students will create images that use various (specific to each project) elements of visual design and visual symbolism.

Course Objectives

1. Differentiate the techniques of creating portraiture within a controlled studio environment/and on location to include but not limited to Family.
2. Operate proper techniques for on and off camera flash photography.
3. Examine concepts of creativity as can be applied in portrait photography to produce photographic images that are technically sound and meaningful.
4. Demonstrate personal accountability through active and consistent class participation in an open forum. This will include class critiques and evaluation.
5. Employ an intermediate understanding of the setup of location photography in unique lighting and situational environments.
6. Demonstrate professional aptitude using digital SLR camera at an advanced levelby selecting camera settings from the camera menu, as well as making image adjustments and enhancements in Photoshop.

PHT 233 - Commercial Photography

1. Construct studio and location lighting schemes based upon client specifications.
2. Employ Digital Management workflows for image security and inventory.
3. Produce professional quality marketing materials suitable for commercial photographic business.
4. Prepare a photographic portfolio exemplifying skills in Commercial Photography.

Course Objectives

1. Employ how to arrange products for effective commercial photography imagery. 

2. Practice the basic elements and principles of composition as they apply to photography.

3. Differentiate the need for, and apply, the systematic documentation of methods and processes.

4. Manage basic techniques to refine an artist’s photographic vision through the use of digital-manipulation software like Adobe Photoshop.

5. Examine experience working with other professionals, such as graphic designers and other professionals to create compelling photographs.

6. Express a professional disposition by communicating with clients in an ethical and responsible manner.

7. Demonstrate personal accountability through active and consistent class participation.

   
   
    

PHT 250 - Marketing in Photography

2. Students will prepare relationships will local civic/non-profits photographing and creating marketing material.

3. Students will demonstrate preparation for the professional filed of photography and ability to create a professional portfolio of images for specific projects.

4. Students will expand their art making by engaging in a variety of approaches to photography, while incorporating a conceptual framework in their exploration.

5. Students will demonstrate an advanced level of skill in the use of the Adobe creative cloud software.

Course Objectives

1. Student Objectives: Learn to prepare an effective price list of goodsand services.

2. Develop skills in budgeting as it relates to the high and low income cycles associated with each aspect of the portrait.

3. Understand how studio layout and design effects efficiency and customer comfort.

4. Learn how to prioritize the purchasing of equipment and salable goods, such as frames, folders, and other supplies.

5. Understand the importance of remaining aware of current trends and techniques through trade publications and attending professional conventions, workshops, and seminars

6. Understand how to effectively schedule appointments

7. Demonstrate personal responsibility through active and consistent class participation. Integrate historical and contemporary historical issues related to photographer through library research and journaling.

8. Manage accountability and professionalism when working one on one with a non-profit/civic organization.

9. Identify on line applications to conduct research and create boards on recreating sciences and concepts for photography sessions.

PHT 254 - Business of Photography

1. Develop knowledge of principles of aesthetics and visual communication and integrate these principles creatively in still and motion based images and in new media storytelling.
2. Establish a thorough and adaptable knowledge of software used in digital imaging and new media storytelling.
3. Construct a complete digital profile that includes professional communication, contract, and pricing.
4. Demonstrate thorough knowledge of profit, loss, and taxes, and business licensure.
5. Compute an understanding of professional practices, communications,organizations and career opportunities in the files of professional photography. This will be demonstrated by creating a professional body of work and appropriate support material such as website and marketing materials, to showcase personal vision and technical skills.
6. Demonstrate through knowledge of proper business practices, maintaining a profitable business, and different methods of product sales.

Course Objectives

1. Learn to prepare an effective price list of goods and services
2. Develop skills in budgeting as it relates to the high and low income cycles associated with each aspect of the portrait photography business.
3. Understand how studio layout and design effects efficiency and customer comfort.
4. Learn how to prioritize the purchasing of equipment and salable goods, such as frames, folders, and other supplies.
5. Understand the importance of remaining aware of current trends and techniques through trade publications and attending professional conventions, workshops, and seminars.
6. Understand how to effectively schedule appointments
7. Demonstrate personal responsibility through active and consistent class participation. Integrate historical and contemporary historical issues related to photographer through library research and journaling.
8. Manage accountability and professionalism when working one on one with a non-profit/civic organization.
9. Identify on line applications to conduct research and create boards on recreating sciences and concepts for photography sessions.
10. Demonstrate how to professional marketing their photography business using video and social media.

PHT 258 - Business of Photography

2. Students will prepare relationships will local civic/non-profits photographing and creating marketing material.

3. Students will demonstrate preparation for the professional filed of photography and ability to create a professional portfolio of images for specific projects.

4. Students will expand their art making by engaging in a variety of approaches to photography, while incorporating a conceptual framework in their exploration.

5. Students will demonstrate an advanced level of skill in the use of the Adobe creative cloud software.

Course Objectives

1. Learn to prepare an effective price list of goods and services

2. Develop skills in budgeting as it relates to the high and low income cycles associated with each aspect of the portrait photography business

3. Understand how studio layout and design effects efficiency and customer comfort

4. Learn how to prioritize the purchasing of equipment and salable goods, such as frames, folders, and other supplies.

5. Understand the importance of remaining aware of current trends and techniques through trade publications and attending professional conventions, workshops, and seminars.

6. Understand how to effectively schedule appointments.

7. Demonstrate personal responsibility through active and consistent class participation. Integrate historical and contemporary historical issues related to photographer through library research and journaling.

8. Manage accountability and professionalism when working one on one with a non-profit/civic organization.

9. Identify on line applications to conduct research and create boards on recreating sciences and concepts for photography sessions.

PHT 288 - Photography in Journalism

1. Demonstrate proper use a digital SLR camera by varying such things as shutter speed, aperture, and ISO settings in a way which are used to specifically tell a story and capture moments as they occur in the photojournalistic field.
2. Calculate the basic elements of principles of composition and writing captions as they apply to Photography in Journalism.
3. Demonstrate how journalistic ethics apply to photojournalism, especially in a world of digital photography where image altering has become so easy.
4. Report how photographs are used to communicate in different media including: newspapers, magazines, books and online websites and distinguish between the demands of journalistic photography and those of fine art photography.
5. Administer the importance of working with a staff and/or writer to illustrate the story being reported
6. Analyze common, ordinary objects and occurrences, and photograph them in a way the viewing public will find new and compelling.

Course Objectives

1. Assemble how to tell a story through still images.
2. Distinguish the nature and scope of photojournalism, and describe the meaning.
3. Demonstrate ability to compose an image for journalistic purposes-one that tells a story.
4. Organize visualize content; use the camera as an extension of the eye; know what is visually newsworthy
5. Demonstrate ability to shoot the three kinds of journalistic images”spot” news (live events) photos to illustrate a feature story set-ups (staged events - ceremonies, awards, committees, etc.)
6. Plan personal responsibility through active and consistent class participation.

PHT 299 - Photography Portfolio Development

1. Develop knowledge of principles of aesthetics and visual communication and integrate these principles creatively in still and motion based images and in new media storytelling.
2. Establish a thorough and adaptable knowledge of software used in digital imaging and new media storytelling.
3. Construct a complete digital imaging workflow that includes capture, post processing, ethical considerations of digital techniques based on genre and asset management techniques from image capture to image archive.
4. Demonstrate thorough knowledge and application of DSLR and analog camera techniques for capture of both still, time, and video based imagery while applying effective lighting techniques in natural, artificial, and mixed lighting in a variety of photographic areas including product, still life, and portraiture.
5. Compute an understanding of professional practices, communications, organizations, and career opportunities in the files of professional photography. This will be  demonstrated by creating a professional body of work and appropriate support material such as website and marketing materials, to showcase personal vision and technical skills.

Course Objectives

1. Design and build a professional online and print portfolio which will demonstrate knowledge of and employ a variety of presentation techniques to display works.

2. Produce professional quality work that demonstrates unique creative application. 

3. Create a personal brand that serves as an overarching theme across portfolio materials (Resume, Cover Letter, Portfolio, etc.)

4. Identify current events, skills, attitudes, and behaviors pertinent to the industry and relevant to the professional development and career placement of the student. 

5. Evaluate sample resumes and develop a resume according to suggested guidelines.

6. Develop verbal and interpersonal skills to enhance professionalism and marketability.

PHT 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.

PHT 947 - Practicum I

1. The student will construct a two-page summary/reflective report, describing the practicum in general and assessing what was learned, questions raised, general reactions to the experience.
2. The student will meet with assigned faculty member on a regular basis (every two weeks is standard), analyzing what s/he is doing and reporting any questions that need addressing.
3. Produce a journal documenting experience.
4. Compute and fulfill weekly logs documenting hours. 

Course Objectives

1. The student will construct a two-page summary/reflective report, describing the practicum in general and assessing what was learned, questions raised, general reactions to the experience.
2. The student will meet with assigned faculty member on a regular basis (every two weeks is standard), analyzing what s/he is doing and reporting any questions that need addressing.
3. Produce a journal documenting experience.
4. Compute and fulfill weekly logs documenting hours. 

PHT 948 - Practicum II

1. Apply a professional level of knowledge specific to the photography industry.
2. Demonstrate mastery of behaviors expected of competent photography professionals in public performance and of professional duties.
3. Demonstrate potential to work as a professional in the field ofphotography.
4. Conduct research and evaluate information by methods appropriate to the photography profession in which you have chosen or have been assigned.

Course Objectives

1. The student will construct a three-page summary/reflective report, describing the practicum in general and assessing what was learned, questions raised, general reactions to the experience.
2. The student will meet with assigned faculty member on a regular basis (every week is standard), analyzing what s/he is doing and reporting any questions that need addressing.
3. Produce a journal documenting experience.
4. Compute and fulfill weekly logs documenting hours. 

PHY 162 - College Physics I

• Create a graphical organizer to describe a physical situation such as a force diagram or energy diagram.  Then use the graphical organizer to generate a set of equations describing the physical situation.
• 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.
• Design a laboratory procedure to examine and assess data within the context of an accepted physical model.

Course Objectives

Outcome 1:  Utilize the SI system of measurement, error analysis and the use of vectors.

Task 1:  Determine whether or not an equation is dimensionally correct, convert from one SI unit to another unit for the same quantity and apply appropriate SI prefixes that indicate multiples of base units.

Task 2:  Apply the rules of significant figures and represent an answer with the correct number of significant figures.

Task 3:  Define a vector quantity and a scalar quantity, give examples for each, and solve vector problems using geometric constructions and arithmetically by either plane trigonometry or component addition.

Task 4:  Quantify and minimize sources of random uncertainty so that the precision of measurements can be enhanced, and compensate for systematic error in measurements so that accuracy can be improved.

Outcome 2:  Apply the laws of motion in one, two, and three dimensions.

Task 1:  Define, give formulas and solve problems involving time, displacement, average velocity, and average acceleration in both one, two, and three dimensions.

Task 2:  Apply one of the general kinematic equations for uniformly accelerated motion to solve for one of the five parameters: initial velocity, final velocity, acceleration, time, and displacement.

Task 3:  Plot graphs of displacement vs. time, velocity vs. time, and acceleration vs. time.  Use any graph to determine the shape of the other two graphs and be able to determine instantaneous velocity, average velocity, instantaneous acceleration, average acceleration, and displacement from graphs. Recognize how graphs can be used to describe changes in position, velocity, and acceleration of an object moving along a straight line.

Task 4:  Solve acceleration problems involving free-falling bodies in a gravitational field.

Task 5:  Determine the position, velocity, range, maximum height, and time of flight of a projectile when its initial velocity, position and of projection are given.

Task 6:  Determine the velocity, acceleration, and period of revolution of a particle moving in a circle.

Outcome 3:  Use the relationship between the forces applied to an object and the motion that results.

Task 1:  Identify the force pairs acting in a system.

Task 2:  Describe the properties of friction and explain why the coefficient of static friction is greater than the coefficient of kinetic friction.

Task 3:  Draw a free-body diagram for objects in motion with constant acceleration, and solve friction and frictionless problems for any of the following: force (or force component forces), mass, acceleration, tension, coefficients of friction, or inclined plane angles.

Outcome 4:  Use the concepts of work and energy, energy conservation and energy and work relationship.

Task 1:  Calculate the work done by constant and variable forces. Graph force vs. displacement, and determine amount of work and the force constant from the graph.

Task 2:  Solve problems involving the concept of kinetic energy and its relationship to the net work done on a point mass as embodied in the work-energy theorem.

Task 3:  Discuss and solve problems concerning the principle of conservation of mechanical energy and the relationship between the performance of work and the corresponding change in kinetic energy.

Task 4:  Determine the power of a system and understand its relationship to time, force, distance, and velocity.

Task 5:  Relate conservation and non-conservative forces to the net work done by a force when an object moves in a closed loop.

Outcome 5:  Use concepts related to systems of particles and collisions.  The concepts will include center of mass, impulse, linear momentum, and elastic and inelastic collisions.

Task 1:  Find the Center of Mass of a system of particles and of a continuous object.

Task 2:  State the impulse-momentum theorem.  Determine impulse, average constant force, time of contact by the force and final speed of an object given the appropriate conditions.

Task 3:  Evaluate the linear momentum of a system of particles.  In a system involving two objects where linear momentum is conserved, calculate the velocity or mass of either object if pertinent masses and velocities are given.  Consider both elastic and inelastic collisions; and when only one body is initially moving or when both bodies are initially moving.

Task 4:  State the law of conservation of momentum and apply it to the solution of physical problems.

Outcome 6:  Apply the laws of motion relating to circular and rotational motion.

Task 1:  Solve problems requiring the knowledge of centripetal force including banking angles, the conical pendulum, and motion in a vertical circle.

Task 2:  Define angular displacement, angular velocity, and angular acceleration, and apply these concepts to the solution of physical problems.

Task 3:  Draw analogies relating rotational-motion parameters (?, ?, a) to linear-motion parameters (d, v, a), and solve angular acceleration problems.

Task 4:  Define the moment of inertia of a body and describe how this quantity and the angular speed can be used to calculate rotational kinetic energy.

Task 5:  Apply the concepts of Newton’s second law, rotational work, rotational power, and angular momentum to the solution of physical problems.

Task 6:  Compute the torque produced by a given force and the angular momentum about any center of a particle or system of particles.

Task 7:  Solve problems using the Law of Conservation of Angular Momentum.

Outcome 7:  Use concepts of temperature, heat transfer, thermodynamics, and heat engines.

Task 1:  Given a temperature in Fahrenheit, Celsius, or Kelvins, determine the temperatures in the other two scales.

Task 2:  State and explain the zeroth law of thermodynamics.

Task 3:  Solve problems concerning heat transfer (expansion, specific heat, final temperature of mixtures, heats of fusion and vaporization).

Task 4:  Define and give illustrated examples of adiabatic, constant volume, cyclical and free expansion processes and be able to interpret a P-V diagram.

Task 5:  Define the second law of thermodynamics stated in terms of entropy, energy transfer, or engine efficiency.

Task 6:  Discuss the tenets of the Kinetic theory of gases.

Task 7:  Describe an ideal gas. In the description include discussion of pressure exerted in terms of particle speed, and average translational kinetic energy.

Task 8:  Derive and use relationship between temperature, pressure, and volume for ideal gases.

Task 9:  Describe a heat engine in terms of an energy flow diagram and calculate the work done in a cycle.

Task 10:  Derive and investigate the relationship between work done by a heat engine and changes in the pressure and volume of the engine’s working medium.

Outcome 8:  Use concepts related to oscillations and simple harmonic motion.

Task 1:  Provided a graph or verbal description of simple harmonic motion, determine the frequency, period and amplitude.

Task 2:  Compute the frequency, angular frequency, displacement, phase difference, or period in simple harmonic motion when given the appropriate conditions.

Task 3:  Write and apply a relationship between the frequency of motion and the mass of a vibrating object when the spring constant is known.

PHY 172 - College Physics II

• Create a graphical organizer to describe a physical situation such as a force diagram or energy diagram.  Then use the graphical organizer to generate a set of equations describing the physical situation.
• 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.
• Design a laboratory procedure to examine and assess data within the context of an accepted physical model.

Course Objectives

Outcome 1: Use the concepts related to wave motion.

Task 1: Identify the two main types of waves and provide an example of each.

Task 2: Compute the amplitude, wavelength, and period of a wave when given the equation describing the wave.

Task 3: Identify the difference between intensity and intensity level and perform calculations using the equation for each.

Task 4: Describe the Doppler effect in words and perform calculations using the equation.

Task 5: Use the principle of superposition to describe constructive and destructive interference.

Task 4: Describe resonance and perform calculations using the equations for open-end and closed-end sound wave resonance in tubes.

Outcome 2: Use the concepts of electric charge, interaction of charge, electric field, and relationship of charge and force.

Task 1: Use Coulomb’s law to solve problems involving force between two or more charges of like or different sign.

Task 2: Define electric field and calculate the field of a point charge, and a system of point charges.

Outcome 3: Use concepts of electric flux and its relationship to Gauss’ Law.

Task 1: Use electric field lines and electric flux to describe the magnitude and direction of the electric field in a small region of space.

Task 2: Define Gauss’ Law and use it to calculate the electric fields that result from highly symmetric distributions of electric charge (near the surface of a charged conductor, near a sheet of charge, and inside and outside a spherical shell).

Outcome 4: Use concepts of electrical potential and its relationship to electric field.

Task 1: Use electric field lines and electric flux to describe the magnitude and direction of the electric field in a small region in space.

Task 2: Determine electric field lines from equipotential surfaces and vice versa.

Task 3: Calculate electric potential due to a point charge or a group of point charges.

Task 4: Map equipotentials in a plane resulting from two point charges.

Outcome 5: Use concepts of current electricity within direct current circuits.

Task 1: Use symbols to draw circuit diagrams and wire simple circuits.

Task 2: Define current, voltage and resistance and apply the relationship between them for a resistance with negligible temperature dependence (Ohm’s Law).

Task 3: Calculate current, voltage, resistance, and capacitance within series and parallel circuits.

Task 4: Use Kirchhoff’s laws to solve problems involving multiloop circuits.

Task 5: Define capacitance and calculate the capacitance of a parallel plate capacitor.

Task 6: Solve problems involving RC circuits.

Outcome 6: Use concepts of magnetic fields and the sources of magnetic fields.

Task 1: Use a galvanometer to construct an ammeter and a voltmeter by adding appropriate resistors to the circuit.

Task 2: Use forces on an electron moving in a magnetic field to measure the ratio of its charge to its mass, e/m.

Task 3: Calculate the magnetic force on a current carrying wire and between two parallel conductors.

Task 4: Calculate the magnetic field of a solenoid and due to a long straight wire.

Task 5: Solve problems involving torque on a current loop.

Outcome 7: Use concepts of magnetic induction and AC circuits.

Task 1: Interpret the meaning of Lenz’s Law and energy conservation.

Task 2: Calculate the potential difference, current and the inductive time constant for RL circuits.

Task 3: Calculate the energy stored in a magnetic field.

Task 4: Calculate inductive reactance in an RL circuit.

Task 5: Calculate capacitive reactance in an RC circuit.

Task 6: Interpret the meaning of “ELI the ICE man.”

Task 7: Solve for phase constant, power factor, and power in AC circuits.

Task 8: Calculate input and output currents and voltages in transformer circuits.

Outcome 8: Use concepts of electromagnetic waves.

Task 1: Use concepts of electromagnetic waves.

Task 2: Solve problems involving the equation E/B = C.

Task 3: Compare polarized light with non-polarized light.

Outcome 9: Use concepts of geometrical optics.

Task 1: Compare reflection and refraction and solve problems using the laws of reflection and refraction.

Task 2: Solve for the index of refraction using Snell’s Law.

Task 3: Compare reflection in plane, concave and convex mirrors.

Task 4: Calculate object and image distance and magnification in all mirror types.

Task 5: Compare image formation in convex and concave lenses.

Task 6: Solve problems dealing with image and object formation and magnification in thin lenses.

Task 7: Solve problems using the lens maker’s equation.

PHY 183 - Applied Physics

• Analyze energy, power and work across the electrical, fluid, mechanical and other industrial systems.
• Combine technology and physical quantities to perform measurements, compute results and report laboratory results.
• Assess critical thinking skills to analyze physical properties.
• Utilize scientific equipment for measuring physical quantities.
• Solve US to metric conversions and metric to US conversions.

Course Objectives:

• Precision Measurements
  • The students will learn how to use and read calipers, micrometers, & rulers.
• Work, Power, HP, Energy
  • Students will distinguish between work and power and calculate for each.
• Speed, Velocity, Acceleration, Momentum
  • Students will utilize motion terms and analyze them in lab settings.
• Heat, Temperature, Phase Change, Thermal Dynamics
  • Students will combine heat transfer lab results with heat related terms to identify to correlation between heat, metals, and liquids.
• Force & Friction, Newton’s Laws of Motion
  • Students will utilize coefficients of friction and perform lab experiments to verify the results.
• Vectors & Trig
  • Students will apply vector and displacement knowledge in a lab setting to solve Pythagorean theorem.
• Properties of Matter & Fluids
  • Students will gain knowledge of various forms and examples of matter and the characteristics of the three main types of matter thru hands on lab experiments.
• Basic Electricity & Magnetism
  • Students will utilize basic electrical terms and formulas to calculate series circuits. Students will discuss and analyze magnetism and its basic properties.

PHY 184 - Applied Physics

• Analyze energy, power and work across the electrical, fluid, mechanical and other industrial systems.
• Combine technology and physical quantities to perform measurements, compute results and report laboratory results.
• Assess critical thinking skills to analyze physical properties.
• Utilize scientific equipment for measuring physical quantities.
• Solve US to metric conversions and metric to US conversions.

Course Objectives:

• Precision Measurements
  • The students will learn how to use and read calipers, micrometers, & rulers.
• Work, Power, HP, Energy
  • Students will distinguish between work and power and calculate for each.
• Speed, Velocity, Acceleration, Momentum
  • Students will utilize motion terms and analyze them in lab settings.
• Heat, Temperature, Phase Change, Thermal Dynamics
  • Students will combine heat transfer lab results with heat related terms to identify to correlation between heat, metals, and liquids.
• Force & Friction, Newton’s Laws of Motion
  • Students will utilize coefficients of friction and perform lab experiments to verify the results.
• Vectors & Trig
  • Students will apply vector and displacement knowledge in a lab setting to solve Pythagorean theorem.
• Properties of Matter & Fluids
  • Students will gain knowledge of various forms and examples of matter and the characteristics of the three main types of matter thru hands on lab experiments.
• Basic Electricity & Magnetism
  • Students will utilize basic electrical terms and formulas to calculate series circuits. Students will discuss and analyze magnetism and its basic properties.

PHY 212 - Classical Physics I

• Create a graphical organizer to describe a physical situation such as a force diagram or energy diagram.  Then use the graphical organizer to generate a set of equations describing the physical situation.
• 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.
• Design a laboratory procedure to examine and assess data within the context of an accepted physical model.

Course Objectives

Outcome 1: Utilize the SI system of measurement, error analysis and the use of vectors.

Task 1: Write the base units for mass, length, and time in SI units.

Task 2: Define and apply the SI prefixes that indicate multiples of base units.

Task 3: Convert from one unit to another unit for the same quantity when given the necessary definitions.

Task 4: Determine whether or not an equation is dimensionally correct.

Task 5: Apply the rules of significant figures and represent an answer with the correct number of significant figures.

Task 6: Define a vector quantity and a scalar quantity and give examples for each.

Task 7: Describe a vector in terms of components and unit vectors.

Task 8: Solve vector problems using geometric constructions and arithmetically by either plane trigonometry or component addition.

Task 9: Solve problems concerning dot & cross products of vectors and give examples of their physical significance.

Task 10: Quantify and minimize sources of random uncertainty so that the precision of measurements can be enhanced.

Task 11: Compensate for systematic error in measurements so that accuracy can be improved.

Outcome 2: Apply the laws of motion in one, two, and three dimensions.

Task 1: Define and give formulas for displacement, average speed, average velocity and average acceleration.

Task 2: Solve problems involving time, displacement, average velocity, and average acceleration in both one, two, and three dimensions.

Task 3: Apply one of the general kinematic equations for uniformly accelerated motion to solve for one of the five parameters: initial velocity, final velocity, acceleration, time, and displacement.

Task 4: Plot graphs of displacement vs. time, velocity vs. time, and acceleration vs. time.  Use any graph to determine the shape of the other two graphs and be able to determine instantaneous velocity, average velocity, instantaneous acceleration, average acceleration, and displacement from graphs.

Task 5: Recognize how graphs can be used to describe changes in position, velocity, and acceleration of an object moving along a straight line.

Task 6: Solve acceleration problems involving free-falling bodies in a gravitational field.

Task 7: Explain with equations and diagrams the horizontal and vertical motion of a projectile launched at various angles.

Task 8: Determine the position and velocity of a projectile when its initial velocity and position are given.

Task 9: Determine the range, the maximum height, and the time of flight for a projectile when the initial velocity and angle of projection are given.

Task 10: Determine the velocity, acceleration, and period of revolution of a particle moving in a circle.

Outcome 3: Analyze the relationship between the forces applied to an object and the motion that results.

Task 1: Describe the relationships among force, mass, and acceleration and give the consistent units for each.

Task 2: Demonstrate by definition and example your understanding of the distinction between mass and weight.

Task 3: Draw a free-body diagram for objects in motion with constant acceleration, set the resultant force equal to the total mass times the acceleration, and solve for unknown parameters.

Task 4: Identify the force pairs acting in a system.

Task 5: Describe the properties of friction and explain why the coefficient of static friction is greater than the coefficient of kinetic friction.

Task 6: Solve friction and frictionless problems for any of the following: force (or force component forces), mass, acceleration, tension, coefficients of friction, or inclined plane angles.

Task 7: Examine a variable force system such as suspended masses on a spring.  Using different masses, determine the resulting displacement. Graph force vs. displacement.  Determine the spring constant k from the graph and derive W = ½ kx2. 

Outcome 4: Utilize energy conservation and energy and work in a problem context.

Task 1: Define and write mathematical formulas for work, potential energy, kinetic energy, and power.

Task 2: Calculate the work done by constant and variable forces.

Task 3: Discuss and solve problems concerning the relationship between the performance of work and the corresponding change in kinetic energy.

Task 4: Solve problems involving the concept of kinetic energy and its relationship to the net work done on a point mass as embodied in the work-energy theorem.

Task 5: Discuss and solve problems concerning the principle of conservation of mechanical energy.

Task 6: Determine the power of a system and understand its relationship to time, force, distance, and velocity.

Task 7: Relate conservation and non-conservative forces to the net work done by a force when an object moves in a closed loop.

Outcome 5: Use concepts related to systems of particles and collisions.  The concepts will include center of mass, impulse, linear momentum, and elastic and inelastic collisions.

Task 1: Evaluate the linear momentum of a system of particles.

Task 2: Find the Center of Mass of a system of particles and of a continuous object.

Task 3: Define and give examples of impulse and momentum as vector quantities.

Task 4: Write and apply a relationship between impulse and the resulting change in momentum.

Task 5: Distinguish by example and definition between elastic and inelastic collisions.

Task 6: In a system involving two objects where linear momentum is conserved, calculate the velocity or mass of either object if pertinent masses and velocities are given.  Consider both elastic and inelastic collisions; and when only one body is initially moving or when both bodies are initially moving.

Task 7: State the law of conservation of momentum and apply it to the solution of physical problems.

Outcome 6: Apply the laws of motion relating to circular and rotational motion.

Task 1: Define and apply the concepts of frequency and period of rotation, and relate them to the linear speed of an object in uniform circular motion.

Task 2: Solve problems requiring the knowledge of centripetal force including banking angles, the conical pendulum, and motion in a vertical circle.

Task 3: Define and apply the concepts of frequency and period of rotation, and relate them to the linear speed of an object in uniform circular motion.

Task 4: Define angular displacement, angular velocity, and angular acceleration, and apply these concepts to the solution of physical problems.

Task 5: Draw analogies relating rotational-motion parameters (?, ?, a) to linear-motion parameters (d, v, a), and solve angular acceleration problems.

Task 6: Define the moment of inertia of a body and describe how this quantity and the angular speed can be used to calculate rotational kinetic energy.

Task 7: Apply the concepts of Newton’s second law, rotational work, rotational power, and angular momentum to the solution of physical problems.

Task 8: Write and apply the relationships between linear speed or acceleration and angular speed or acceleration.

Task 9: Compute the angular momentum about any center of a particle or system of particles.

Task 10: Compute the torque produced by a given force about a given center.

Task 11: Solve problems using the Law of Conservation of Angular Momentum.

Outcome 7: Use concepts of temperature, heat transfer, thermodynamics, and heat engines.

Task 1: Given a temperature in Fahrenheit, Celsius, or Kelvins, determine the temperatures in the other two scales.

Task 2: State and explain the zeroth law of thermodynamics.

Task 3: Solve problems concerning heat transfer (expansion, specific heat, final temperature of mixtures, heats of fusion and vaporization).

Task 4: Define and give illustrated examples of adiabatic, constant volume, cyclical and free expansion processes and be able to interpret a P-V diagram.

Task 5: Define the second law of thermodynamics stated in terms of entropy, energy transfer, or engine efficiency.

Task 6: Discuss the tenets of the Kinetic theory of gases.

Task 7: Describe an ideal gas. In the description include discussion of work done during an isothermal change, pressure exerted in terms of particle speed, average translational kinetic energy, molar specific heats, and adiabatic volume changes.

Task 8: Derive and use relationship between temperature, pressure, and volume for adiabatic and isothermal expansions and compressions of an ideal gas.

Task 9: Describe a heat engine in terms of an energy flow diagram and calculate the work done in a cycle.

Task 10: Derive and investigate the relationship between work done by a heat engine and changes in the pressure and volume of the engine’s working medium.

PHY 222 - Classical Physics II

• Create a graphical organizer to describe a physical situation such as a force diagram or energy diagram.  Then use the graphical organizer to generate a set of equations describing the physical situation.
• 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.
• Design a laboratory procedure to examine and assess data within the context of an accepted physical model.

Course Objectives

Outcome 1: Use the concepts related to oscillations and simple harmonic motion.

Task 1: Write and apply formulas for the determination of displacement x, velocity v, and acceleration a in terms of time, frequency, and amplitude.

Task 2: Provided a graph or verbal description of simple harmonic motion, determine the frequency, period and amplitude.

Task 3: Compute the frequency or period in simple harmonic motion when the position and acceleration are given.

Task 4: Write and apply a relationship between the frequency of motion and the mass of a vibrating object when the spring constant is known.

Task 5: Describe the motion of a simple pendulum and calculate the length required to produce a given frequency.

Outcome 2: Use the concepts of electric charge, interaction of charge, electric field, and relationship of charge and force.

Task 1: Use Coulomb’s law to solve problems involving force between two or more charges of like or different sign.

Task 2: Define an electric field and calculate the field of a point charge, an electric dipole, a line of charge, and a continuous charge distribution.

Outcome 3: Use the concept of electric flux and its relationship to Gauss’ Law.

Task 1: Use electric field lines and electric flux to describe the magnitude and direction of the electric field in a small region of space.

Task 2: Define Gauss’ Law and use it to calculate the electric fields that result from highly symmetric distributions of electric charge (near the surface of a charged conductor, near a line of charge, near a sheet of charge, and inside and outside a spherical shell).

Outcome 4: Use concepts of electrical potential and its relationship to electric field.

Task 1: Use electric field lines and electric flux to describe the magnitude and direction of the electric field in a small region in space.

Task 2: Determine electric field lines from equipotential surfaces and vice versa.

Task 3: Calculate electric potential due to a point charge or a group of point charges; due to an electric dipole; and due to a continuous charge distribution.

Task 4: Map equipotentials in a plane resulting from two point charges and two line electrodes.

Outcome 5: Use current electricity concepts within direct current circuits.

Task 1: Use symbols to draw circuit diagrams and wire simple circuits.

Task 2: Define current, voltage and resistance and apply the relationship between them for a resistance with negligible temperature dependence (Ohm’s Law).

Task 3: Calculate current, voltage, resistance, and capacitance within series and parallel circuits.

Task 4: Use Kirchhoff’s laws to solve problems involving multi loop circuits.

Task 5: Define capacitance and calculate the capacitance of a parallel plate capacitor, a cylindrical capacitor and a spherical capacitor.

Task 6: Solve problems involving RC circuits.

Outcome 6: Use the concepts of magnetic fields and the sources of magnetic fields.

Task 1: Use a galvanometer to construct an ammeter and a voltmeter by adding appropriate resistors to the circuit.

Task 2: Use forces on an electron moving in a magnetic field to measure the ratio of its charge to its mass, e/m.

Task 3: Calculate the magnetic force on a current carrying wire and between two parallel conductors.

Task 4: Calculate the magnetic field of a solenoid and a toroid and due to a long straight wire.

Task 5: Solve problems involving torque on a current loop and magnetic dipole.

Outcome 7: Use concepts of magnetic induction and AC circuits.

Task 1: Interpret the meaning of Lenz’s Law and energy conservation.

Task 2: Calculate the inductance of a solenoid and a toroid.

Task 3: Calculate the potential difference, current and the inductive time constant for RL circuits.

Task 4: Calculate the energy stored and energy density of a magnetic field.

Task 5: Calculate inductive reactance in an RL circuit.

Task 6: Calculate capacitive reactance in an RC circuit.

Task 7: Interpret the meaning of “ELI the ICE man.”

Task 8: Solve for phase constant, power factor, and power in AC circuits.

Task 9: Calculate input and output currents and voltages in transformer circuits.

Outcome 8: Use concepts of electromagnetic waves.

Task 1: Compare the difference in the various frequencies and wavelengths of the electromagnetic spectrum.

Task 2: Solve problems involving the equation E/B = C.

Task 3: Compare polarized light with non-polarized light.

Task 4: Calculate intensities in polarized light equations.

Outcome 9: Use concepts of geometrical optics.

Task 1: Compare reflection and refraction and solve problems using the laws of reflection and refraction.

Task 2: Solve for the index of refraction using Snell’s Law.

Task 3: Compare reflection in plane, concave and convex mirrors.

Task 4: Calculate object and image distance and magnification in all mirror types.

Task 5: Compare image formation in convex and concave lenses.

Task 6: Solve problems dealing with image and object formation and magnification in thin lenses.

Task 7: Solve problems using the lens maker’s equation.

PHY 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.

PHY 948 - Special Projects

PHY 949 - Special Topics

None

PNN 121 - Clinical Practicum 1

PNN 123 - Nursing Theory I

1. Develop beginning knowledge and skills of the physical assessment. (Patient Centered Care, Clinical Judgment) 

2. Recognize basic nursing care needs of adults with common problems along the health-illness continuum. (Patient-Centered Care) 

3. Begin to recognize priority nursing interventions that promote safe and effective care. (Safe and Effective Care, Clinical Judgment) 

4. Apply general principles for legal and safe administration of medications. (Safe and Effective Care, Clinical Judgment) 

5. Describe guidelines for effective documentation. (Communication) 

Course Objectives:

Unit 1: Safety & Infection Control

Unit 2: Documentation 

Unit 3: Assessment 

Unit 4: Medication Administration 1 

Unit 5: Elimination 

Unit 6: Skin Integrity 

Unit 7: Pain & Comfort

Unit 8: Medication Administration 2 

Unit 9: Nutrition

Unit 10: Health Promotion 

Unit 11: End-of-life

Unit 12: Medication Administration 3 

PNN 124 - Introduction to Nursing

1. Demonstrate successful academic strategies. (Professionalism) 

2. Describe the professional standards of practical nursing. (Professionalism, Safe and Effective Care, Communication) 

3. Explain the basic components of clinical judgment and the nursing process. (Patient-Centered Care, Clinical Judgment, Communication) 

Course Objectives:

Unit 1: Foundations of Nursing Practice 

Unit 2: Communication 

Unit 3: Professional 

Unit 4: Legal Concepts 

Unit 5: Ethical Concepts 

Unit 6: Study Skills & Test-Taking Skills

Unit 7: Clinical Judgment & Nursing Process

Unit 8: Patient Centered-Care 

PNN 125 - Applied Nursing Practice I

1. Utilize clinical judgment in applying basic components of the nursing process with the stable health care patient. (Clinical Judgment, Patient Centered Care) 

2. Demonstrate professional standards of practical nursing. (Safe and Effective Care, Professionalism) 

3. Participate in communication with adult patients and members of the health care team. (Communication, Professionalism, Safe and Effective Care) 

4. Provide basic nursing care to adults with common problems along the health-illness continuum. (Patient-Centered Care, Safe and Effective Care, Clinical Judgment) 

Course Objectives:

1. Obtain data from the patient, and patient’s family, significant  other, health care team member, and other sources:

•  Establish and/or add to a database
•  Compare collected data to established norms

2. Implement nursing care to assist the patients in achieving their goals:

•  Carry out nursing interventions based on the established plan of nursing care
•  Implement previously developed plan of care in an organized, systematic method

3. Demonstrate nursing skills safely within the scope of the licensed practical nurse.

4. Utilize communication skills to maintain working relationships with patients, families and members of the health team:

•  Use lines of authority and communication within the practice setting.
•  Identifies skills needed to interact effectively with patients, families and colleagues from different cultures and ethnic groups.

5. Practice within the profession’s ethical and legal framework pertinent to the role of the nurse:

•  Provide care that is consistent with the laws governing the practice of nursing and societal standards.
•  Assess own role as a member of the profession of nursing.

6. Uses resources for continuous learning and self-development:

•  Participate in self evaluations
•  Assume responsibility for self-development

7. Demonstrate the affective attributes pertinent to the role of the licensed nurse:

•  Accept responsibility for own actions.
•  Respect individual work, uniqueness and differences in values
•  Value cultural identity
•  Accept own potential and limitations
•  Demonstrate commitment to high quality in own nursing practice
•  Assess the effect of communication on the interpersonal process
•  Promote patient’s right to privacy

PNN 127 - Fundamentals of Nursing in Health Care

PNN 206 - Medication Administration for Nurses

PNN 223 - Nursing Theory II

 

Corequisites: PNN 224 PN Capstone, and PNN 225 Applied Nursing Practice II
Prerequisites: PNN 123 Nursing Theory I, PNN-124 Introduction to Nursing, and PNN-125 Applied Nursing Practice, PSY-121 Developmental Psychology
Mode(s) of Instruction: Traditional/Face-to-Face

Course Fees: Testing Fee: $662.50

Student Learning Outcomes and Objectives:
Student Learning Outcomes:  

1. Utilize clinical judgement and the nursing process as it applies to the health illness continuum across the lifespan.  (Clinical Judgment, Patient-Centered Care, Communication) 

2. Compare common disease processes and coordinated care along the health-illness continuum for clients of various ages.  (Patient-Centered Care, Communication, Safe and Effective Care) 

3. Articulate the role of the practical nurse in caring for clients with common disease processes. (Professionalism, Safe and Effective Care)    

4. Recognize and incorporate nursing skills to include care of patients and families across the life span. (Communication, Patient-Centered Care, Safe and Effective Care, Clinical Judgment) 

Course Objectives:

Unit 1: Immunity, Cancer and Fluid and Electrolytes 

Unit 2:  Nursing Care of Maternal Newborn 

Unit 3: Nursing Care of Children 

Unit 4: Integumentary System 

Unit 5: Musculoskeletal System 

Unit 6: Neurosensory System 

Unit 7: Endocrine System 

Unit 8: Cardiovascular and Hematology System 

Unit 9: Respiratory System 

Unit 10: Gastrointestinal System 

Unit 11: Urinary and Reproductive System 

Unit 12: Mental Health Nursing 

PNN 224 - PN Capstone

1. Examine the leadership skills and responsibilities of the licensed practical nurse. (Professionalism, Communication, Safe and Effective Care, Clinical Judgment) 

2. Interpret the NCLEX-PN licensure examination test plan. (Professionalism, Clinical Judgment, Patient-Centered Care) 

3. Develop an individualized plan of study to prepare for the NCLEX-PN licensure examination. (Professionalism, Clinical Judgment) 

Course Objectives:

1. Identify behaviors and roles of a professional nurse.    

2. Prepare for the NCLEX-PN exam. 

PNN 225 - Applied Nursing Practice II

1.  Utilize clinical judgment in applying components of the nursing process with individuals across the lifespan and along the health-illness continuum. (Clinical Judgment, Patient-Centered Care) 

2.  Demonstrate professional standards of practical nursing in a variety of healthcare settings. (Safe and Effective Care, Professionalism, Communication) 

3.  Participate in communication with patients across the lifespan and members of the health care team. (Communication, Professionalism, Safe and Effective Care) 

4.  Provide nursing care to patients across the lifespan and along the health-illness continuum. (Patient-Centered Care, Safe and Effective Care, Clinical Judgment) 

Course Objectives:

1. Perform comprehensive assessment of patients across the lifespan. 

2. Utilize the nursing process to plan patient care across the lifespan. 

3. Identify medication information in preparation for administration. 

4. Document accurate assessment findings and care provided. 

5. Evaluate his/her own self through daily journaling. 

6. Demonstrate nursing skills within the scope of the licenses practical nurse across the lifespan. 

7. Utilize communication skills to maintain working relationships with patients, families, and members of the health team. 

8. Demonstrate the affective attributes pertinent to the role of the licensed nurse: 

• Accept responsibility for own actions 
• Respect individual work, uniqueness, and differences in values 
•  Value cultural identity 
•  Accept own potential and limitations 
•  Demonstrate commitment to high quality in own nursing practice 
•  Assess the effect of communication on the interpersonal process 
•  Promote patient’s right to privacy 

PNN 311 - PN Issues & Trends

• PNN-811 Selected Clinical Nursing 
• PNN-731 Clinical Practicum

• PNN 621 - Life Span Health Care 
• PNN-127 Fundamentals of Nursing Health Care,
• PNN-121 Clinical Practicum 1,
• PNN-206 Medical Administration for Nurses,
• PSY-121 Developmental Psychology,
• BIO-168 Human Anatomy & Physiology I w/lab,
• BIO-151 Nutrition,
• HSC-112 Medical Terminology,
• BIO-173 Human Anatomy & Physiology II w/lab,
• PNN-621 Life Span Health Care,
• PNN-622 Clinical Practicum 2.

Course Objectives:
1. Examine critical thinking skills in applying the essential components of each phase of the nursing process to a multiple patient assignment. 
2. Determine nursing care skills appropriate for patients with common health-illness concerns. 
3. Relate basic human needs in caring for a multiple patient assignments. 
4. Analyze the values, attributes, behaviors, ethics, and legal obligations appropriate to the entry level practical nurse.  
5. Correlate beginning nursing skills in providing care to a multiple patient assignment with basic health needs. 
6. Formulate nursing care to individuals with common problems along the health-illness continuum.  
7. Associate basic therapeutic communication skills to individuals across the life span. 

PNN 621 - Life Span Health Care

• Develop knowledge and apply clinical judgement of the nursing process as it applies to the health illness continuum across the lifespan.
• Comprehend common disease processes and collaborative care along the health illness continuum for clients across various ages.
• Identify the role of the practical nurse in caring for clients with common disease processes within the healthcare setting.
• Expand upon nursing skills and communication techniques to include clients across the life span within the scope of practical nursing. 

Course Objectives:
Introduction to the Medical Surgical Patient

1. Identify the normal red blood cells values for hematocrit, white blood cells, platelets, sodium, potassium, calcium, hemoglobin and cholesterol.
2. Identify the purpose of fluids and electrolytes in the body
3. List the assessment findings and signs and symptoms of common fluid imbalances and who is at highest risk of dehydration and fluid excess.
4. Categorize common causes, signs and symptoms and treatments for sodium, potassium, calcium, and magnesium imbalances
5. Discuss various methods and reasons for IV fluid & IV medication.
6. Discuss the practical nursing role with IV Therapy
7. Differentiate characteristics of isotonic, hypotonic, and hypertonic solutions
8. Identify common complications associated with IV therapy.
9. Calculate flow and drip rates for IV solutions.
10. Demonstrate the specific steps for discontinuing an intravenous solution
11. Identify types and phases of surgeries
12. Identify the role of the PN in preoperative and postoperative surgery
13. Demonstrate postoperative assessment and nursing interventions for surgical patients across the lifespan.
14. Identify signs and symptoms of common postoperative complications
15. List the criteria for ambulatory discharge

Mental Health

1. Define mental health and mental illness.
2. Explore the etiology of mental illnesses.
3. Identify components of a mental health assessment.
4. Discuss legal aspects involved in caring for the mentally ill.
5. Review the role of defense mechanisms.
6. Review effective and non-effective coping skills.
7. Explain the use of milieu therapy, psychotherapy and psychopharmacology in the treatment of mental illness.
8. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the mental health disorders.
9. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the mental health system throughout the lifespan.
10. Discuss essential factors when assessing a suicidal client.
11. Outline interventions that protect the safety of a suicidal client.
12. Describe nursing approaches for a client who is: manic, aggressive, paranoid.
13. Discuss significance/incidence of substance abuse disorders in the general population.
14. Identify common characteristics of the chemically dependent client.

Obstetrics

1. Review the female reproductive system.
2. Identify factors detrimental to the development of the embryo and fetus.
3. Describe the functions of the placenta, the umbilical cord, and the amniotic fluid.
4. Discuss anatomical and physiologic alterations of pregnancy.
5. Distinguish between the presumptive, probable, and positive signs of pregnancy.
6. Identify components of the antepartal assessment.
7. Explain methods used to calculate the duration of pregnancy.
8. Discuss laboratory & other diagnostic procedures used in relation to prenatal care.
9. Explain danger signals the patient should report.
10. Identify medications that can be hazardous to the growing fetus.
11. Identify the common discomforts and concerns of pregnancy and explain their preventative measures and treatments.
12. State dietary requirements of the pregnant woman.
13. Discuss the effects of caffeine, alcohol, cigarette smoking & drugs during pregnancy.
14. Review typical aspects of childbirth preparation/prenatal classes. 
15. List & define complications of pregnancy related to bleeding, hypertension, infection & Rh incompatibility.
16. Distinguish between hyperemesis gravidarum and morning sickness.
17. Define gestational diabetes.
18. Identify the signs of impending labor
19. Distinguish between true and false labor.
20. Review reasons for Cesarean birth and associated nursing care.
21. Identify the physiologic changes that occur in the postpartum period.
22. Describe postpartum assessments of the mother including pertinent observations of the perineal area, lochia flow, fundal height and breast.
23. Review common complications of the puerperium and related nursing assessments & interventions.
24. Discuss educational needs for the postpartum patient.
25. Explain the attachment process.
26. Describe nursing assessments that are essential to the newborn including vital signs, reflexes, weight, length, umbilicus and circumcision.
27. Review safety measures and prevention of infection in caring for the newborn.
28. Explain the prophylactic use of Vitamin K and Erythromycin and Hepatitis B for the neonate.
29. Discuss management of jaundice, hypothermia, hypoglycemia.

Pediatrics

1. Discuss the evolution of and changes occurring in the healthcare of children in the United States
2. Review the terms and principles of growth and development.
3. Review stages of growth and development from the prenatal period through adolescence.
4. Incorporate Erikson’s theory of psychosocial development.
5. Identify factors that influence growth and development
6. Identify developmental milestones and appropriate teaching for different age groups
7. Explain how to obtain common physical measurements: height/length, weight, head, chest, and vital signs in children
8. Identify how to perform a physical assessment in a sequence appropriate to the child’s age.
9. Recognize expected normal physical findings for children at various ages.
10. Outline nursing interventions to prevent or minimize the stress of separation anxiety, loss of control and bodily injury and pain in different age groups.
11. Identify communications strategies for communicating with children of different age groups.
12. Describe the ways that play can be incorporated into therapeutic procedures.
13. Describe feeding techniques that will encourage fluid and food intake.
14. Describe interventions and guidelines for preparing children for procedures. 
15. Describe correct procedures for the administration of oral, parenteral, rectal, optic, otic, and nasal medications to different aged children.
16. Examine the recommended schedule for immunizations of normal infants and children and relate common side effects.
17. Identify the leading cause of death and permanent injury in children.
18. List factors that contribute to child abuse and proper interventions that can be used to prevent child abuse.
19. Identify symptoms of child abuse and proper interventions when child abuse is suspected.
20. Describe symptoms, treatment, and nursing interventions for the common poisonings that occur in children.
21. State anticipatory guidance needed to prevent poisonings.

Immunity

1. Identify the infectious process
2. Discuss major concepts of drugs used to treat infections.
3. Identify appropriate nursing interventions related to the administration of medications to treat infections.
4. List some of the common adverse reactions to antibiotics including drug resistant bacteria.
5. Describe the difference between passive and active immunity.
6. Describe the difference between vaccines and toxoids.
7. Describe nursing interventions for patients with a hypersensitivity disorder.
8. Outline immediate treatment for anaphylaxis.
9. Discuss assessment and nursing treatment of an immunocompromised patient.
10. List seven warning signs of cancer.
11. Differentiate between benign and malignant neoplasms.
12. Discuss the process of diagnosis of cancer.
13. Describe the nursing interventions for the patient undergoing each: surgery, radiation, and chemotherapy.

Endocrine

1. Review the endocrine system.
2. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the thyroid.
3. Explain Myxedema.
4. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the adrenal gland.
5. State the action, uses, major side effects, and nursing implications and patient teaching for the patient receiving corticosteroids.
6. Differentiate among the various types of diabetes.
7. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to diabetes.
8. List the symptoms, implications and treatment for hyperglycemia and hypoglycemia.
9. Recall the proper way to prepare and administer insulin.
10. Compare insulin as to onset, peak, duration and purpose.
11. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to diabetes.
12. Describe monitoring of blood glucose and diabetic education.
13. Describe the physical problems and prevention encountered by the diabetic patient: vascular disturbances, visual problems, neuropathy, nephropathy, and infection.

Respiratory

1. Review the respiratory system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to respiratory disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify respiratory conditions.
4. List the normal parameters of arterial blood gases and identify readings that indicate an abnormal acid/base condition.
5. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the respiratory disorders.
6. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the respiratory system throughout the lifespan.

Cardiac

1. Review the cardiac system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to cardiac disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify cardiac conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the cardiac disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the cardiac system throughout the lifespan.
6. Define common dysrhythmias.
7. Review the hematological system.
8. List and explain common diagnostic tests and nursing considerations used to identify hematalogical conditions
9. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the cardiac system throughout the lifespan.

Gastrointestinal

1. Review the gastrointestinal system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to gastrointestinal disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify gastrointestinal conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the gastrointestinal disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the gastrointestinal system throughout the lifespan.

Sensory

1. Review the sensory system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to sensory disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify sensory conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the sensory disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the sensory system throughout the lifespan.

Neurology

1. Review the neurological system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to neurological disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify neurological conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the neurological disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the neurological system throughout the lifespan.

Reproductive

1. Review the Female Reproductive system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to female reproductive disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify female reproductive conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the female reproductive disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the female reproductive system throughout the lifespan.
6. Review the Male Reproductive system.
7. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to male reproductive disorders.
8. List and explain common diagnostic tests and nursing considerations used to identify male reproductive conditions.
9. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the male reproductive disorders.
10. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the male reproductive system throughout the lifespan.
11. Explain maintaining a three way catheter.

Renal

1. Review the urinary system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to urinary disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify urinary conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the urinary disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the urinary system throughout the lifespan.

Musculoskeletal

1. Review the musculoskeletal system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to musculoskeletal disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify musculoskeletal conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the musculoskeletal disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the musculoskeletal system throughout the lifespan.

Integumentary

1. Review the integumentary system.
2. List nursing assessments and intervention activities appropriate for the care of patients experiencing symptoms related to integumentary disorders.
3. List and explain common diagnostic tests and nursing considerations used to identify integumentary conditions.
4. State the action, uses, major side effects, and nursing implications for the patient receiving medications pertinent to the integumentary disorders.
5. Identify etiology, clinical manifestations, assessment, diagnostic test, medical management, nursing interventions, and patient teaching pertinent to specific disorders of the integumentary system throughout the lifespan.

PNN 622 - Clinical Practicum 2

PNN-121 Clinical Practicum 1

PNN-206 Medication Administration for Nurses
Mode(s) of Instruction: Face to Face

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

Course Fees: Simulation Center Access: $50.00

Common Course Assessment(s): Clinical is a pass/fail course. Weekly and summative achievement is assessed on the proficiency record. A “P” (satisfactory performance) must be achieved to pass the course. *All assessments are subject to change.

Student Learning Outcomes and Objectives:
Student Learning Outcomes:

•  Apply the nursing process to clients in the clinical setting.
•  Demonstrate the values, attributes, behaviors, ethics, and legal obligations appropriate to the practice of nursing.
•  Apply beginning therapeutic communication skills.
•  Demonstrate safe nursing care using clinical judgement to individuals across the lifespan along the health illness continuum. 

Course Objectives:

•  Assessment:  Prepare for, assess, observe, interview and examine the client.
•  Plan of Care:Organize data and prioritize client problems, Determine goal for client problem, Identify appropriate interventions for client’s needs, evaluate the effectiveness of the client’s plan of care.
•  Demonstrates medication knowledge
•  Reports and document assessment and care
•  Provide a safe environment
•  Evaluate his/her own self through daily journaling
•  Display motivation and dependability
•  Act professionally
•  Perform and modify care
•  Organize and complete clinical shift assignment.
•  Make nursing judgements based on evidence-based practice
•  Develop a professional relationship with the client and family
•  Develop rapport with staff, instructor and peers. 

PNN 731 - Clinical Practicum

• PNN-311 Issues and Trends;
• PNN-811 Selected Clinical Nursing

• PNN 621 - Life Span Health Care 
• HSC-112 Medical Terminology;
• PNN-127 Fundamentals of Nursing in Health Care;
• PNN-121 Clinical Practicum 1;
• PNN-206 Medication Administration for Nurses;
• PSY-121 Developmental Psychology;
• BIO-151 Nutrition;
• BIO-168 Human Anatomy & Physiology I w/lab;
• BIO-173 Human Anatomy & Physiology II w/lab;
• PNN-621 Life Span Health Care;
• PNN-622 Clinical Practicum 2

Course Objectives:
At the completion of the preceptorship experience the student will:
1. Assess needs of residents in a long-term care setting and patients in an acute care setting including medical diagnosis into observations. 
2. Employ the nursing process to maintain and restore health when providing care for patients/residents. 
3. Employ scientific knowledge when providing care for patients. 
4. Identify decision making skills used by the preceptor in the delivery of care to patients. 
5. Use therapeutic communication when interacting with individual patients within a group, colleagues, and members of the health care team. 
6. Identify methods of prioritizing and delegating used by the preceptor during the work day. 
7. Delegate patient care according to legal responsibilities of the licensed practical nurse.
8. Prepare objectives for the preceptorship experience and discuss them with the faculty and preceptor. 
9. Discuss the job description for the licensed practical nurse found at the preceptor’s agency. 
10. Work cooperatively to meet the health care needs of the patients/residents. 

PNN 811 - Selected Clinical Nursing

• PNN-311 PN Issues & Trends
• PNN-731 Clinical Practicum.

• PNN 621 - Life Span Health Care 
• PNN-127 Fundamentals of Nursing Health Care
• PNN-121 Clinical Practicum 1
• PNN-206 Medical Administration for Nurses
• PSY-121 Developmental Psychology
• BIO-168 Human Anatomy & Physiology I w/lab
• BIO-151 Nutrition
• HSC-112 Medical Terminology
• BIO-173 Human Anatomy & Physiology II w/lab
• PNN-621 Life Span Health Care
• PNN-622 Clinical Practicum 2

Course Objectives:
1. Prepare for success in the NCLEX-PN state licensure examination. 
2. Apply knowledge attained in prior nursing courses toward answering questions in assessments as well as working in group discussions. 
3. Demonstrate nursing skills competently and according to applicable standards of practice. 
4. Utilize the nursing process in answering questions in assessments as well as working in group discussions. 
 

POL 111 - American National Government

1. Distinguish between the concepts of government and politics, and provide examples of each.
2. Identify and assess the main powers and functions of American system of national government.
3. Identify the main political actors in the American system of national government and politics.
4. Compare and contrast various political theories, such as pluralism and elite theory.
5. Provide examples of political issues and the role of scarcity and values in influencing political debate on such issues.

B. Describe and assess the main political institutions and their functions and processes in the operation of the American system of national government.

1. Identify the main political institutions of the American system of national government.
2. Describe the main institutions and processes of the legislative branch of the American system of national government.
3. Describe the main institutions and processes of the executive branch of the American system of national government.
4. Describe the main institutions and processes of the judicial branch of the American system of national government.
5. Evaluate the relative importance of the three branches of the American national government.

C. Analyze the cultural and historical influences on the development of the American system of government.

1. Analyze the role of political culture in the evolution of the American system of national government.
2. Evaluate the role of democracy and republicanism in the evolution of the American system of national government.
3. Compare and contrast democratic and dictatorial forms of government.
4. Trace the origins and most important features of the U.S. Constitution and its amendment process.
5. Assess the importance of checks and balances and separation of powers in the American system of government.

D. Evaluate the past and present roles of government in American society and the electorate.

1. Trace the development of American federalism and evaluate its impact on the American system of national government over time.
2. Provide examples of notable controversies centering on federalism and the related role of federal and state governments.
3. Distinguish between direct and indirect forms of democracy and provide examples of each in the American experience.
4. Describe and assess each major step of the lawmaking process, including that of judicial review.
5. Evaluate the functions of the party primaries and caucuses, general elections, and the Electoral College in the American electoral system.

E. Evaluate common forms of American political participation and the main influences on that behavior.

1. Identify common forms of American political participation and the main influences on that behavior.
2. Evaluate the main functions of the media on the American system of government and politics.
3. Evaluate the main functions of political campaigns and elections on the American system of government and politics.
4. Evaluate the main functions of political parties on the American system of government and politics.
5. Evaluate the main functions of interest groups on the American system of government and politics.

F. Identify and evaluate the role of civil rights and civil liberties in the evolution of the American system of government and politics.

1. Differentiate between civil rights and civil liberties, and provide examples of both concepts.
2. Trace the historic evolution of civil rights in the American system of government and politics.
3. Trace the historic evolution of civil liberties in the American system of government and politics.
4. Provide examples of notable pieces of legislation and landmark judicial cases relating to civil liberties and civil rights.
5. Evaluate the contemporary role of civil rights and civil liberties issues in the American system of government and politics.

G. Interpret past and present political issues from the perspectives of different political ideologies and theories.

1. Identify the most important American political ideologies and provide examples of related issue stances.
2. Describe the American political spectrum and pinpoint major political ideologies on that spectrum.
3. Evaluate the role of government in addressing political issues, as articulated by major American political theories, political ideologies, and political parties.
4. Provide examples of notable U.S. Supreme Court cases involving controversial issues, and evaluate those cases from the perspective of different political ideologies or theories.
5. Provide examples of major domestic and foreign policy issues and evaluate those issues from the perspective of different political ideologies or theories.

POL 112 - American State and Local Government

1. Distinguish between the concepts of government and politics, and provide examples of each.
2. Identify and assess the main branches and levels of American federal system.
3. Differentiate between the jurisdiction and role of the national, state and local government components of the American federal system.
4. Identify the main political actors in the American system of state and local government.
5. Provide examples of political issues and the role of scarcity and values in influencing political debate at the state and local level government in the United States

B. Describe and assess the main political institutions and their functions and processes in the operation of the American system of state and local government.

1. Identify the main political institutions of the American system of state and local governments.
2. Describe the main institutions and processes of the legislative, executive, and judicial branches of government at the state and local level.
3. Describe and evaluate the relationship between national, state, and local governments in the U.S.
4. Evaluate the present and past role of state and local governments in modern American society.
5. Explain the dual constitutional system and identify ways in which state constitutions differ in format and amendment procedure.

C. Analyze the cultural and historical influences on the development of the American system of state and local government.

1. Analyze the role of political culture in the evolution of the American system of state and local government.
2. Evaluate the role of democracy and republicanism in the evolution of the American system of state and local government.
3. Assess the importance of checks and balances in the American system of state and local government.
4. Assess the importance of separation of powers in the American system of state and local government.
5. Compare various U.S. state and local systems of government, politics, and elections.

D. Evaluate the past and present roles of state and local government in American society and the electorate.

1. Trace the development of American federalism and evaluate its impact on the American system of state and local government over time.
2. Provide examples of notable controversies centering on federalism and the related role of state and local governments.
3. Distinguish between direct and indirect forms of democracy and provide examples of each in the American experience of state and local governments.
4. Describe and assess each major step of the lawmaking process, including that of judicial review as it relates to federalism and the role of state and local governments.
5. Evaluate the functions of the party primaries and general elections in the American system of state and local governments.

E. Evaluate common forms of American political participation at the state and local levels, and the main influences on that behavior.

1. Identify common forms of American political participation and the main influences on that behavior at the levels of state and local government.
2. Evaluate the main functions of the media on the American system of state and local government and politics.
3. Evaluate the main functions of political campaigns and elections on the American system of state and local government and politics.
4. Evaluate the main functions of political parties (and nonpartisanship) on the American system of state and local government and politics.
5. Evaluate the main functions of interest groups on the American system of state and local government and politics.

F. Identify and evaluate the role of civil rights and civil liberties in the evolution of the American system of state and local government.

1. Differentiate between civil rights and civil liberties, and provide examples of both concepts at the level state and local governments.
2. Trace the historic evolution of civil rights in the American system of state and local government and politics.
3. Trace the historic evolution of civil liberties in the American system of state and local government and politics.
4. Provide examples of notable pieces of legislation and landmark judicial cases relating to civil liberties and civil rights that effect state and local governments.
5. Evaluate the contemporary role of civil rights and civil liberties issues in the American system of state and local government and politics.

G. Interpret past and present political issues from the perspectives of different political ideologies, theories, and practical considerations.

1. Identify the most important American political ideologies and provide examples of related issue stances at the state and local level of government.
2. Describe the American political spectrum and pinpoint major political ideologies on that spectrum, as they relate to the American system of state and local government.
3. Evaluate the role of government in addressing political issues, as articulated by major American political theories, political ideologies, and political parties.
4. Provide examples of notable U.S. Supreme Court cases involving issues of federalism, and evaluate those cases from the perspective of different political ideologies or theories.
5. Demonstrate an understanding of the budgetary and revenue issues at the state and local level.

POL 121 - International Relations

1. Describe the field of international relations and its main component parts (international security, international law, and international political economy).
2. Distinguish between the concepts of nations and states and provide examples of each concept.
3. Define the concept of state sovereignty and explain why its origins are linked to the Peace of Westphalia.
4. Explain the role of state (national) governments in international relations, including the formulation of foreign policy and conduct of diplomacy.
5. Differentiate between intergovernmental organizations (IGOs) and nongovernmental organizations (NGOs) and provide examples of each concept.

B. Explain the origins and evolution of the international system, including key developments from the 19th century to the present.

1. Describe how the major trends of 19th century European affairs affected the international system and fueled international conflict in the early 20th century.
2. Analyze how the First World War set the stage for the Second World War.
3. Describe the effects of the Second World War on the modern international system.
4. Analyze the Cold War’s origins, its key events, and the factors that brought about its end.
5. Outline the key trends in the international developments of the post-Cold War era.

C. Compare and contrast mainstream international relations theories, such as realism and liberalism.

1. Describe the key ideas and principles of realism and explain how they evolved over time.
2. Explain the meaning of states’ power, polarity, and interests in realist theory.
3. Describe the key ideas and principles of liberalism and explain how they evolved over time.
4. Explain the liberal ideas of soft power and international institutions.
5. Distinguish different approaches and traditions in a comparison of realism and liberalism.

D. Identify alternative theories of international relations and distinguish them from more mainstream theories.

1. Explain what the constructivist view brings to the study of international relations and foreign policy.
2. Describe the key ideas and principles of Marxism and explain how they have been applied to the study of international relations.
3. Describe the key ideas and principles of postcolonial studies and explain how they have been applied to the study of international relations.
4. Explain what the feminist view brings to the study of international relations and foreign policy.
5. Evaluate the role of identity factors (political culture) and psychological factors in international relations and foreign policy.

E. Define the main concepts of international security and apply those concepts to the modern global experience.

1. Differentiate national security from international security and provide relevant examples.
2. Describe the main types of war and provide relevant examples of each concept.
3. Compare and contrast realist and liberal perspectives of international security.
4. Explain what the constructivist view brings to the study of international security.
5. Critically apply international security at each level of analysis and provide relevant examples.

F. Identify the main concepts of international law and apply those concepts to the modern global experience.

1. Identify the main rationales, principles, and sources of international law.
2. Describe the evolution of international law and the role of international organizations in formulating laws of the sea and laws of war.
3. Explain the meaning of human rights and the role of international organizations in protecting human rights.
4. Outline the principal differences among realists, liberals, and constructivists about international law.
5. Critically apply key principles of international law to individual decisions, state policies, and global developments.

G. Define the major concepts of international political economy and apply those concepts to the modern global experience.

1. Explain the major factors of international political economy and provide examples.
2. Explain economic liberalism and its role in the development of the international political economy.
3. Describe constructivism in the context of international economic policies.
4. Identify the advantages and challenges of global economic interdependence.
5. Critically apply major economic views to realities of international relations at three levels of analysis.

H. Analyze major problems that the world is facing today by applying important theories of international relations.

1. Describe the logic, strategies, and methods of international terrorism.
2. Compare and contrast realist, liberal, and alternative perspectives of terrorism and related security challenges.
3. Identify today’s key problems related to nuclear proliferation, major policies to address them, and the implications for international relations.
4. Identify today’s key problems related to the natural environment, major policies to address them, and the implications for international relations.
5. Identify today’s key problems related to global pandemics and healthcare, major policies to address them, and the implications for international relations.

POL 125 - Comparative Government and Politics

1. Demonstrate an understanding of the field of comparative politics and provide examples in selected countries.
2. Distinguish between the concepts of government and politics and provide examples of each in selected countries.
3. Distinguish between the concepts of nations and states and provide examples of each in selected countries.
4. Identify and compare the main powers and functions of government and provide examples of those powers and functions in selected countries.
5. Identify and compare the main political actors found in political systems and provide examples of those actors in selected countries.

B. Demonstrate an understanding of the main methods of comparative government and politics and apply those concepts to the modern global experience.

1. Describe the comparative method and how different cases are systemically studied to test hypotheses, build theories, and make inferences.
2. Demonstrate an understanding of the most similar approach of the comparative method and apply it to the study of various political systems.
3. Demonstrate an understanding to the most different approach of the comparative method and apply it to the study of various political systems.
4. Distinguish between qualitative, quantitate, and historical methods of comparative government and politics.
5. Provide examples of the potential methodological pitfalls of the comparative method, including selection bias, value bias, and confirmation bias.

C. Classify political systems and compare the main political institutions and their functions and processes in the operation of government in selected countries.

1. Classify the main types of political systems found in the world and provide examples found in selected countries.
2. Compare and contrast the main institutions and processes of the legislative branch of government in selected countries.
3. Compare and contrast the main institutions and processes of the executive branch of government in selected countries.
4. Compare and contrast the main institutions and processes of the judicial branch of government in selected countries.
5. Compare and contrast the relative importance of branches of government in selected countries.

D. Analyze the social and historical influences on the development of political systems in selected countries.

1. Evaluate the role of monarchy, republicanism, and democracy in the evolution of political systems in selected countries.
2. Compare and contrast democratic and authoritarian forms of government.
3. Evaluate the importance of constitutional principles and the rule of law in the political systems of selected countries.
4. Compare the importance of revolutions and civil wars on the evolution of political systems in selected countries.
5. Evaluate the role of capitalism, fascism, socialism, and communism in the evolution of political systems in selected countries.

E. Evaluate and compare the past and present roles of government in selected countries.

1. Distinguish between confederal, federal, and unitary systems of government.
2. Trace the development of confederal, federal, and unitary systems of government in selected countries.
3. Distinguish between parliamentary, presidential, and semi-presidential systems of government in selected countries.
4. Trace the development of parliamentary, presidential, and semi-presidential systems of government in selected countries.
5. Distinguish between strong states, weak states, and failed states in selected countries.

F. Evaluate and compare the most common forms of political participation and the main influences on that behavior in selected countries.

1. Identify the most common forms of political participation and the main influences on that behavior in selected countries.
2. Compare the main functions of the media in the political systems of selected countries.
3. Compare the main functions of political campaigns and elections in the political systems of selected countries.
4. Compare the main functions of political parties in the political systems of selected countries.
5. Compare the main functions of interest groups and social movements in the political systems of selected countries.

G. Identify and evaluate the role of culture, the economy, and ideology in the evolution of political systems in selected countries.

1. Identify common forms of culture that influence the development of political systems in selected countries.
2. Evaluate the role of ethnicity, race, religion, and social class in the political systems of selected countries.
3. Evaluate the role of political ideologies in the political systems of selected countries.
4. Evaluate the role of business and industry, international trade, and globalization in the political systems of selected countries.
5. Compare the role of government in addressing social problems of selected countries, as articulated by major political ideologies.

POL 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.

PSY 111 - Introduction to Psychology

PSY 112 - Psychology of Human Relations

1. Understand the various perspectives regarding human relations.
2. Identify the various parts of the human self-concept and self-image.
3. Explain the mastery of personal control.
4. Identify concepts of emotion and motivation that impact human relationships.
5. Describe methods of making, keeping, and restoring friendships.
6. Recognize the patterns of relationships within groups.
7. Discuss the building blocks to better relationships and marriages.
8. Identify the concepts of love, intimacy, and commitment.
9. Describe the consequences of divorce.
10. Discuss stress related factors that impact relationships.
11. Identify the aspects of understanding the grief process.

Course Objectives

1. Define human relations, its current challenges, and the historical implications of changing labor laws.
2. Describe how self-esteem and prior attitude formation impact human relations.
3. Recognize the difference between personal and organizational values and how complimentary or misaligned values will impact a person’s attitude toward their job.
4. List different theories of motivation and how each can be used to increase and maintain productivity in the workplace.
5. Explain the processes and outcomes of communication and miscommunication within groups, teams, and leadership.
6. Explain the nature of conflict and apply appropriate mechanisms for dealing with it as it arises in all areas of life.
7. Describe adaptive methods to cope with personal and organizational change.
8. Apply knowledge obtained throughout the course to solving of “real world” cases in the class setting.

PSY 121 - Developmental Psychology

1. Identify the main characteristics, including the advantages and disadvantages of each of the major research designs.
2. Compare and contrast the major theoretical perspectives on human development.
3. Describe the cognitive, physical, social and emotional development of each life stage.
4. Assess the relative influences of nature and nurture on development.
5. Trace the history and evolution of the scientific study of development.
6. Summarize the characteristics, advantages and disadvantages of the theoretical perspectives of human development.
7. Describe the physical, cognitive, social, moral and emotional development of each life stage.
8. Confront one’s own attitudes about aging and death.

Course Objectives

After a study of Unit I-Beginnings, the student will:

1. Explain what is meant by the study of human development.
2. List and describe the three stages of childbirth.
3. Describe the principles of babies’ growth and development, inner and outer, simple to complex development.
4. Define and give an example of classical and operant conditioning.
5. Describe the significance of the following developmental stages according to Erik Erikson: basic trust versus mistrust, autonomy versus shame and doubt.

After a study of Unit II-Childhood, the student will:

1. Describe the physical growth and change of children.
2. Describe changes during childhood in the following areas: height, muscular, weight, structural.
3. List some of the common childhood illnesses, accidental injuries and other factors that influence health.
4. Describe children’s thinking processes during Piaget’s cognitive stages of sensorimotor, preoperational, and concrete operational.
5. Explain how memory is developed and operates in early childhood.
6. Explain Erikson’s psychosocial crises of initiative versus guilt and industry versus inferiority.
7. Describe the development of language in children.
8. List some ways that help a child cope with and become more resilient to stress.

After a study of Unit III-Adolescence, the student will:

1. Describe the process and characteristics of physical maturation in adolescence.
2. Discuss the psychological impact of physical changes and the effects of early and late maturation.
3. List the major health concerns during adolescence.
4. List Kohlberg’s levels of morality and provide a brief explanation of moral reasoning at each level.
5. Explain how different parental styles influence the adolescent.
6. Explain the psychosocial conflict of identity versus identity confusion.
7. Discuss some of the current sexual practices and attitudes among adolescence.

After a study of Unit IV-Adulthood, the student will:

1. Discuss health during adulthood, including the factors that influence health and fitness.
2. Describe the intellectual development and functioning of adults.
3. Describe personality development in adulthood according to the normative-crisis model and the timing of events model.
4. Discuss the relationship between marriage, happiness, and health.
5. Explain some of the characteristics and benefits of friendships during adulthood.
6. Discuss sexuality in young, middle, and later adulthood.
7. Describe the impact of race and socioeconomic on health.
8. Explain crystallized and fluid intelligence and how they are affected by aging.
9. Summarize the major elements of development in adulthood according to Erikson’s theory.
10. Describe how the relationships between adult children and their parents change and how those changes affect the development of each.
11. Describe common attitudes toward old age and the elderly.
12. List the major health problems and causes of death in young, middle, and late adulthood.
13. Describe some techniques for measuring changes in intellectual functioning of the adult.
14. Discuss the importance of continued mental activity and explain how learning and memory are interrelated.
15. Describe how attitudes about death develop throughout the lifespan.
16. Discuss death and dying regarding such issues as active euthanasia and passive euthanasia.
17. Discuss the challenge of finding a purpose in life and death and factors which most influence attitudes.

PSY 222 - Child Psychology

PSY 224 - Adolescent Psychology

1. Critically evaluate and accurately interpret current psychological research relating to the learning and assessment process of children ages 10-19. 
2. Analyze the effect that biopsychosocial influences have on gender identity development in adolescence.
3. Analyze and assess adolescents’ development using proven psychological assessment techniques.
4. Describe experiences linked to adolescents’ ages and individual strengths, interests, and needs that support learning and development in multiple environments.
5. Compare and contrast the major theories of physical, cognitive, and socioemotional development for children ages 10-19.
6. Discuss the impact that parenting styles, family structures, and culture have on adolescent growth.
7. Identify the effect that schools, government programs, and community intervention programs have on physical, cognitive, and socioemotional progress of adolescent growth.
8. Identify the cultural influences, attitudes, and trends that help define adolescent sexuality. 
9. Understand the bidirectional relationship that exists between the onset of puberty and socioemotional processes. 
10. Comprehend the basic skills that adolescents need for successful transition into adulthood. 

Course Objectives

Unit I: Introduction; Biological and Cognitive Processes

1. The students will understand the historical views of adolescence.
2. Identify the biological determinants of puberty.
3. Compare and contrast Piaget’s Cognitive Theory with Vygotsky’s Social Constructivist approach.
4. Understand how evolution, heredity, and environment effect adolescent development.
5. Comprehend social cognition and how it effects adolescent perspective.

Unit II: Identity, Gender, and Sexuality

1. Realize the adolescent’s changing view of the self-concept and how that effects self-esteem.
2. Identify and analyze Erikson’s views on adolescent development.
3. Understand the biological, social, and cognitive influences on gender.
4. Discuss adolescent attitudes towards sexuality.
5. Explain sexual health issues and the importance of sex education.

Unit III: Moral Development, Families, and Peers

1. Discuss the socializing agents that effect moral development.
2. Discuss the socializing agents that effect religious values and spirituality.
3. Understand reciprocal socialization and the family as a system.
4. Realize the changing nature of adolescent-parent relationships as adulthood emerges.
5. Explain how the concept of family is changing in modern society.
6. Compare and contrast peer relationships in adolescent and childhood.
7. Understand the functions of dating and the emotions surrounding this dynamic.

Unit IV: Schools, Work, and Culture

1. Analyze contemporary approaches to student learning.
2. Explain the issues surrounding transitions from middle school to high school.
3. Identify the changing social developmental contexts in schools.
4. Understand how achievement and work effect cognitive and identity development.
5. Realize the importance of culture in the study of adolescence.
6. Discuss how socioeconomic status and ethnicity effect development.
7. Analyze how the media and technology influence adolescent culture.

Unit V: Problems in Adolescence

1. Apply the biopsychosocial approach to emerging adult problems.
2. Understand major issues in adolescence especially drug use and juvenile delinquency.
3. Discuss psychological disorders such as depression, suicide, and eating disorders.
4. Explain the role of prevention/intervention programs in dealing with adolescent issues.

PSY 241 - Abnormal Psychology

1. Recognize the history of abnormal psychology from ancient times to present.
2. Interpret research methods used in abnormal psychology.
3. Explain the various classifications, treatment plans and assessment tools used in abnormal psychology.
4. Compare the major theoretical perspectives.
5. Summarize the various anxiety disorders.
6. Recall the Somatoform Disorders, Psychological Factors Affecting Medical Conditions, and Dissociative Disorders.
7. Identify the sexual disorders.
8. Summarize the mood disorders.
9. Explain Schizophrenia and Related Disorders.
10. Identify the personality disorders.
11. Summarize the development-related disorders.
12. Recall the substance-related disorders.
13. Explain the eating disorders and impulse-control disorders.

Course Objectives

1. Identify the categories and descriptions of the leading mental disorders.
2. Compare and contrast the various theoretical models explaining the treatment modalities of the disorders.  
3. Describe how mental disorders are assessed and classified according to the DSM-5.
4. Interpret research methodologies used for describing and explaining abnormal behavior.
5. Describe cultural factors relating to the understanding and expression of various psychological disorders.

PSY 251 - Social Psychology

1. Describe the basic methodology, results, and impact of seminal research studies in social psychology (e.g., Milgram’s study, Asch’s study, Festinger’s study, etc.)
2. Explain how the notion of the “self” contributes to cognitive processes in social interaction.
3. Identify the mechanisms behind attitude change and social persuasion
4. Describe the cognitive and affective theories/components linked to stereotypes, prejudice, and discrimination.
5. Identify the basic properties of and factors involved in interpersonal attraction and the formation and maintenance of both individual and group relationships.
6. Compare and contrast different types of aggression and discuss research techniques for studying aggressive behaviors.
7. Identify factors that affect a person’s decision to help or not help other people.

Course Objectives:

Topic 1: Social Psychology:

1. Define social psychology as an approach to knowledge, discussing contemporary research trends.
2. Describe the relationship between evolution and social behavior.
3. Contrast the advantages and limitations of different methods of research: systematic observations, the survey method, the correlational method, the experimental method, and the use of inferential statistics and meta-analysis.
4. Define “theory” and describe the procedure involved in building theories.
5. Discuss how deception is used in social psychological research using informed consent and debriefing.

Topic 2: Social Cognition

1. Discuss what is meant by “social cognition” stating the purpose and function of schemas.
2. Show understanding of the concepts: self-fulfilling prophecy, use of heuristics, priming, and automatic processing and their use in social thought.
3. Examine our tendency to show a negativity bias, and also the prevalence of the optimistic bias.
4. Identify the effects of counterfactual thinking, “magical thinking,” and thought suppression may have on patterns of cognition and processing social information.
5. Consider how affect can influence cognition through mood-dependent memory, mood congruence effects, and the ways that cognition itself can influence affect.

Topic 3: Social Perception

1. Discuss the different aspects of social perception, by first describing nonverbal communication through eye contact and touching, and how facial expressions and body language can communicate emotion.
2. Define linguistic style and nonverbal cues relative to detecting deception.
3. Compare and contrast the key elements of theories of communication, the discounting and augmenting principles, and the attribution theory.
4. Discuss how attribution theory has been applied to the study of depression and sexual harassment in the workplace.
5. Discuss Asch’s research on central and peripheral traits in forming impressions, and how individual traits are implicit in personality theories.
6. List self enhancement tactics used in impression management, and its relationship with our cognitive load.

Topic 4: The Self

1. Understand the components of a person’s social identity, and how it be affected by social context.
2. Define the three types of self-awareness, and how we evaluate our self-esteem often using social comparison.
3. Discuss consequences of low versus high self-esteem, the gender differences in self-esteem, and how the self-evaluation maintenance model protects self-esteem.
4. Define the above-average effect and relate it to the self-serving bias.
5. Describe the impact of discrimination on views of the self, and stereotype threat.

Topic 5: Attitudes

1. Describe attitudes and their basic functions, and how acquired through learning and social comparison.
2. Outline the link between attitudes and behavior, and the theories of the attitude-behavior link. 
3. State the key factors of successful persuasion, such as systematic and heuristic processing, and how we may resist persuasion by discussing reactance, forewarning, selective avoidance, and biased assimilation.
4. Describe the experience of cognitive dissonance, how unpleasant for most individuals, and ways to reduce cognitive dissonance.

Topic 7: Stereotyping, Prejudice, and Discrimination

1. Contrast the key differences between stereotypes, prejudice, discrimination and tokenism.
2. Describe how schemas and negative emotions, illusory correlations, in-group differentiation, and out-group homogeneity all relate to the development of stereotypes.
3. Explain sexism, and how sexism and discrimination-particularly in the workplace-may still persist.
4. State why prejudice persists, how modern racism operates, and how realistic conflict theory helps understand prejudice.
5. Describe the effects of social categorization, and relevance of ultimate attribution error and social identity theory.
6. Understand how individuals cope with prejudice, and how the social learning view affects how a person develops attitudes about other racial or ethnic groups.
7. Consider how contact, recategorizations, cognitive interventions, collective guilt, and social influence can all be used to reduce prejudice.

Topic 8: Interpersonal Attraction and Close Relationships

1. Provide an overview of the key factors involved in interpersonal attraction.
2. Describe the key characteristics of need for affiliation and modes of expression including the influence of affect on attraction.
3. Understand how emotions, similarity and proximity can influence attraction, and how physical attractiveness is evaluated, including the role of the affect-centered model of attraction.
4. Note the key features of physical attractiveness including the effect of stereotypes on it.
5. Explain the repulsion hypothesis and highlight the key predictions of balance theory.
6. Outline the concept of interdependence and its relevance to parent-child and sibling relationships.
7. Describe the nature of close friendships, the functions of same-sex and opposite-sex friendships, and the parameters of loneliness.
8. Clarify how romantic relationships differ from close friendships, and how passionate love differs from unrequited and companionate love.
9. Explain Hendrick and Hendrick’s (1986) love styles and Sternberg’s (1986) triangular model of love.
10. Outline how sexuality and sexual practices have changed in past decades, and discuss the importance and role of similarity, assumed similarity, individual differences, and sexual interactions in a marriage.
11. Consider the benefits and challenges of marriage, how the concept of marriage has been changing, and give helpful ways married couples can resolve problematic issues.

Topic 10: Social Influence

1. Explain the differences between conformity, compliance, obedience, and symbolic social influence.
2. Explain and define “social norm” and its functions, and how social norms persist.
3. Contrast descriptive and injunctive norms, and also normative and informational social influence.
4. Consider how group size affects conformity, and how the minority can influence the majority.
5. List the six basic principles of compliance and the seven tactics used for gaining compliance.
6. Overview the various studies on obedience, the effects of destructive obedience, and social influence tactics which can be used in the workplace.

Topic 11: Prosocial Behavior

1. Explain the key difference between “prosocial behavior” and “altruism.”
2. Discuss situational factors that enhance or inhibit helping, and the choosing to help in an emergency.
3. Discuss the nature and development of empathy and outline other personality factors associated with prosocial behavior and the altruistic personality.
4. Contrast the following terms: egoism, self-interest, moral integrity, and moral hypocrisy.
5. Explain various motives for volunteering and delineate the four key hypotheses on motivations for prosocial behavior.

Topic 12: Aggression

1. Contrast the views of Freud, Lorenz, and evolutionary perspectives in terms of how aggression develops.
2. State the purpose and implications of the various models and theories of aggression including: the general aggression model, the disputed frustration-aggression hypothesis and the excitation transfer theory.
3. Discuss the linkage of societal violence to the media and to pornography, and how temperature and alcohol may influence aggression.
4. Define “cultures of honor,” discuss the issue of sexual jealousy, and the gender differences in aggression.
5. Identify individual causes of aggression by discussing the Type A behavior pattern, hostile and instrumental aggression, and the hostile attributional bias.
6. Discuss the characteristics and possible means of handling bullying behavior, and the handling of workplace violence.
7. Evaluate the veracity of the catharsis hypothesis, whether punishment can be an effective deterrent to violence, while identifying the various techniques useful to reducing aggression.

Topic 13: Groups and Individuals

1. Define what is meant by a “group,” and identify how roles, status, norms, and cohesiveness allow a group to function.
2. Define what is meant by “social facilitation,” and why social loafing and deindividuation occur.
3. Contrast the terms “cooperation” and “conflict,” and explain the dynamics of a social dilemma.
4. Discuss how reciprocity, personal orientations, and communication may encourage cooperation, and yet also cause conflicts.
5. Explain the importance of perceived fairness, perceived unfairness, and categories of justice in groups.
6. Discuss the nature and how both group polarization and groupthink may influence decision making, and how the devil’s advocate technique and authentic dissent may improve group decisions.

PSY 261 - Human Sexuality

1. Recognize methods of research into human sexuality
2. Recall the history of sexual practices and attitudes in western society and other cultures
3. Identify female and male sexual anatomy and physiology
4. Understand love and the development of sexual relationships
5. Recall sexual behavior patterns
6. Identify methods of communication in sexual behavior
7. Recall the continuum of sexual behavior: heterosexuality, homosexuality and bisexuality
8. Summarize contraception, fertilization, and infertility problems
9. Explain sexual development and sexuality during childhood, adolescence, the adult years, and the older years
10. Recall the nature and origin of sexual difficulties and sex therapy
11. Identify various sexually transmitted diseases
12. Understand sexual victimization
13. Analyze the commercialization of sex
14. Recall the paraphilias

Course Outcomes

1. Compare and contrast scientific, research-based evidence with popular and ideological materia
2. Apply sexual health practices based on a) the knowledge of sexual anatomy and physiology, b) the ability to communicate effectively about sexuality with partners, family members, and health- care providers, and c) understanding of psychological influences on sexual decision-making and health behaviors
3. Identify the historical, biological, social, psychological, and cultural contexts of diverse sexual practices
4. Describe diversity relating to gender identity, gender role expression, sexual orientation and variations
5. Establish, maintain, and enhance intimate relationships through the utilization of research-based principles
6. Apply critical thinking skills to reflect on your own and others’ beliefs and perspectives in relation to human sexuality
7. Define consent, sexual misconduct, and sexual assault. Identify campus resources for sexual assault and prevention

PSY 281 - Educational Psychology

PSY 927 - Honors Project

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.

PSY 949 - Special Topics

RAD 122 - Radiographic Procedures I

BIO 168
Prerequisites/Corequisites: HSC 104 , BIO 173  

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

Common Course Assessment(s): None

Student Learning Outcomes and Objectives:
Student Learning Outcomes

1. Define basic radiographic terminology and principals related to radiographic practice.

2. Describe methods of radiation protection, recognizing its importance and necessity.

3. Identify anatomical structures of the chest, abdomen, upper and lower extremities, hip, pelvis, and proximal femora on radiographs and diagrams.

4. Demonstrate accurate radiographic positioning for radiographic procedures of the chest, abdomen, upper and lower extremities, hip, pelvis, and proximal femora through lab simulations.

5. Relate laboratory practice and competency to the clinical environment.

6. Evaluate radiographs to determine diagnostic quality as it relates to: technical factors, positioning, and visibility of structures of clinical interest.

7. Demonstrate a commitment to quality radiographic work by repeating an assignment or lab competency to master the proper positioning technique.

8. Demonstrate professionalism by following written and verbal instruction, responding positively to suggestions, working well with peers and instructors,and developing a commitment to quality work.

Course Objectives

Unit 1 -  Introductory steps in radiography, compensating filters, general anatomy, radiographic positioning terminology, and basic radiographic concepts.

• Define all Key terms and abbreviations.

• Recognize the Health care environment, radiography professional credentials, professional organizations specific to radiography, and the professional development and advancement of a radiologic technologist.

• Outline the key exposure factors of kVp, mAs, and time.

• Define the exposure process and basic radiation principals as it relates to radiographic imaging of the human body.

• Explain patient considerations when performing diagnostic radiographic procedures.

• Discuss the purpose of compensating filters, types of compensating filters, and specific applications for their use.

• Recognize radiographic terminology, articulations, body planes, and anatomy.

• Identify anatomic landmarks

• Demonstrate proper manipulation and alignment of the radiographic equipment

• Distinguish between positions, projections, and views.

• Demonstrate the body positions and body movements used in radiologic procedures.

• List the principals and guidelines used in radiographic positioning.

• Describe the necessity for radiation protection and methods used for radiation protection.

Unit 2 -  Thoracic Viscera: radiographic anatomy, positioning, and procedures of the Chest

• List the structures constituting the airway through to the distal aspects of the lungs, identifying all anatomy.

• Describe structure and function of the respiratory system.

• List the bony landmarks associated with certain organs of the respiratory system.

• Relate understanding of body habitus, thoracic cavity, respiratory system, and mediastinum.

• Identify lung anatomy and bony thorax anatomy on frontal and lateral diagrams and PA, AP, and Lateral radiographs.

• Explain general positioning considerations including the visualization of air-fluid levels.

• Summarize pathologies of the thoracic viscera.

• Explain the use of girds, AEC, and APR.

• Describe the differences between a diagnostic Chest radiograph and an improperly positioned chest radiograph. 

• Select appropriate exposure factors for all essential chest projections simulated in the lab.

• Indicate proper radiation protection for all projections.

• Practice and simulate in lab the following chest procedures: PA and Lateral Chest, AP Wheelchair Chest, and Lateral Decubitus Chest.

Unit 3 -  Abdomen: radiographic anatomy, positioning, and procedures of the abdomen.

• Identify the anatomy and anatomic landmarks of the abdominopelvic cavity.

• Identify the soft tissue structures that should be visible on a correctly exposed abdominal radiograph.

• Localize all abdominal organs to one of the four abdominal quadrants.

• List the nine abdominal regions

• Relate understanding of how body habitus impacts positioning the abdomen projections.

• Summarize pathologies of the abdomen.

• Select appropriate exposure factors for all essential abdomen projections simulated in the lab.

• Explain abdominal sequencing and proper use of compensating filters.

• Indicate proper radiation protection for all abdomen projections, male and female.

• Describe the evaluation criteria for producing diagnostic radiographs of the abdomen.

• Practice and simulate in lab the following abdomen procedures: Upright and Supine (KUB) abdomen, Decubitus abdomen.

Unit 4 - Thumb, Finger, Hand and Wrist: radiographic anatomy, positioning, and procedures.

• Identify anatomy, articulations, and anatomical relationships of the thumb, finger, hand, and wrist.

• Describe proper procedure steps for basic radiographic projections of the thumb, finger, hand, and wrist.

• Discuss general procedures of the upper limb.

• Explain how motion can be controlled on radiographs of the extremities.

• Summarize pathologies of the upper limb.

• Select appropriate exposure factors for all essential projections simulated in the lab.

• Indicate proper radiation protection.

• Describe evaluation criteria for producing diagnostic radiographs of the thumb, finger, hand, and wrist.

• Demonstrate with competence, thumb, finger, hand, and wrist radiographic procedures through lab simulations through Lab simulations.

Unit 5 - Forearm, Elbow, Humerus: radiographic anatomy, positioning, and procedures.  

• Identify anatomy, articulations, and anatomical relationships of the forearm, elbow, humerus.

• Describe proper procedure steps for basic radiographic projections of the forearm, elbow, humerus.

• List the projection for a partially flexed elbow that cannot be fully extended.

• Identify the projection or part positions that would demonstrate the following specific anatomical parts: head and neck of radius, coronoid process of ulna, olecranon process of ulna, and relationship of head of humerus to glenoid fossa.

• Discuss fat pads of the elbow.

• State the two projections of the proximal humerus that should be taken when the patient has symptoms of possible fracture or dislocation.

• Summarize pathologies of the upper limb.

• Select appropriate exposure factors for all essential projections simulated in the lab. • Indicate proper radiation protection.

• Describe evaluation criteria for producing diagnostic radiographs of the forearm, elbow, and humerus.

• Demonstrate with competence, forearm, elbow, and humerus radiographic procedures through lab simulations through Lab simulations.

Unit 6 - Shoulder Girdle, Clavicle, AC Joints, and Scapula: anatomy, positioning, and procedures.

• Identify anatomy, articulations, and anatomical relationships of the proximal humerus, clavicle, shoulder, and scapula.

• Describe the three classifications of joints.

• List the six types of joint movements under the diarthroidial classification.

• Describe relative positions or locations of principal structures involving the shoulder girdle.

• Describe in detail shoulder girdle articulations.

• Relate proper use of and type of, specially designed compensating filter for the shoulder.

• Illustrate hand position and its effect on the proximal humerus.

• Summarize pathologies of the shoulder girdle.

• Select appropriate exposure factors for all essential projections simulated in the lab.

• Indicate proper radiation protection.

• Describe evaluation criteria for producing diagnostic radiographs of the shoulder girdle, clavicle, AC joints, and scapula.

• Describe evaluation criteria for producing diagnostic radiographs of the shoulder girdle, clavicle, AC joints, and scapula.

Unit 7 - Toe, Foot, Calcaneus, and Ankle: anatomy, positioning, and procedures.

• Identify anatomy, articulations, and anatomical relationships of the toe, foot, calcaneus, and ankle.  

• Identify the longitudinal and transverse arches of the foot and how they impact the function of the lower extremity.

• State all joints of the foot and ankle as to correct classification and movement type.

• Describe surface markings of the foot using radiographic terminology.

• Explain the conversion rule for converting exposure factors from routine non-cast extremity to a cast.

• Summarize use of compensating filters for toe and foot projections.

• Discuss weight-bearing foot and ankle projections.

• Explain pediatric projections used for congenital Talipes equinovarus.

• Discuss in detail the ankle mortise joint.

• Summarize pathologies of the lower extremity.

• Select appropriate exposure factors for all essential projections simulated in the lab.

• Indicate proper radiation protection.

• Describe evaluation criteria for producing diagnostic radiographs of the toe, foot, calcaneus, and ankle.

• Demonstrate with competence, toe, foot, calcaneus, and ankle. radiographic procedures through lab simulations.

Unit 8 - Lower Leg, Knee, Intercondylar Fossa and Femur: anatomy, positioning, and procedures.

• Identify anatomy, articulations, and anatomical relationships of the lower leg, knee, intercondylar fossa, and femur.

• Discuss pelvic thickness and central ray angles for AP knee radiographs.

• Describe the anatomic structures best demonstrated on specific projections.

• List all special projections of the patella.

• State joint classifications and movement types of the lower extremity.

• Discuss the weight-bearing knee projections, both AP and PA.

• Summarize the standing projection of the hips, knees, and ankles for extremity alignment and length measurement.

• Summarize pathologies of the lower extremity.

• Select appropriate exposure factors for all essential projections simulated in the lab. • Indicate proper radiation protection.

• Describe evaluation criteria for producing diagnostic radiographs of the lower leg, knee, intercondylar fossa, and femur.

• Demonstrate with competence, lower leg, knee, intercondylar fossa, and femur. radiographic procedures through lab simulations.

Unit 9 - Pelvis and Proximal Femora to include Hip, Acetabulum, and Anterior Pelvic Bones: anatomy, positioning, and procedures.

• Identify anatomy, articulations, and anatomical relationships of the pelvis and proximal femora

• Distinguish between pelvis and proximal femora anatomy.  

• Identify the six positioning landmarks of the pelvic girdle.

• List the two divisions of the pelvic girdle and describe the structural and functional differences of these two divisions.

• Describe the joint classifications and movement types for the joints of the pelvic girdle.

• List the differences of the android and gynecoid pelvis.

• Summarize alternative positioning landmarks that can used instead of the pubic symphysis.

• Discuss how foot position impacts the AP pelvis.

• Relate grid use and the cross-table lateral hip projection.

• Summarize pathologies of the lower extremity.

• Select appropriate exposure factors for all essential projections simulated in the lab.

• Indicate proper radiation protection.

• Describe evaluation criteria for producing diagnostic radiographs of the hip, pelvis, acetabulum, and anterior pelvic bones.

• Demonstrate with competence, hip, pelvis, acetabulum, and anterior pelvic bones radiographic procedures through lab simulations.

RAD 142 - Radiographic Procedures II

1. Identify, list, and describe the essential anatomic components and structures of each body part/system and apply it to radiographic procedures.

2. Demonstrate and prove competency in the radiology lab of the learned radiographic procedures of the vertebral column, bony thorax, digestive system and urinary system.

3. Position and manipulate the patient, x-ray tube, bucky apparatus, image receptor, and Central Ray with accuracy in order to produce a diagnostic image

4. Describe essential anatomic structures that must appear in the radiographic image, how they must be seen in order to be of diagnostic value and correct exposure factors utilized for each projection.

5. Distinguish between diagnostic radiographs and radiographic images that do not display diagnostic standards.

6. Express appropriate patient communication and care during procedures done in the lab.

7. Demonstrate a commitment to quality radiographic procedures by repeating an assignment or lab competency to master the proper positioning technique. 

8. Relate laboratory practice and competency to the clinical environment.

9. State how to complete the radiologic procedure as it relates to proper patient pre and post procedure care.

10. Discuss Trauma Radiography, the role of the radiographer in trauma, and radiographic procedures in trauma situations.

11. Recognize contrast medias used in radiographic procedures, adverse patient reactions to contrast media, oral and IV types of contrast media, and procedural considerations when using contrast media.

12. Discuss pharmacology as it relates to radiologic procedures, and general pharmacology principals.

13. Discuss the various patient tubes, lines, catheters and other devices that may be used in the digestive and urinary system.

14. Utilize critical thinking skills in evaluating situations, problems and challenges that are encountered in the Radiologic Profession.

Course Objectives

Unit 1 - Cervical and Thoracic Spine

• Correctly list and label all essential anatomy of the cervical and thoracic vertebral column on diagrams and radiographs.

• Describe the functions of the vertebral column.

• List the five regions of the vertebral column with the correct number of vertebrae or segments in each region.

• Explain the two curves of the vertebral column present at birth and the two compensatory curves that develop after birth.

• Differentiate between lordosis, kyphosis, and scoliosis.

• Identify all parts of the typical and atypical vertebrae on diagrams and in radiographs.

• Identify the correct medical term for slipped disk and describe what causes this condition.

• Describe the two main parts of the intervertebral disk and describe their purpose and function.

• Identify those features of the thoracic and cervical vertebrae that distinguish them from the other vertebrae.

• Explain costovertebral and costotransverse articulations.

• List the additional names for C-1, C-2, and C-7

• Describe the articular prosesses.

• Explain the Intervertebral foramina location in the cervical vertebrae.

• Explain the Zygapophyseal joints in the thoracic region; angle and body rotation required to demonstrate them.

• Determine the position or projection for each section of the spine that will best demonstrate apophyseal joints and intervertebral foramina, and if the “up” side or “down” side is being visualized.

• Discuss the different vertebral joint classifications and type. 

• Explain the basic and optional projections, central ray (CR) placement and angulation, body part position, and anatomy best demonstrated on radiographic procedures of the cervical and thoracic vertebral column.

• Demonstrate competency on the essential radiographic procedures of the cervical and thoracic vertebral column through Lab simulations.

Unit 2 - Lumbar Spine, Sacrum, Coccyx, and SI Joints

• Correctly list and label all essential anatomy of the lumbar, sacrum, coccyx vertebral column and sacroiliac joints on diagrams and radiographs.

• Identify the anatomical structures for the parts of the “scotty dog” demonstrated on the oblique lumbar radiograph.

• List the basic and optional projections, central ray (CR) placement and angulation, body part position, and anatomy best demonstrated on radiographic procedures of the lumbar, sacrum, coccyx spine, L5-S1 junction and sacroiliac joints.

• Differentiate the correct vertebrae or segment associated with the topographical landmarks of the iliac crest and the anterior superior iliac spine.

• Describe the zygapophyseal joints visualized on radiographs of anterior and posterior oblique projections of the lumbar vertebral column.

• Determine if the intervertebral disk spaces are open and well visualized.

• Critique and evaluate each radiograph according to the evaluation criteria and structures shown as outlined.

• Discriminate between those radiographs that are unacceptable due to positioning errors and incorrect exposure factors and those that are acceptable.

• Demonstrate competency on the essential radiographic procedures of the lumbar vertebral column, sacrum, coccyx, and sacroiliac joints through Lab simulations.

Unit 3 - Bony Thorax and Trauma Radiography

• Correctly list and label all essential anatomy of the Bony Thorax -Sternum, Ribs, and Sternoclavicular (SC) joints- on diagrams and radiographs.

• Differentiate between true ribs, floating ribs, and false ribs.

• Describe the radiographic appearance of posterior ribs and anterior ribs.

• Explain diaphragm movement and change with respiratory phase.

• Identify the ribs that should be imaged through the lungs versus ribs that should be imaged through the upper abdomen.

• Identify which ribs should be imaged using full inspiration versus which ribs should be viewed on full expiration.

• List the basic and optional projections, central ray (CR) placement and angulation, body part position, and anatomy best demonstrated on radiographic procedures of the ribs, sternum, and SC joints.

• Explain the differences in radiographic procedures between imaging anterior ribs and posterior ribs.

• Describe hemothorax and pneumothorax. 

• Demonstrate competency on the essential radiographic procedures of the ribs, sternum, Upper Airway (soft-tissue neck), and SC joints through Lab simulations.

• Discuss trauma radiography and the role of radiographer as a member of the trauma team.

• Evaluate preliminary trauma considerations and trauma statistics.

• Identify best practices as they relate to trauma radiography.

• Relate how radiographic procedures are done in trauma situations.

• Discuss the role of computed tomography and diagnostic medical sonography procedures in trauma radiography.

Unit 4 - Digestive System

• Correctly list and label all essential anatomy of the digestive system including organs of the alimentary canal and accessory organs on diagrams and radiographs.

• List the primary functions of the digestive system.

• Describe the anatomic locations, functions, and essential anatomy of the esophagus, stomach, and duodenum, small bowel, large bowel and biliary system.

• Describe the effect of body habitus on organ location within the abdomen.

• Explain the common radiolucent and radiopaque contrast media used to visualize the gastrointestinal (GI) system.

• Describe imaging procedures of the GI tract utilizing fluoroscopic examination.

• Describe the anatomic function, location, and pertinent anatomy of the small and large bowel.

• Explain common fluoroscopic procedures of the GI tract.

• Discuss patient prep instructions for the radiographic procedures of the GI tract.

• Describe room preparation for fluoroscopic procedures of the GI tract.

• Explain the consent form, patient history questions, and procedure explanation process necessary prior to performing a GI procedure.

• Describe barium sulfate and water soluble contrast agents used for GI imaging.

• Compare types of contrast agents and the various ways they are used.

• Describe how to prepare the patient psychologically for the barium enema.

• Describe the patient position and correct method to insert a rectal tube.

• Explain the essential and optional positions and projections of the barium filled GI tract along with the anatomy that is best visualized on each.

• Describe the location and pertinent anatomy of the liver, gallbladder, pancreas, and ductal system of the biliary system

• Identify the blood supply of the liver including the porta hepatis.

• List the liver function most applicable to radiographic study.

• List the major component of bile and the primary function of bile.

• Describe how body habitus affects location of the gallbladder.

• Describe radiographic procedures of the biliary system.

• Explain the substance cholecystokinin and its effect on the gallbladder and sphincter of oddi.

• Demonstrate competency on radiographic procedures of the esophagus, UGI, small bowel follow through, barium enema, and ERCP through Lab simulations.

Unit 5 - Urinary System

• Correctly list and label all essential anatomy of the urinary system including suprarenal glands and prostate gland on diagrams and radiographs.

• Explain the primary functions of the urinary system and kidney function.

• Identify the functional unit of the kidney and label its anatomic structures.

• Compare the anatomic differences of the male and female urethra.

• Differentiate antegrade and retrograde filling.

• Discuss urography, retrograde urography and contrast studies of the urinary system.

• Discuss iodinated ionic and nonionic contrast media used for radiographic investigation of the urinary system.

• List adverse reactions to iodinated contrast media.

• Identify the six rights of drug safety and drug categories that are relevant in diagnostic radiography and current practice standards for contrast administration.

• Explain preparation of the intestinal tract and patient preparation, including the consent form.

• Define excretory urography and list two alternate names.

• List indications for excretory urography.

• Discuss contraindications to excretory urography and high-risk patient conditions to intravenous contrast medial injection.

• Discuss the purpose of ureteral compression.

• Explain proper patient preparation for excretory urography.

• Differentiate between nephrogram and nephrotomogram.

• Describe the procedure, procedure location, and physician involved in retrograde urography.

• Describe the essential and nonessential urinary system radiographic procedures.

• Demonstrate competency on the excretory urogram (EU) also called Intravenous Urography through Lab simulations.

RAD 163 - Radiographic Procedures III

1. Develop a thorough knowledge of anatomy of the 8 cranial bones and 14 facial bones

2. Identify important anatomy on diagrams and radiographs

3. Identify surface landmarks and radiographic base lines of the skull and facial bones on diagrams, the patient, and on self

4. Develop understanding of skull topography and morphology

5. Demonstrate proper radiographic positioning skills for all headwork: skull and facial bones.

6. Evaluate and critique radiographic images of the skull and facial bones

7. Relate laboratory practice and competency to the clinical environment

Course Objectives

Unit 1

• Demonstrate anatomy and radiographic positioning procedures of the cranium, sella turcica and petrous pyramids. 

• List the surface landmarks of the skull and locate them on drawings and on self.

• List and describe the location of the mid-sagittal plane (MSP) and the five localizing lines of the skull.

• Identify the external landmarks which correspond to the level of the floor of the cranium and the level of the petrous ridge.

• List the eight cranial bones and identify the four bones composing the calvarium and the four making up the floor of the cranium.

• Describe the relative locations or positions of the eight cranial bones and identify on diagrams the various anatomic structures and parts of each cranial bone.

• Identify the four main sutures of the skull and fontanels

• Describe correct joint classification and the movement type of the skull sutures

Unit 2:

• Demonstrate anatomy and radiographic positioning procedures of the facial bones.

• List the fourteen facial bones-with correct spelling.

• Identify on diagrams all facial bone anatomy • Describe the two anatomical names for the cheek bone

• Describe the shape and the position of the bony orbits and identify the degrees of the two angles between the cone-shaped orbits along with specific positioning lines and planes

• List the seven bones composing the bony orbits and differentiate which are facial bones and which are cranial bones.

• Identify on diagrams and on dry skull each of the seven bones comprising the orbits as well as the three openings of the orbits.

• On a lateral skull radiograph, identify the two structures which must be superimposed in a PA Waters position.

• Identify on radiographs of the PA Waters projection, the following structures: malar bone, body or maxilla, bony nasal septum, zygomatic arch, anterior nasal spine, petrous ridge, infraorbital margin, supraorbital margin and maxillary sinuses.

• List the two basic projections or positions for routine facial bone series and the optimal position for the floor of the orbits.

• Differentiate between the routine PA Waters and the modified PA Waters and describe the anatomical structures that are best demonstrated on each.

• List the three basic projections or positions taken for routine zygomatic arch series and the two optional positions or projections

• Describe the special position commonly used to demonstrate the optic foramen, describing the positioning line that must be parallel to the central ray (CR) as viewed from the font and the specific degree of angle between the MSP, the CR, and the table-top.

• Define the three “points” referred to in the three point landing position for the optic foramen.

Unit 3: 

• Demonstrate anatomy and radiographic positioning procedures of the mandible, sinuses, and temporal bone.

• Identify on diagrams, anatomy of the mandible, paranasal sinuses, mastoid and petrous portions of the temporal bone.

• Differentiate between the coronoid process of the mandible and proximal ulna and the coracoid process of the scapula.

• Identify on a dry skull anatomy of the mandible.

• Identify on radiographs the temporomandibular joints and differentiate between the open mouth position and closed mouth position.

• Locate the four groups of paranasal sinuses on frontal and lateral projection radiographs and list the usual number of sinuses in each group.

• Describe the three main portions of the temporal bone.

• Identify on diagrams the location and extent of the three divisions of the ear and give the name or names of each structure of the three portions of the ear.

• Describe the shape and relative positions of the three ossicles of the middle ear as seen from both a frontal and lateral view.

• Explain the distances between various structures of the ear and the distances from the table-top to these structures in both frontal and lateral projections.

• List the two basic projections for the routine mandible

• Explain the optimal projections or positions to best demonstrate the following specific parts of the mandible: upper rami and condyloid processes,  mentum,  u-shaped outline of the body and mentum

• List the three basic projections or positions for a routine paranasal sinus series

• Describe two projections or positions to better visualize the mastoid portion of the temporal bone in addition to routine skull radiography.

• Describe two projections or positions to better visualize the petrous portion of the temporal bone in addition to routine skull radiography.

• Given any two structures of the petrous and mastoid portions of the temporal bone, correctly determine which is located more lateral to the second structure and which is located more posterior.

RAD 182 - Special Procedures

1. Describe the process of long bone measurement, contrast radiography, sterile technique, general principals of pharmacology, venipuncture, the anatomy and function of the mouth and salivary glands, and anterior part of neck.

2. Explain how anatomy of the reproductive system and breast are significant radiographically and the imaging procedures and modalities utilized to best image those structures.

3. Discover the basic principles of operation and the appearance of medical images generated by various imaging modalities and radiation therapy.

4. Identify anatomy and function of the central nervous system.

5. Demonstrate a general knowledge of the practice of vascular and cardiac interventional radiography and the application of this modality in modern medicine.

6. Recognize the special considerations of pediatric and geriatric radiography.

7. Relate the differences of mobile and surgical radiography regarding environment, radiographic equipment, radiation protection, and procedures performed.

Course Objectives 

Unit 1 - Long bone measurement, contrast radiography, sterile technique, general principals of pharmacology, venipuncture, anatomy and function of the mouth and salivary glands, anterior part of neck.

• Explain imaging methods used for long bone measurement.

• Summarize proper joint localization including position of patient and position of part for long bone measurement.

• Distinguish between the terms used for methods of long bone measurement.

• Describe contrast arthrography, contrast media, and the American College of Radiology (ACR) recommendations for contrast arthrography.

• Summarize common pathology that is indicated for contrast arthrography.

• State the three most common joints investigated in contrast arthrography and the primary indications for each.

• Demonstrate sterile tray prep and venipuncture.

• Explain drug nomenclature, the six rights of drug safety, contrast agents, routes of drug administration, and up-to-date practice standards.

• Identify basic anatomy of the mouth and salivary glands.

• Explain the procedure of sialography and pathology indicated for this procedure. •

List the anatomy and function of the anterior part of the neck including the thyroid gland and parathyroid glands.

• Describe the divisions of the pharynx and larynx.

• Summarize the methods of examination of the soft palate, pharynx, and larynx.

Unit 2 Explain how anatomy of the reproductive system and breast are significant radiographically and the imaging procedures and modalities utilized to best image those structures.

• Identify anatomy and function of the male and female reproductive system.

• Summarize pathology of the reproductive system and breast.

• Define terminology specific to the reproductive system.

• Describe hysterosalpingography.

• Recognize radiographic procedures of the reproductive system.

• List anatomy and function of the female breast.

• Explain principals of mammography, mammography equipment, full-field digital mammography (FFDM), and computer-aided detection.

• Distinguish between screening and diagnostic mammography.

• Analyze pathology -especially breast carcinoma - and mammography findings including terminology specific to mammography.

• Compare methods of examination and the general mammography examination procedure. 

• Explain localization and biopsy of suspicious lesions in mammography and stereotactic imaging.

• Evaluate breast magnetic resonance imaging.

Unit 3 Discover the basic principals of operation and the appearance of medical images generated by various imaging modalities and radiation therapy.

• Recognize various imaging modalities and the basic equipment used for them including radiation therapy.

• Analyze the imaging modalities of: Computed Tomography, Magnetic Resonance, Nuclear Medicine, Diagnostic Sonography, Bone Densitometry, and Medical Dosimetry.

• Define basic terminology used in the various imaging modalities.

• Describe the medical image produced and basic methods of operation for equipment used in various imaging modalities and radiation therapy.

• Compare differences in terms used to record radiation dose in the various imaging modalities.

• State the type of radiation and type of energy energy utilized by the various imaging modalities including radiation therapy.

• Summarize the educational requirements for various modalities and radiation therapy.

Unit 4 Identify anatomy and function of the central nervous system, circulatory system, and demonstrate a general knowledge of the practice of vascular and cardiac interventional radiography and the application of this modality in modern medicine.

• Identify anatomy and function of the brain, spinal cord, meninges, and ventricular system.

• Define terminology specific to the central nervous system (CNS) and terminology specific to medical imaging procedures of the CNS.

• Describe general radiographic procedures used to investigate and diagnose conditions of the CNS.

• Compare myelography, computed tomography (CT), magnetic resonance imaging (MRI), and vascular and interventional procedures of the CNS.

• Explain the type of contrast media utilized for imaging procedures of the CNS.

• Recognize other neuroradiographic procedures of the CNS.

• Summarize pre and post patient care related to imaging procedures of the CNS.

• Identify anatomy and function of the circulatory system, blood-vascular system, and lymphatic system.

• Define angiography related terms and indications.

• Compare imaging techniques used in angiography procedures including digital subtraction.

• Describe angiographic supplies and equipment, patient care, exam room prep, radiation protection, the angiography team, and angiography in the future.

• Summarize aortography, cerebral angiography, interventional radiology, and cardiac catheterization.

Unit 5 Recognize the special considerations of pediatric and geriatric radiography and relate the differences of mobile and surgical radiography regarding environment, radiographic equipment, radiation protection, and procedures performed.

• Investigate specific pediatric considerations, age-based development, and patients with special needs.

• Summarize selected pediatric conditions and syndromes and autism spectrum disorders.

• Learn common pediatric positions and projections of the entire body including Soft Tissue neck and localization of foreign bodies.

• Analyze non accidental trauma (child abuse) and advances in technology.

• Investigate the demographic and social effects of aging, elder abuse, and in general, attitudes of and bias concerning the geriatric patient.

• Analyze physiology of aging including, physical, cognitive, and psychosocial effects of aging.

• Demonstrate appropriate patient care including special considerations of contrast media administration and joint commission criteria.

• Summarize pathologies common to the geriatric patient.

• Describe performing medical imaging procedures and positioning of the geriatric patient.

• Recognize principals of mobile radiography, equipment, and technical considerations.

• Relate radiation safety and isolation best practices as it relates to mobile radiography.

• Summarize performing mobile radiographic procedures.

• Describe the surgical team, appropriate surgical attire, operating room attire, personal hygiene, and operating room flow.

• Identify essential and accessory equipment in the surgical suite.

• Analyze the proper cleaning of equipment.

• Explain radiation exposure and radiation safety considerations.

• Describe fluoroscopic procedures and mobile radiography procedures in the surgical suite.

RAD 210 - Clinical Education I

1. Identification of essential anatomy on all exams learned, and appropriately position patients, in all procedures learned in RAD-122 (Radiographic Procedures I).
2. Maintain ongoing improvements in professionalism
3. Demonstrate proficiency in the operation and manipulation of radiographic equipment through clinical experience, practice, and daily use.
4. Recognize appropriate exposure factors for specific body parts learned in RAD-122 (Radiographic Procedures I), and evidence of applying radiation safety.
5. Display empathy and develop ability to provide a safe environment, while appropriately caring for patient’s needs.
6. Demonstrate ability to communicate with clinical instructor and all health care personnel, and the beginning stages of patient communication.
7. Participate in all general radiology exams in RAD-122 (Radiographic Procedures I) and strive to observe and assist in all exams and procedures in the department.

Course Objectives:

• Perform chest, abdominal, upper & lower extremities, pelvis & hip procedures independently under direct supervision
• Demonstrate positioning, technique, equipment manipulation, patient preparation, patient communication, and paperwork procedures under direct supervision of a registered technologist for clinical competency testing.
• Complete ARRT competency procedures to be able to work under indirect supervision in the clinical setting.
• Transfer patients safely to and from wheelchairs, carts, and x-ray tables using proper body mechanics
• Obtain a history from the patient and/or chart and record all pertinent information on the requisition, including two patient identifiers and possibility of pregnancy, if applicable.
• Maintain appropriate professional appearance according to the Iowa Central Community College dress code and Clinical site policy.
• Show professionalism by following written and verbal instruction, responding positively to suggestions, working well with peers, radiology staff, Clinical Instructors, and all facility personnel.
• Demonstrate the beginning stages of evaluating a patient to develop critical thinking skills with patient questions and patient care.
• Participate and practice working with x-ray equipment, portable driving, and C-arm machines.

IOWA CENTRAL’S COMPETENCY REQUIREMENTS

Iowa Central Radiology Technology Program Clinical Competency Requirements The ten General Patient Care Procedure competencies are mandatory. These competencies may be simulated according to the ARRT requirements.

Students are required to have all 36 mandatory imaging procedures completed, 15 elective imaging procedures completed (one from the head section and two from the fluoroscopy studies section (one either myelography or arthrography & one from the following: Upper GI Series, Contrast Enema, Small Bowel Series, Esophagus, cystography/cystourethrography, ERCP, or hysterosalpingography)). Students must complete all mandatory exams and all elective exams that can be simulated (59 total), with a maximum of 18 simulated exams). Both C-arm procedures need to be done on a patient and cannot be simulated.

Clinical Rotation-Minimum Required Competencies

• Clinical I-5 Competencies
• Clinical II-10 Competencies
• Clinical III-12 Competencies
• Clinical IV-15 Competencies
• Clinical V-17 Competencies
• Clinical VI-Any incomplete competency must be obtained during this semester for completion of the program.

Students are encouraged to surpass the minimum competency requirements. It is advisable to perform these competencies, when the situation allows. This reduces the possibility of receiving an incomplete (prohibiting a student from continuing in the program) for a particular clinical rotation.

The grading for competencies will be the following: # of completed competencies/# of required competencies. **The highest percentage a student is allowed is 100%

RAD 230 - Clinical Education II

1. Identify essential anatomy on all exams learned, and appropriately position patients, in all procedures learned in RAD-122 & RAD-142 (Radiographic Procedures I & II).
2. Maintain ongoing improvement in professionalism
3. Demonstrate proficiency without needing assistance in the operation and manipulation of radiographic equipment through clinical experience, practice, and daily use.
4. Recognize appropriate factors for specific body parts learned in RAD-122, RAD-142 (Radiographic Procedures I & II), and apply radiation safety.
5. Display empathy and develop ability to provide a safe environment, while appropriately caring for patient needs.
6. Demonstrate ability to communicate with clinical instructor and all health care personnel, and demonstrate intermediate stages of patient communication.
7. Participate in all general radiology exams in RAD-122 & 142 (Radiographic Procedures I & II) and observe and assist in all exams and procedures in the department.

Course Objectives:

• Develop critical thinking skills in prioritizing and providing safe patient care.
•  Utilize intermediate communication skills to foster working relationships with staff technologists, clinical Instructor, and other members of the health care team.
• Exhibit appropriate and safe radiation safety practices at all times.
• Maintain appropriate professional appearance at all times.
• Demonstrate appropriate professional behavior at all times.
• Develop two patient identifiers, check for pregnancy (if appropriate) and three critical thinking questions when addressing the patient, the patient needs, patient condition, and/or the disease process.
• Ask appropriate questions relevant to the exam.
• Maintain a conversation with the patient to help facilitate patient time in the radiology department.
• Gain experience working and thinking critically with patients who exhibit a large body habitus while under direct supervision.
• Demonstrate the ability to adapt according to difficult and challenging patient conditions with minimum assistance under direct supervision.
• Know the beginning steps for procedures, considerations, and equipment set-up for pediatric patient procedures.
• Develop an innate ability to assess patient and think critically when addressing patient needs.
• Work independently and with indirect supervision on all radiographs that have been documented as competent to perform.
• Manipulate independently, equipment and patient medical equipment such as I.V. poles, oxygen equipment, suction, and other patient care items.
• Investigate and document the reasons for repeat radiographs and explain how to improve the radiograph.
• Identify appropriate exposures factors and exposure index range while performing radiographs.

IOWA CENTRAL’S COMPETENCY REQUIREMENTS

Iowa Central Radiology Technology Program Clinical Competency Requirements The ten General Patient Care Procedure competencies are mandatory. These competencies may be simulated according to the ARRT requirements.

Students are required to have all 36 mandatory imaging procedures completed, 15 elective imaging procedures completed (one from the head section and two from the fluoroscopy studies section (one either myelography or arthrography & one from the following: Upper GI Series, Contrast Enema, Small Bowel Series, Esophagus, cystography/cystourethrography, ERCP, or hysterosalpingography)). Students must complete all mandatory exams and all elective exams that can be simulated (59 total), with a maximum of 18 simulated exams). Both C-arm procedures need to be done on a patient and cannot be simulated.

Clinical Rotation-Minimum Required Competencies

• Clinical I-5 Competencies
• Clinical II-10 Competencies
• Clinical III-12 Competencies
• Clinical IV-15 Competencies
• Clinical V-17 Competencies
• Clinical VI-Any incomplete competency must be obtained during this semester for completion of the program.

Students are encouraged to surpass the minimum competency requirements. It is advisable to perform these competencies, when the situation allows. This reduces the possibility of receiving an incomplete (prohibiting a student from continuing in the program) for a particular clinical rotation.

The grading for competencies will be the following: # of completed competencies/# of required competencies. **The highest percentage a student is allowed is 100%

RAD 270 - Clinical Education III

1. Identify essential anatomy on all exams learned, and appropriately position patients in all procedures learned in RAD-122 & RAD-142 & RAD-163 (Radiographic Procedures I & II & III).
2. Maintain ongoing improvements in professionalism.
3. Demonstrate proficiency by independently operating and manipulating radiographic equipment through clinical experience, practice, and daily use.
4. Recognize appropriate exposure factors for specific body parts learned in RAD122 & RAD-142 & RAD-163 (Radiographic Procedures I & II & III), and apply radiation safety.
5. Demonstrate excellent patient care and safety with evidence of critical thinking that correlates to the patient condition.
6. Demonstrate ability to communicate with clinical instructor and all health care personnel, and demonstrate advanced stages of patient communication (no longer in the intermediate stage of patient communication).
7. Participate in all general radiology exams in RAD-122 & RAD-142 & RAD-163 (Radiographic Procedures I & II & III) and observes and assists in all exams and procedures in the department.
8. Explores the role of other diagnostic imaging modalities.

Course Objectives:

• Utilize critical thinking skills in prioritizing patient care and patient safety.
• Be a leader in the department and reacting and knowing the next step(s) to procedures and daily processes throughout the department.
• Utilize advanced communication skills to foster working relationships with individuals, families, and members of the health care team
• Exhibit appropriate and safe radiation safety practices at all times.
• Maintain appropriate professional appearance at all times.
• Demonstrate appropriate professional behavior at all times.
• Develop two patient identifiers, check for pregnancy (if pertinent) and three critical thinking questions when addressing the patient, the patient needs, patient condition, and/or the disease process.
• Ask appropriate questions relevant to the exam, disease process, and develop a empathic connection with the patient.
• Display a desire to promote high standards of ethical and moral conduct, adhering to school and hospital policies.
• Maintain a conversation with the patient to help facilitate patient time in the radiology department.
• Gain experience working and thinking critically with patients who exhibit a large body habitus while under direct supervision.
• Demonstrate the ability to adapt according to difficult and challenging patient conditions with minimum assistance under direct supervision.
• Work under indirect and direct supervision during portable procedures.
• Know and carry out procedures, equipment set-up, and exposure technique for pediatrics
• Develop an innate ability to assess patient and think critically when addressing patient needs.
• Work independently and with indirect supervision on all radiographs that have been documented as Competent to perform.
• Manipulate independently, equipment and patient medical equipment such as I.V. poles, oxygen equipment, suction, and other patient care items.
• Investigate and document the reasons for repeat radiographs and explain how to improve the radiograph.
• Identify appropriate exposures factors and exposure index range while performing radiographs.
• Know when to perform an exam with indirect supervision, and when to ask for help/direct supervision.

IOWA CENTRAL’S COMPETENCY REQUIREMENTS

Iowa Central Radiology Technology Program Clinical Competency Requirements The ten General Patient Care Procedure competencies are mandatory. These competencies may be simulated according to the ARRT requirements.

Students are required to have all 36 mandatory imaging procedures completed, 15 elective imaging procedures completed (one from the head section and two from the fluoroscopy studies section (one either myelography or arthrography & one from the following: Upper GI Series, Contrast Enema, Small Bowel Series, Esophagus, cystography/cystourethrography, ERCP, or hysterosalpingography)). Students must 4 complete all mandatory exams and all elective exams that can be simulated (59 total), with a maximum of 18 simulated exams). Both C-arm procedures need to be done on a patient and cannot be simulated.

Clinical Rotation-Minimum Required Competencies

• Clinical I-5 Competencies
• Clinical II-10 Competencies
• Clinical III-12 Competencies
• Clinical IV-15 Competencies
• Clinical V-17 Competencies
• Clinical VI-Any incomplete competency must be obtained during this semester for completion of the program.

Students are encouraged to surpass the minimum competency requirements. It is advisable to perform these competencies, when the situation allows. This reduces the possibility of receiving an incomplete (prohibiting a student from continuing in the program) for a particular clinical rotation.

The grading for competencies will be the following: # of completed competencies/# of required competencies. **The highest percentage a student is allowed is 100%.

RAD 320 - Imaging I

1. Demonstrate fundamental and essential concepts of radiologic science
2. Describe matter, energy characteristics and behavior.
3. Identify the unique features and behaviors of electromagnetic energy.
4. Describe the five interactions with matter, and state which are used in diagnostic imaging
5. Describe and apply the exposure factors that produce high quality diagnostic radiographs.
6. Explain the production of scatter radiation and how it affects a radiograph.
7. Interpret various radiographic techniques and their applications

Course Objectives:

Unit 1 - Demonstrate fundamental and essential concepts of Radiologic science

• Describe the characteristics of matter and energy
• Identify the various forms of energy.
• Define electromagnetic radiation and ionizing radiation.
• State the relative intensity of ionizing radiation from various sources
• Identify the discovery of x-rays, who and when
• List the concepts of basic radiation protection.
• Memorizing scientific systems of measurement and their basic math applications
• Selecting the quantities of radiologic science and their units

Unit 2 - Describe matter, energy characteristics and behavior.

• Relate the history of the atom
• Identify the structure of the atom
• Describe electron shells and instability within atomic structure
• Identify the interaction of photons with matter
• Describe radioactivity and the characteristics of alpha and beta particles.
• Differentiate between two forms of ionizing radiation particulate and electromagnetic

Unit 3 - Identify the unique features and behaviors of electromagnetic energy.

• Identify the properties of photons
• Categorize the properties of a wavelength
• Memorize the basic layout of the electromagnetic spectrum and range of electromagnetic energy
• Assess the differences between ionizing radiation
• Select verbiage used when describing a radiograph or in the radiology department
• State and apply the Inverse Square Law (ISL)
• Define wave theory and quantum theory
• Discuss the electromagnetic spectrum

Unit 4 - Describe the five interactions with matter, and state which are used in diagnostic imaging

• Describe each of the five x-ray interactions with matter.
• List the x-ray interactions with matter that are used in diagnostic imaging
• Explain the diagnostic interactions and their effect on contrast and density
• Explain the diagnostic interactions and their effect with different exposure factors
• Define differential absorption and describe its effect on image contrast.
• Describe the effect of atomic number and mass density of tissue on differential absorption
• Identify the radiologic contrast agents that are used to image some tissues and organs.
• Distinguish the difference between absorption and attenuation.
• Identify and explain the radiographic terms used when discussing x-ray interactions

Unit 5 - Describe the exposure factors that produce high quality diagnostic radiographs.

• Define radiographic image quality, resolution, noise, and speed and how they apply to radiographs.
• Interpret the shape of the characteristic curve.
• Identify the toe, shoulder, and straight-line portion of the characteristic curve.
• Identify and resolve shape distortion, magnification, and focal spot blur.
• Paraphrase the anode heel effect
• Analyze the subject factors that affect image quality.
• Examine the tools and techniques available to create high-quality images.
• Choose appropriate factors in beam restriction, beam filtration, field size, grids, kVp, mAs, SID, OID, patient thickness, FSS, voltage and how they affect a radiograph

Unit 6 - Explain the production of scatter radiation and how it affects a radiograph.

• Identify the x-rays that constitute image-forming radiation.
• Explain how kVp, field size, and patient thickness effects a radiograph and contribute to scatter radiation.
• Recognize the relationship between scatter radiation and image contrast
• Describe three devices developed to minimize scatter radiation.
• Describe beam restriction and its effect on patient radiation dose and image quality.
• Describe grid construction and its measures of performance.
• Evaluate the use of various grids in relation to patient dose.
• Recognize the different grid types, and different grid problems.

Unit 7 - Interpret various radiographic techniques and their applications

• List the four prime exposure factors
• Describe milliampere seconds (mAs) and kilovolt peak (kVp) in relation to x-ray beam quantity and quality.
• Demonstrate proficiency in how distance affects x-ray beam quality and quantity.
• Identify characteristics of the imaging system that affect x-ray beam quantity and quality.
• List the four patient factors and explain their effects on radiographic technique
• Identify image-quality factors and explain how they influence the characteristics of a radiograph
• Restate the different high-voltage generators and their various abilities.
• Identify different patient factors, such as pathology and thickness
• Identify and describe the differences in techniques and how they affect OD, contrast, detain, distortion, and quality.
• State three methods of automatic exposure controls
• Explain tomography radiography
• Describe magnification radiography and its uses

RAD 365 - Imaging II

1. Review Concepts of Radiographic Image Quality
2. Explain the importance of computer technology in radiology and in Medical Image formation, and define the process and acquisition of computed radiography
3. Define the process and acquisition of digital radiography and recognize correct exposure factor formulation and spatial resolution
4. Illustrate aspects of viewing the Digital Radiographic Image and the pre/post processing factors.
5. Identify artifacts in digital image acquisition errors and the quality management of a radiographic image.
6. Examine Quality Control of the Digital Radiographic Image on an image display

Course Objectives:

Review Concepts of Radiographic Image Quality:

• List the prime exposure factors.
• Discuss mAs and kVp in relation to x-ray beam quantity and quality.
• Define radiographic quality, resolution, noise, and speed
• Interpret the shape of the characteristic curve
• Explain Grids and their purpose and use
• Distinguish the geometric factors that affect image quality
• Describe the effect of scatter radiation on the radiographic image and the beam restriction of scatter radiation
• Explain patient factors along with differential absorption and beam filtration
• Identify Image quality factors

Unit 1 - Explain the importance of computer technology in radiology and in Medical Image formation, and define the process and acquisition of computed radiography

• Discuss history of computer, the role of transistors and microprocessors
• Define: bit, byte, word, and various computer languages
• Compare different classifications of computer programs, systems software and application programs
• List and define computer components and data management
• Knowledge of the methods of communication between computers
• Explain the primary use of computers in medical imaging
• Employ the process of Computed Radiography, terminology and advantages.
• Describe the storage phosphor imaging plate and its features and function.
• Describe how the CR reader functions to help produce a visible image.
• Learn how CR relates to spatial and contrast resolution, and noise.
• Identify any connection between reduced patient dose and CR.

Unit 2 - Define the process and acquisition of digital radiography and recognize correct exposure factor formulation and spatial resolution

• Identify five digital radiographic modes
• Distinguish between indirect and direct digital radiography
• Define: capture, coupling, and collection processes for each type of digital radiography system
• State the use of silicon, selenium, cesium iodide, and gadolinium oxysulfide in digital radiography systems
• Define the difference between contrast resolution and spatial resolution
• Describe how spatial frequency functions and the units used to measure it.
• Explain modulation transfer function (MTF) and the MFT curve
• Discuss how post processing and Wide Dynamic Range benefit the visualization of the radiographic image.
• Describe the features of a contrast-detail curve.
• Know the characteristics of digital imaging relating to lower radiation dose for the patient.

Unit 3 - Illustrate aspects of viewing the Digital Radiographic Image and the pre/post processing factors.

• Choose the correct units and quantities used in photometry
• Explain how the luminous intensity of the digital image display varies
• Differentiate between hard copy and soft copy
• Describe the active matrix liquid crystal display and its features.
• Recognize and Judge the features for preprocessing and post processing.
• Identify aspects of the Picture Archiving and Communication system (PACS).

Unit 4 - Identify artifacts in digital image acquisition errors and the quality management of a radiographic image.

• Know the three classification schemes of imaging artifacts and how to manage them
• Identify the difference of for-processing images and for-presentation images
• Explain data compression and lossless vs. lossy compression
• Analyze how to use an image histogram in digital radiographic image artifacts
• Describe how digital radiographic image artifacts are created due to lack of collimation, use of partition, or improper alignment.
• Describe the factors the impact the performance of digital display devices
• Explain the test patterns used for digital display device performance assessment
• Learn the quality control tests and the testing schedule required for digital display devices

RAD 430 - Radiographic Physics

1. Perform mathematical problems of arithmetic, algebra, and ratios.
2. Understand the use of fundamental units.
3. Identification and interpretation of various charts and diagrams.
4. Comprehend the general principles of the physical concepts of energy.
5. Learn and analyze principles of energy and structure of matter.
6. Develop an understanding of electrostatics, electrodynamics, magnetism, and electromagnetism.
7. Develop an understanding of generators and motors.
8. Learn the theory and process of rectification.
9. Develop an understanding of the x-ray imaging system, x-ray tube construction, production, and emission.
10. Understand the various x-ray interactions with matter.
11. Learn the purpose and basic function of Fluoroscopy, Digital Fluoroscopy and Interventional Fluoroscopy.
12. Utilize critical thinking skills in evaluating situations, problems, and challenges that students may encounter in the Radiology Profession

Course Objectives:

Unit 1 -

• Identify the properties of photons
• Explain the inverse square law
• Define wave theory and quantum theory
• Discuss the electromagnetic spectrum.
• Define electrification and provide examples.
• List the laws of electrostatics.
• Identify units of electric current, electric potential, and electric power.
• Identify the interactions between matter and magnetic fields.
• Discuss the four laws of magnetism.
• Relate the experiments of Oersted, Lenz, and Faraday in defining the relationships between electricity and magnetism.
• Identify the laws of electromagnetic induction.

Unit 2 -

• Identify the components of the operating console positioned outside the x-ray examination room
• Explain the operation of the high-voltage generator, including the filament transformer and the rectifiers
• Relate the importance differences among single-phase, three-phase, and highfrequency power.
• Identify the voltage ripple associated with various high-voltage generators
• Discuss the importance of voltage ripple to x-ray quantity and quality
• Define the power rating of an x-ray imaging system

Unit 3 -

• Describe the general design of an x-ray tube.
• List the external components that house and protect the x-ray tube.
• Identify the purpose of the glass or metal enclosure.
• Discuss the cathode and filament currents.
• Describe the parts of the anode and the induction motor.
• Define the line-focus principle and the heel effect.
• Identify the three causes of x-ray tube failure.
• Explain and interpret x-ray tube rating charts.

Unit 4 -

• Discuss the interactions between projectile electrons and the x-ray tube target.
• Identify characteristic and bremsstrahlung x-rays.
• Describe the x-ray emission spectrum.
• Explain how mAs, kVp, added filtration, target material and voltage ripple affect the x-ray emission spectrum.
• Define radiation quantity and its relation to x-ray intensity.
• List and discuss the factors that affect the intensity of the x-ray beam.
• Explain x-ray quality and penetrability.
• List and discuss the factors that affect the quality of the x-ray beam.

Unit 5 -

• Discuss the development of fluoroscopy
• Explain visual physiology and its relationship to fluoroscopy
• Describe the components of an image intensifier
• Calculate brightness gain and identify its units
• List the approximate kVp levels for common fluoroscopic examinations
• Discuss the role of the television monitor and the television in forming fluoroscopic images

Unit 6 -

• Discuss the parts of a digital fluoroscopy system and explain the functions
• Compute pixel size in digital fluoroscopy
• Describe the use of a CCD instead of a TV camera tube
• Outline the procedures for temporal subtraction and energy subtraction

Unit 7 -

• Describe the measures used to provide radiation protection for patients and personnel during interventional radiology
• Describe the reasons why minimally invasive (percutaneous) vascular procedures often are more beneficial than traditional surgical procedures
• Discuss the advantages that nonionic (water-soluble) contrast offer over ionic contrast media
• Identify the risks of arteriography
• Describe the special equipment found in the interventional suite

RAD 510 - Clinical Education IV

1. Evaluate and critique the diagnostic quality of radiographs to ensure evaluation criteria is met.

2. Maintain ongoing improvements in professionalism

3. Demonstrate knowledge from RAD-122, 142, &163 (Radiographic Procedures I & II & III) and adapt to different patient conditions and protocols.

4. Demonstrate the ability to manipulate exposure factors to accommodate different imagining situations and patient conditions.

5. Provide proper radiation safety to patient, health care team, self, and all personnel, at all times.

6. Demonstrate excellent patient care and safety with evidence of critical thinking that correlates to the patient condition, adapting to varying clinical situations.

7. Demonstrate ability to communicate with clinical instructor and all health care personnel, and exhibit advanced stages of patient communication.

8. Participate in all general, fluoroscopy, c-arm procedures, and surgical c-arm procedures.

Course Objectives 

• Utilize critical thinking skills in prioritizing patient care and patient safety.

• Be a leader in the department and reacting and knowing the next step(s) to procedures and daily processes throughout the department.

• Utilize advanced communication skills to foster working relationships with individuals, families, and members of the health care team

• Exhibit appropriate and safe radiation safety practices at all times. 

• Maintain appropriate professional appearance at all times.

• Demonstrate appropriate professional behavior at all times.

• Develop two patient identifiers, check for pregnancy (if apropriate) and three critical thinking questions when addressing the patient, the patient needs, patient condition, and/or the disease process.

• Ask appropriate questions relevant to the exam, disease process, and develop an empathic connection with the patient.

• Display a desire to promote high standards of ethical and moral conduct, adhering to school and hospital policies.

• Maintain a conversation with the patient to help facilitate patient time in the radiology department.

• Gain experience working and thinking critically with patients who exhibit a large body habitus while under direct supervision.

• Demonstrate the ability to adapt according to difficult and challenging patient conditions with minimum assistance under direct supervision.

• Work under indirect and direct supervision during portable procedures.

• Know and carry out procedures, equipment set-up, and exposure technique for pediatrics

• Develop an innate ability to assess patient and think critically when addressing patient needs.

•Work independently and with indirect supervision on all radiographs that have been documented as Competent to perform.

• Manipulate independently, equipment and patient medical equipment such as I.V. poles, oxygen equipment, suction, and other patient care items.

• Investigate and document the reasons for repeat radiographs and explain how to improve the radiograph.

• Identify appropriate exposures factors and exposure index range while performing radiographs.

• Know when to perform an exam with indirect supervision, and when to ask for help/direct supervision

IOWA CENTRAL’S CLINICAL COMPETENCY REQUIREMENTS

Iowa Central Radiology Technology Program

Clinical Competency Requirements

The ten General Patient Care Procedure competencies are mandatory. These competencies may be simulated according to the ARRT requirements.

Clinical Competency Requirements:

• The 36 mandatory imaging procedures must be completed.
• The 23 elective imaging procedures, that can be simulated must be either simulated or on a patient, and can not be discussed
• Out of the head category, one procedure must be completed on a patient and not simulated
• Fluoroscopy studies: Two procedures must be completed on a patient and not discussed. Of the two, one must be either myelography or arthrography & one from the following: Upper GI Series, Contrast Enema, Small Bowel Series, Esophagus, cystography/cystourethrography, ERCP, or hysterosalpingography must be done on a patient.
• There are 11 elective procedures that cannot be simulated, if they are not done on a real patient, they need to be marked off in the discussion column. Students will need to verbally explain the procedure, may need to simulate projections, may need to show supplies and equipment for the exam, and will need to explain pre and post procedure patient care.
• Students must complete all mandatory exams and all elective exams that can be simulated (59 total). There can be no more than 18 simulated exams.
• Both C-arm procedures need to be done on a patient and cannot be simulated.
• 41 total exams must be done on patients at a minimum, including two c-arm procedures, 2 of the above specified fluoroscopy procedures, and 1 from the head work section.
• All exams on ARRT sheet must be signed off, if you can not simulate the exam and it is not mandatory, you must discuss the examination with your clinical preceptor or traveling clinical instructor.

Students are encouraged to surpass the minimum competency requirements. It is advisable to perform these competencies when the situation allows. This reduces the possibility of receiving an incomplete (prohibiting a student from continuing in the program) for a particular clinical rotation.

RAD 570 - Clinical Education V

1. Evaluate and critique the diagnostic quality of radiographs to ensure evaluation criteria is met.

2. Maintain ongoing improvements in professionalism

3. Evaluate radiographs for pathology.

4. Demonstrate knowledge from RAD-122, 142, &163 (Radiographic Procedures I & II, III) and adapt to different patient conditions.

5. Demonstrate the ability to manipulate exposure factors to accommodate different imagining situations and patient conditions.

6. Provide proper radiation safety to patient, health care team, self, and all personnel, at all times.

7. Demonstrate excellent patient care and safety with evidence of critical thinking that correlates to the patient condition, adapting to varying clinical situations.

8. Demonstrate ability to communicate with clinical instructor and all health care personnel, and exhibit advanced stages of patient communication.

9. Participate in all general, fluoroscopy, c-arm procedures, and surgical c-arm procedures.

Course Objectives 

• Utilize critical thinking skills in prioritizing patient care and patient safety.

• Be a leader in the department and reacting and knowing the next step(s) to procedures and daily processes throughout the department. 

• Utilize advanced communication skills to foster working relationships with individuals, families, and members of the health care team

• Exhibit appropriate and safe radiation safety practices at all times.

• Maintain appropriate professional appearance at all times.

• Demonstrate appropriate professional behavior at all times.

• Develop two patient identifiers, check for pregnancy (if pertinent) and three critical thinking questions when addressing the patient, the patient needs, patient condition, and/or the disease process.

• Ask appropriate questions relevant to the exam, disease process, and develop a empathic connection with the patient.

• Display a desire to promote high standards of ethical and moral conduct, adhering to school and hospital policies.

• Maintain a conversation with the patient to help facilitate patient time in the radiology department.

• Gain experience working and thinking critically with patients who exhibit a large body habitus while under direct supervision.

• Demonstrate the ability to adapt according to difficult and challenging patient conditions with minimum assistance under direct supervision.

• Work under direct supervision during portable procedures.

• Know and carry out procedures, equipment set-up, and exposure technique for pediatrics

• Develop an innate ability to assess patient and think critically when addressing patient needs.

• Work independently and with indirect supervision on all radiographs that have been documented as Competent to perform.

• Manipulate independently, equipment and patient medical equipment such as I.V. poles, oxygen equipment, suction, and other patient care items.

• Investigate and document the reasons for repeat radiographs and explain how to improve the radiograph.

• Identify appropriate exposures factors and exposure index range while performing radiographs.

• Know when to perform an exam with indirect supervision, and when to ask for help/direct supervision.

• Perform procedures in a logical and sequential manner to expedite the exam.

IOWA CENTRAL’S CLINICAL COMPETENCY REQUIREMENTS

Iowa Central Radiology Technology Program

Clinical Competency Requirements

The ten General Patient Care Procedure competencies are mandatory. These competencies may be simulated according to the ARRT requirements.

Clinical Competency Requirements:

• The 36 mandatory imaging procedures must be completed.
• The 23 elective imaging procedures, that can be simulated must be either simulated or on a patient, and can not be discussed
• Out of the head category, one procedure must be completed on a patient and not simulated
• Fluoroscopy studies: Two procedures must be completed on a patient and not discussed. Of the two, one must be either myelography or arthrography & one from the following: Upper GI Series, Contrast Enema, Small Bowel Series, Esophagus, cystography/cystourethrography, ERCP, or hysterosalpingography must be done on a patient.
• There are 11 elective procedures that cannot be simulated, if they are not done on a real patient, they need to be marked off in the discussion column. Students will need to verbally explain the procedure, may need to simulate projections, may need to show supplies and equipment for the exam, and will need to explain pre and post procedure patient care.
• Students must complete all mandatory exams and all elective exams that can be simulated (59 total). There can be no more than 18 simulated exams.
• Both C-arm procedures need to be done on a patient and cannot be simulated.
• 41 total exams must be done on patients at a minimum, including two c-arm procedures, 2 of the above specified fluoroscopy procedures, and 1 from the head work section.
• All exams on ARRT sheet must be signed off, if you can not simulate the exam and it is not mandatory, you must discuss the examination with your clinical preceptor or traveling clinical instructor.

Students are encouraged to surpass the minimum competency requirements. It is advisable to perform these competencies when the situation allows. This reduces the possibility of receiving an incomplete (prohibiting a student from continuing in the program) for a particular clinical rotation.

RAD 620 - Clinical Education VI

1. Independently evaluates and critiques diagnostic quality of radiographs to ensure it meets evaluation criteria.

2. Maintains ongoing improvements in professionalism

3. Independently evaluates radiographs for pathology.

4. Independently demonstrates knowledge from RAD-122, 142, &163 (Radiographic Procedures I & II & III) and adapts to different patient conditions.

5. Independently manipulates exposure factors to accommodate different imagining situations and patient conditions.

6. Provides proper radiation safety to patient, health care team, self, and all personnel, at all times.

7. Demonstrates excellent patient care and safety with evidence of critical thinking that correlates to the patient condition, adapting to varying clinical situations.

8. Demonstrates ability to communicate with clinical instructor and all health care personnel, and advanced stages of patient communication.

9. Participates in all general, fluoroscopy, surgery, and c-arm exams.

Course Objectives 

All objectives in RAD-620 should be performed with independence/leadership/confidence when applicable, to prepare the student to enter the work force.

• Utilizing critical thinking skills in planning priorities and providing safe patient care

• Being a leader in the department and reacting and knowing the next step(s) to procedures and daily processes throughout the department.

• Utilize advanced communication skills to foster working relationships with individuals, families, and members of the health care team

• Exhibit appropriate and safe radiation safety practices at all times.

• Maintains appropriately professional appearance at all times

• Maintains appropriately professional behavior at all times

• Developing two patient identifiers, pregnancy (if pertinent) and three critical thinking questions when addressing the patient, their needs, their appearance, and/or the disease process.

• Asking appropriate questions according to the exam, disease process, and develop a professional connection with the patient.

• Displaying a desire to promote high standards of ethical and moral conduct, adhering to school and hospital policies.

• Maintain a conversation with the patient to help ease their time at the facility

• Working and thinking independently with direct supervision, when working with critically ill and patients with large body habitus patients

• Working and thinking with direct supervision with difficult patients.

• Working with direct supervision and being independent during portable examinations

• Knowing and displaying procedures, set-up, and technique for pediatrics

• Displaying an innate ability to think critically when addressing patient’s needs.

• Works independently and with indirect supervision on all radiographs they have comped on.

• Manipulates independently equipment and patient medical equipment such as I.V. poles, oxygen equipment, suction, and other patient care items.

• Documents and investigates the reasons for repeat radiographs and how to improve the radiograph

• Identifies and acknowledges exposures factors and exposure index while performing radiographs.

• Develops a threshold on when to perform an exam with indirect supervision, and when to ask for help/direct supervision.

• Performs procedures in a logical and sequential manner to expedite the exam

IOWA CENTRAL’S CLINICAL COMPETENCY REQUIREMENTS

Iowa Central Radiology Technology Program

Clinical Competency Requirements

The ten General Patient Care Procedure competencies are mandatory. These competencies may be simulated according to the ARRT requirements.

Clinical Competency Requirements:

• The 36 mandatory imaging procedures must be completed.
• The 23 elective imaging procedures, that can be simulated must be either simulated or on a patient, and can not be discussed
• Out of the head category, one procedure must be completed on a patient and not simulated
• Fluoroscopy studies: Two procedures must be completed on a patient and not discussed. Of the two, one must be either myelography or arthrography & one from the following: Upper GI Series, Contrast Enema, Small Bowel Series, Esophagus, cystography/cystourethrography, ERCP, or hysterosalpingography must be done on a patient.
• There are 11 elective procedures that cannot be simulated, if they are not done on a real patient, they need to be marked off in the discussion column. Students will need to verbally explain the procedure, may need to simulate projections, may need to show supplies and equipment for the exam, and will need to explain pre and post procedure patient care.
• Students must complete all mandatory exams and all elective exams that can be simulated (59 total). There can be no more than 18 simulated exams.
• Both C-arm procedures need to be done on a patient and cannot be simulated.
• 41 total exams must be done on patients at a minimum, including two c-arm procedures, 2 of the above specified fluoroscopy procedures, and 1 from the head work section.
• All exams on ARRT sheet must be signed off, if you can not simulate the exam and it is not mandatory, you must discuss the examination with your clinical preceptor or traveling clinical instructor.

Students are encouraged to surpass the minimum competency requirements. It is advisable to perform these competencies when the situation allows. This reduces the possibility of receiving an incomplete (prohibiting a student from continuing in the program) for a particular clinical rotation.

RAD 690 - Cross Sectional Anatomy

1. Identify basic Cross Sectional Anatomy of the Cranium, facial bones, brain, spine, neck, thorax, and abdomen/pelvis regions of the human body.
2. Understand spatial relationships and anatomy using sagittal, coronal and axial planes of the human body
3. Define anatomic locations of major vessels and organs within the human body
4. Identify how the position of anatomy changes within various body regions
5. Utilize critical thinking skills in evaluating anatomy using various modalities that students may encounter in Radiologic Imaging, specifically, MRI, CT and Ultrasound.

Course Objectives:

Unit 1: CRANUIM, FACIAL BONES, BRAIN

• Name the bones of the cranium and the face. Identify the four paranasal sinuses.
• Identify the five lobes of the cerebrum.
• Locate the components of the brainstem.
• Compare the cerebrum and cerebellum with respect to size, appearance, location, and structure.
• Trace the flow the cerebrospinal fluid through the ventricles in the brain.

Unit 2: SPINE & NECK

• Identify the bones that make-up the cervical, thoracic, lumbar, sacrum, coccyx, vertebra column.
• Describe the meninges, segments, and nerve roots of the spinal cord.
• Describe the location of the cervical, brachial, lumbar and sacral plexuses.
• Identify the vasculature of the spine.
• Describe the arterial blood supply to the brain.
• Identify the major venous sinuses that return blood from the brain to the internal jugular vein.
• Discuss the relationships of the esophagus and trachea as they descend through the neck.
• Discuss the relationships of the internal jugular vein with other vessels and anatomic structures as it descends from the jugular foramen to the brachiocephalic vein.
• State the origin and pathway of the vertebral arteries.
• Identify the regions of the brain, blood vessels, and viscera of the head and neck in transverse, sagittal, and coronal sections.

Unit 3: THORAX

• Identify and describe the bones that form the thoracic cage. State the vertebral level of the jugular notch, the sternal angle, and the xiphisternal junction.
• Describe the pleura and pleural cavities.
• Compare the features of the right and left lungs.
• List the divisions of the mediastinum and the contents of each region.
• Describe the pericardial sac, the pericardium, and the pericardial cavity.
• Describe the structure of the heart wall.
• Define and state the location of the apex, the base, the surfaces, and the borders of the heart.
• Trace the pathway of a stimulus through the conduction system of the heart.
• Identify the great vessels associated with the heart by describing the location and the relationships of each vessel.
• Trace the flow of blood through the heart from the right atrium to the ascending aorta.
• Identify the skeletal components, the muscles, the blood vessels, and the viscera of the thorax in transverse, sagittal, and coronal sections.

Unit 4: ABDOMEN

• State the boundaries of the abdomen.
• Describe the structure of the diaphragm, name and give the vertebral levels of the three major openings in the diaphragm, and identify the structures that pass through each opening.
• State the level of origin of the visceral branches of the abdominal aorta and identify the regions each one supplies.
• Identify the inferior vena cava.
• Trace the pathway of blood through the hepatic portal system of veins.
• Discuss the structure and the relationships of the liver, including its lobar subdivisions and its blood supply.
• Discuss the visceral relationships of the gallbladder.
• Name the regions of the small intestine.
• Identify the regions of the large intestine.
• Describe the location and the relationships of the spleen.
• Discuss the location and the relationships of the head, neck, body, and tail of the pancreas.
• Describe the location and the relationships of the kidneys, ureters, and suprarenal glands.
• Identify the abdominal viscera, muscles, and blood vessels on transverse, sagittal, and coronal sections.

Unit 5: PELVIS

• Define the term “pelvis.”
• Describe the anterior relationships of the rectum in the male and in the female.
• Compare the relationships of the urinary organs in the male and in the female.
• Describe the normal location and attachments of the ovaries.
• Identify the uterus.
• Describe the normal position and relationships of the uterus.
• Identify and compare the three muscles of the urogenital region of the peritoneum in the male and in the female.
• Identify the muscles, viscera, blood vessels, and skeletal components of the male pelvis in transverse, sagittal, and coronal sections.
• Identify the muscles, viscera, blood vessels, and skeletal components of the female pelvis in transverse, sagittal, and coronal sections.

Unit 6: EXTREMITIES AND ARTICULATIONS

• Identify the bones that make up the pectoral girdle.
• Identify the skeletal, muscular, vascular, and neural components of the arm.
• Identify the skeletal, muscular, vascular, and neural components of the forearm.
• Describe the structure of the shoulder joint, and discuss the anatomic relationships of its components.
• Describe the structure of the elbow joint, and discuss the anatomic relationships of its components.
• Identify the skeletal and the muscular components of the thigh.
• Identify the skeletal and muscular components of the leg.
• Describe the location, boundaries, and contents of the popliteal fossa.
• Describe the structure of the knee joint, and discuss the anatomic relationships of its components.
• Describe the structure of the ankle joint, and discuss the anatomic relationships of its components.
• Identify the structural components of the lower extremity in transverse sections.
• Identify the structural components of the articulations associated with the upper and lower extremities in transverse, sagittal, and coronal planes

RAD 738 - Radiologic Pathology

1. Gain a foundational understanding of pathology, cause of disease, process and progression, definitions and key terminology specific to pathology, and disease classification.
2. Discuss etiology, examples, complications, procedural and technical considerations, and implications for practice of each body system investigated.
3. Describe anatomic components of the skeletal system, radiographic criteria for diagnostic imaging of the skeletal system, the disease classification of various skeletal pathologies along with their signs, symptoms, and prognosis, and the role of medical imaging/modalities in diagnosis and treatment of skeletal pathologies.
4. Describe anatomic components and function of the respiratory system, the diagnostic value of various chest radiographs, medical access equipment specific to the respiratory system, disease classification, sings, symptoms, prognosis, treatment, and radiographic appearance of given respiratory system diseases.
5. Describe anatomic components and function of the cardiovascular system, the radiographic appearance of heart anatomy, cardiac cycle, role of imaging modalities in cardiovascular diagnosis and treatment of cardiovascular pathologies, and the radiographic appearance of the given pathologic conditions.
6. Describe anatomic components and function of the abdomen and gastrointestinal (GI) system, their radiographic appearance, the imaging modalities used, abdominal tubes and catheters, disease classification, sign, symptoms, prognosis, treatment, and the radiographic appearance of given GI pathologies.
7. Describe anatomic components and function of the hepatobiliary system,  radiographic appearance, the role of imaging modalities used, disease classification, the pathogenesis and treatment of given pathologies and radiographic appearance.
8. Describe anatomic components and function of the urinary system, role of other imaging modalities, congenital anomalies, disease classification, pathogenesis and treatment, and radiographic appearance of given pathologies.
9. Describe anatomic components and function of the central nervous system (CNS), the role of other imaging modalities, congenital anomalies, disease classification, pathogenesis and treatment of given pathologies, and radiographic appearance.
10. Describe anatomic components and function of the hemopoietic system, blood types, role of the lymphatic system in immunity, pathogenesis and treatment, and imaging modalities of choice for given pathologies.
11. Describe anatomic components and function of the male and female reproductive system, the role of general radiography and other imaging modalities used for diagnosis and treatment, breast imaging methods, pathogenesis and treatment for given pathologies.
12. Describe anatomic components and function of the endocrine system, the role of general radiology and other imaging modalities, and pathogenesis and treatment of given pathologies.
13. Explain trauma center levels, terminology related to traumatic disease, the role of medical imaging, classification of skeletal fractures and injuries, radiographic appearance of given pathologies and treatment of skeletal fractures.

Course Objectives

Unit 1 - Introduction to Pathology

• Explain common terminology related to the study of pathology.

• Identify and explain the essential components of each disease and apply it to radiographic procedures.

• Describe the difference between structural and functional disease.

• Explain the changes that occur following injury to the cell.

• Summarize the system used for staging malignant tumors.

• Distinguish between disease diagnosis and prognosis.

• Identify methods of disease classification.

• Specify the pathogenesis, signs, symptoms and prognosis of pathologies of the human body.

• Identify the fundamental differences between carcinoma and benign pathology.

• Categorize a pathologic condition as congenital and hereditary, inflammatory, degenerative, metabolic, traumatic, or neoplastic.

• Differentiate the features that distinguish benign from malignant tumors.

• Compare the differences of the origin of carcinoma and sarcoma

Unit 2 - Skeletal System 

• Identify anatomic components of the skeletal system on both a macroscopic and microscopic level.

• Define all key terminology.

• Explain criteria for assessing proper technical exposure technique of skeletal radiographs.

• Classify a given condition as congenital and hereditary, inflammatory, degenerative, metabolic, traumatic, or neoplastic.

• Discuss the vertebral column and various diseases that affect it.

• State the pathogenesis, signs, symptoms, and prognosis of the given skeletal pathologies and their treatments.

• Summarize the role of various imaging modalities in the identification and treatment of skeletal pathology.

Unit 3 - Respiratory System

• Describe anatomic components and function of the respiratory system.

• Define all key terminology.

• Indicate the diagnostic information obtained from the standard chest projections.

• Define the various types of tubes, vascular access line, and catheters used for the respiratory system and explain their use and role in patient care.

• Classify a given respiratory condition as congenital and hereditary, inflammatory, degenerative, metabolic, traumatic, or neoplastic.

• Compare the pathogenesis of given thoracic pathologic conditions and treatment.

• Describe the levels of respiratory failure and the mechanisms through which it occurs.

• Explain the role of various imaging modalities in the identification and treatment of diseases of the chest.

• Describe the radiographic appearance of the given respiratory system pathologies.

Unit 4 - Cardiovascular System

• Describe anatomic components and function of the cardiovascular system.

• Define all key terminology.

• Identify the heart anatomy visualized on the conventional radiographic chest projections.

• Order and name each segment of the cardiac cycle.

• Explain the role of various imaging modalities in the identification and treatment and management of cardiovascular pathologies.

• Compare the major congenital anomalies of the cardiovascular system.

• State the pathogenesis, signs, symptoms, and prognosis of the given cardiovascular pathologies and their treatments.

• Describe the radiographic appearance of each given cardiovascular system pathology.

Unit 5 - Abdomen and Gastrointestinal System 

• Describe anatomic components and function of the abdomen and gastrointestinal system.

• Define all key terminology.

• Compare the various imaging modalities used for the evaluation of the abdomen.

• Define the types of tubes and catheters used for the GI system and explain their use and role in patient care.

• Classify a given condition as congenital and hereditary, inflammatory, degenerative, metabolic, traumatic, or neoplastic.

• State the pathogenesis, signs, symptoms, and prognosis of the given GI pathologies and their treatments.

• Describe the radiographic appearance of each given GI pathologic condition.

Unit 6 - Hepatobiliary System

• Describe anatomic components and function of the hepatobiliary system.

• Define all key terminology.

• State how hepatobiliary structures are visualized on radiographs.

• Compare the various imaging modalities used for the evaluation of the hepatobiliary system.

• Identify the disease classification of the given Hepatobiliary pathologic conditions.

• State the pathogenesis, signs, symptoms, and prognosis of the given hepatobiliary pathologies and their treatments.

• Describe the radiographic appearance of each given pathologic condition of the hepatobiliary system.

Unit 7 - Urinary System

• Describe anatomic components and function of the urinary system.

• Define all key terminology.

• Compare the various imaging modalities used for the evaluation of the urinary system.

• Discuss congenital anomalies of the urinary system.

• Identify the disease classification of the given urinary system pathologic conditions.

• State the pathogenesis, signs, symptoms, and prognosis of the given urinary system pathologies and their treatments.

• Describe the radiographic appearance of each given pathologic condition of the urinary system.

Unit 8 - Central Nervous System

• Describe anatomic components and function of the central nervous system.

• Define all key terminology.

• Compare the various imaging modalities used for the evaluation of the central nervous system.

• Discuss congenital anomalies of the CNS.

• Identify the disease classification of the given CNS pathologic conditions. 

• State the pathogenesis, signs, symptoms, and prognosis of the given CNS pathologies and their treatments.

• Compare the imaging modalities of choice for the each given CNS pathologic condition.

• Describe the radiographic appearance of each given pathologic condition of the CNS.

Unit 9 - Hemopoietic System

• List the main components of blood and the function of each of them.

• Define all key terminology.

• Identify the blood types.

• Explain how the lymphatic system influences immunity.

• State the pathogenesis, signs, symptoms, and prognosis of the given CNS pathologies and their treatments.

• Discuss Acquired immunodeficiency Syndrome.

• Describe the imaging modalities that are used to aid in diagnosing hemopoietic disorders.

Unit 10 - Reproductive System

• Describe anatomic components and function of the male and female reproductive systems.

• Define all key terminology.

• Compare the various imaging modalities used for the diagnosis and treatment of reproductive system disorders.

• Compare the different types of breast imaging methods, including the differences of diagnostic, screening and localization techniques of the breast.

• Explain the major congenital anomalies of the female reproductive system.

• Compare the different neoplastic pathologies of the male and female reproductive systems in terms of etiology, incidence, signs, symptoms, treatment, and prognosis.

• Discuss the role of diagnostic medical sonography in the management of the gravid female.

Unit 11- Endocrine System

• Describe anatomic components and function of the endocrine system.

• Define all key terminology.

• Discuss the nature of enzymes and hormones.

• Compare the various imaging modalities used for the diagnosis and treatment of endocrine system disorders.

• State the pathogenesis, signs, symptoms, and prognosis of the given endocrine system pathologies and their treatments.

Unit 12 - Traumatic Disease 

• Differentiate between level I, II, III and IV trauma centers along with the role designated to each within the emergency medical system.

• Define all key terminology.

• Summarize terminology common to traumatic disease.

• Compare the various imaging modalities used for the evaluation and treatment of traumatic injuries.

• Describe the radiographic appearance of each of the given pathologies, fractures, skeletal and vertebral traumatic injuries.

• Identify skeletal fractures according to the various fracture classifications.

• State the common methods used for treatment of skeletal fractures.

• Discuss trauma of the Thorax and abdomen.

RAD 770 - Image Critique and Evaluation

1. Apply knowledge of anatomy, physiology, positioning and radiographic techniques to accurately demonstrate and critique anatomical structures on a radiographic image.

2. Demonstrate knowledge of image standards and the characteristics of an optimal radiographic image, correctly identifying anatomic structures of clinical interest.

3. Recognize radiographs that do not exhibit diagnostic quality, that do not meet the standards for visibility of image detail, and demonstrate the ability to correctly reposition the body part in order to produce a radiograph that shows optimal diagnostic information.

4. Describe exposure factors, how they affect visibility of anatomic structures, and how they should be adjusted to produce a diagnostic radiograph.

5. Adjust positioning techniques and exposure factors for varied patient conditions and situations.

6. Describe positioning and exposure considerations for pediatric imaging.

7. Demonstrate professionalism by following written and verbal instruction, responding appropriately to directions, working well with peers and instructors, and developing a commitment to quality work.

Course Objectives

Unit 1 - Chapters 1 and 2 Image Analysis Guidelines, Criterions, and Principles/Digital Imaging Guidelines.

• State the characteristics of an optimal radiographic image.

• Demonstrate the ability to correctly display diagnostic radiographs of all body structures.

• List the demographic information that must appear on each radiographic projection and why the information is required.

• Describe appropriate collimation practice and control of scatter radiation (SR) and radiation protection.

• List the guidelines that ensure proper collimation.

• Describe the relationships between anatomic structures, central ray placement, and IR alignment/ placement and how they affect the diagnostic quality of the resulting radiograph.

• State the method used to identify similarly appearing structures in a radiograph.

• Determine how to correctly adjust patient part or the CR adjustment required to produce a diagnostic image when a repeat x-ray is necessary in order to correct for an incorrectly positioned projection.

• Describe the factors that control or affect Geometric Resolution (recorded detail) of the radiograph.

• Summarize the radiation protection measures that are protection measures that are followed to limit patient and occupational ionizing radiation dose.

• Describe processing steps for CR and DR digital radiography.

• Describe the importance of exposure field recognition in CR and DR.

• Identify the regions of the image histogram and list the guidelines to produce an optimal histogram.

• Summarize the relationship between the image histogram and the lookup table (LUT) chosen during the automatic rescaling process.

• Recognize the causes for histogram analysis error.

• List the method of exposure indicator parameters for the digital systems used in your facility and further describe how they are used to evaluate and improve the diagnostic image quality.

• Identify over and under exposure in a digital imaging system, the causes for over and under exposure, and the resulting effect that each has on diagnostic image quality.

• List the factors that affect contrast resolution.

• Describe artifacts and how they can be prevented.

• Compare the differences between an optimal radiograph and an acceptable radiograph.

• List the guidelines for obtaining mobile and trauma projections, technical factors that need to be adjusted in order to adapt for various mobile and trauma related circumstances.

• Describe the conditions to consider when performing radiographic procedures and evaluating pediatric and obese patient projections.

Unit 2 - Chapter 3 Chest and Abdomen.

• Identify the anatomy that must be included on all chest and abdominal projections.

• Describe how to properly position the patient, image receptor (IR), and central ray (CR), for adult and pediatric chest and abdominal radiographs.

• State the technical data that is used for chest and abdominal projections.

• List image analysis guidelines for correctly positioned adult and pediatric chest and abdominal projections.

• State how to correctly reposition the patient to obtain a diagnostic radiograph when a repeat x-ray is necessary.

• Determine the needed adjustment in patient positioning or CR to correct for inadequate positioning.

• State the differences in air-fluid diagnoses in upright, semi-upright, and supine radiographs of the chest and abdomen.

• State the purpose and appropriate location of internal devices, tubes and catheters for chest and abdominal radiographs.

• List normal chest dimensions with maximum inspiration and conditions that prevent full lung expansion.

• Describe relevant pathology affecting chest and abdominal radiographs, specifically scoliosis.

• Demonstrate methods used to identify right and left hemidiaphragms on lateral CXRs, explain how the liver affects the right hemidiaphragm.

• Describe the lateral decubitus chest projection to demonstrate pneumothorax and pleural effusion.

• Compare the degree of obliquity required to demonstrate the heart shadow without spinal column superimposition for right anterior oblique (RAO) and left anterior oblique (LAO) chest projections.

• Explain the development of the neonate lungs and how the changes as they grow impacts CR centering adjustment.

• Identify and locate the psoas muscles and kidneys.

• Describe technique adjustments for additive and destructive pathologies that affect chest and abdomen radiographs.

• State the reason it is necessary to center differently for female and male patients for the AP abdominal projection.

• Identify the reason for including the diaphragm in all upright and lateral decubitus abdominal projections.

Unit 3 - Chapter 4 Upper Extremity

• Identify the required anatomy for upper extremity radiographs. 

• Describe proper positioning of the patient, IR, and CR on all upper extremity projections.

• List image analysis guidelines for upper extremities.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• State the technical factors used for upper extremity radiographs and describe the anatomic structures visualized when the correct technique factors are used.

• List soft tissue structures that should be visualized on upper extremity projections, their location, and the reason their visualization is important.

• Compare how wrist and elbow rotations change the position of the radial and ulnar styloids.

• State carpal bone changes that happen as the wrist is extended, deviated, or ulnar- and radial- deviated in the PA and Lateral projections.

• Explain the reasons and why the CR is adjusted for the PA ulnar- deviated scaphoid projection if a proximal or distal scaphoid fracture is suspected and the patient cannot adequately ulna-flex.

• List the palpable structures that are used to identify the location of the elbow and glenohumeral joints.

• Describe the method used to position the patent if only one joint can be placed in its true position for AP and lateral forearm and humeral projections.

• Describe how hand and wrist positions affect visualization of the radial tuberosity and lateral elbow projections.

• State the reason the patient’s humerus is never rotated if a humeral fracture is suspected.

Unit 4 - Chapter 5 Shoulder

• Identify the required anatomy for the shoulder, clavicle, AC Joints, and Scapula Projections.

• Describe proper positioning of the patient, IR, and CR for all projections.

• List image analysis guidelines and the related positioning procedures for all projections.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• State the technical factors routinely used for shoulder, clavicular, AC Joint, and scapular radiographs and describe what anatomic structures are visualized when the correct technique factors are used.

• State humerus location on radiographs when the shoulder is dislocated.

• Compare how the visualization of the proximal humerus changes when humeral epicondyles are placed at different angles to the IR.

• Describe scapula movement as the humerus is abducted.

• Identify the anatomic structures forming the Y on a PA Oblique (scapula Y) shoulder projection.

• State how the medial and lateral scapular borders are identified. • Describe the anatomic structure that must move to allow humerus abduction. 

• Describe how humeral abduction affects the degree of patient obliquity needed to position the scapula in a lateral position.

Unit 5 - Chapter 6 Lower Extremity

• Identity the required anatomy for lower extremity radiographs.

• Describe proper positioning of the patient, IR, and CR on all lower extremity projections.

• List image analysis guidelines for accurate positioning of the lower extremities.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• State the technical factors routinely used for lower extremity projection and the anatomic structures that are visualized when the correct technique factors are used.

• Describe which aspects of a toe phalanges are concave and which are convex.

• State how the CR angulation is adjusted for an AP axial toe if the patient cannot fully extend the toe.

• Describe how the longitudinal arch, whether it is high or low, affects proper patient position, degree to oblique the foot, and CR angulation.

• Evaluate the high longitudinal arch from the low longitudinal arch on radiographs.

• Describe how to adjust CR angulation for a patient who cannot dorsiflex their foot during axial calcaneal x-ray.

• State how the medial and lateral talar domes can be identified on a lateral foot, calcaneal, or ankle projection with poor positioning.

• Explain why the IR must extend beyond the knee and ankle joints when the lower leg is imaged.

• Describe CR angulation and the AP and Oblique knee.

• Describe a valgus and varus knee deformity.

• Describe a patella subluxation and state how it is demonstrated on an AP and tangential (axial) projections.

• List the soft tissue structures of importance on lower leg projections, why they are important, where they are located.

• State how suspicion of patellar fracture affects positioning for the lateral knee projection.

• State the how the relationship of the lateral and medial femoral condyles impact positioning and the degree of femoral inclination demonstrated in erect and lateral recumbent position.

• State the femoral length and pelvic width that demonstrate the least amount of femoral inclination.

• Describe how to distinguish between the medial and lateral femoral condyles, and methods to properly align and/or superimpose them on lateral projections.

• Recognize the importance of including femoral soft tissue on femoral projections.

• State the reason why the leg is never rotated or manipulated when a femoral fracture is suspected.

Unit 6 - Chapter 7 Pelvis, Hip, and Sacroiliac (SI) Joints. 

• Identify the required anatomy for the hip, pelvis and SI joints.

• Describe proper positioning of the patient, IR, and CR on all projections.

• List image analysis guidelines for hip, pelvis, and SI joints.

• Demonstrate methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• List the soft tissue fat planes demonstrated on AP hip and pelvic projections and their locations.

• Compare how leg rotation affects which anatomic structures of the proximal femur are visualized.

• Explain why the leg of a patient with a proximal femoral fracture should never be rotated to obtain AP and Lateral radiographs and state how these radiographs should be taken.

• Differentiate between the male and female pelvis.

• Describe how the anatomic structures of the proximal femur are visualized differently for frog-leg hip and pelvic projections when the distal femur is abducted at different angles to the imaging table.

• Describe how to locate the femoral neck for an axiolateral hip projection.

• State which SI joint is of interest when the patient is rotated for oblique SI joint projections.

Unit 7 - Chapter 8 Cervical and Thoracic Vertebrae

• Identify the required anatomy for cervical and thoracic radiographs.

• Describe proper positioning of the patient, IR, and CR on all cervical and thoracic projections.

• List image analysis guidelines for cervical and thoracic projections.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• Describe how the upper and lower cervical vertebrae can move independently and simultaneously.

• Explain how a patient with a suspected subluxation or fracture of the cervical vertebral column is positioned.

• Describe the curvature of the cervical vertebrae, and explain how the intervertebral disk spaces slant.

• State how the relationship between the dens and lateral masses of the atlas change when the head is rotated.

• Describe how the prevertebral fat stripe is used as a diagnostic tool.

• Describe the positioning and analysis differences between AP and PA oblique cervical projections.

• Describe the curvature of the thoracic vertebrae.

• List methods to achieve uniform image density on AP thoracic vertebral projections.

• Compare how scoliosis differs from rotation on AP and Lateral thoracic projections.

• Describe method used to offset the sagging of the lower thoracic column when the patient is in the lateral position.

Unit 8 - Chapter 9 Lumbar, Sacral, and Coccygeal Vertebrae.

• Identify the required anatomy for lumbar, sacral, and coccyx projections.

• Describe proper positioning of the patient, IR, and CR for all projections.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• State how to mark and display projections correctly.

• List the image analysis guidelines for lumbar, sacrum, can coccyx projections.

• State the features of the vertebrae of interest.

• Identify which zygapophyseal joints are seen with AP and PA Oblique projections.

• List the anatomic structures that make up the “Scottie dogs”.

• Explain methods to reduce scatter radiation (SR) on lateral projections.

• Describe how the patient is positioned to demonstrate mobility of the lumbar vertebral column.

Unit 9 - Chapter 10 Sternum and Ribs.

• Identify the required anatomy for sternum and rib projections.

• Describe proper positioning of the patient, IR, and CR on all projections.

• Demonstrate method used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• List the image analysis requirements for sternal and rib projections.

• Describe how the patient is positioned to achieve homogenous density on PA oblique sternal projections.

• Explain why reduced SID is appropriate for PA oblique sternal projections.

• Compare costal breathing to normal breathing and state the advantages of using it for the PA Oblique sternum.

• Compare costal breathing to how it affects the distance between the sternum and vertebral column when the patient is rotated.

• List method of reducing Scatter Radiation on the lateral sternum.

• Discuss when it is appropriate to take an AP projection of the ribs instead of a PA projection and why the AP oblique is better for axillary rib images.

Unit 10 - Chapter 11 Cranium, Facial Bones, and Paranasal Sinuses.

• Identify the required anatomy for all projections of the cranium, facial bones, and paranasal sinuses.

• Describe proper positioning of the patient, IR, and CR on all projections.

• List image analysis guidelines for the cranium, facial bones, and paranasal sinuses.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• Explain CR adjustments when the patient cannot be positioned in the normal way.

• State the cranial positioning lines and their abbreviations.

• Explain the reason for the open mouth Waters projection. 

• Demonstrate accurate patient positioning for visualization of air-fluid levels in the sinus cavities.

Unit 11 - Chapter 12 Digestive System.

• Identify the required anatomy on upper and lower gastrointestinal projections.

• Describe proper positioning of the patient, IR, and CR on all projections.

• List the image analysis guidelines gastrointestinal projections.

• Demonstrate the methods used to reposition the patient when repeat radiographs are necessary due to incorrect positioning.

• Explain patient preparation instructions for the different GI procedures.

• Describe the variations in size, shape, and position of GI structures of the four main body habitus types.

• Define the appropriate barium suspensions for the GI procedure to be performed.

• State where the barium and air will be visualized for the different projections of the GI double contrast images.

• Explain the reason for timed radiographs of a small intestine study.

RAD 850 - Radiation Protection & Biology

1. Identify radiation types, production, sources, and doses, explaining the nature of ionizing radiation and how it is measured and monitored.
2. Understand cell biology and the effects radiation has on it. Recognize molecular and cellular radiation biology, identifying early and late radiation and how it can relate to genetics.
3. Describe radiation energy transfer, radiation effects, and radio sensitivity and response.
4. Define dose limits, equipment design, and management of radiation dose to the patient and the occupational worker during diagnostic x-ray procedures. Along with the units, detection and measurement of radiation.
5. Describe test material/equipment, test procedures, and evaluation/interpretation relation to quality assurance for components of the radiographic system.
6. Identify state and federal agencies, surveys, and radiology organizations involved with radiation protection and regulation.
7. Understand the need and objectives of a radiation protection plan and radiation safety officer.
8. Develop an understanding of the different personnel monitoring systems used in radiology departments, their applications, and how they monitor radiation. And the different managements of radiation doses to personnel and patients.

Course Objectives:

Unit 1: Identify radiation types, production, sources, and doses, explaining the nature of ionizing radiation and how it is measured and monitored.

• Identify the consequences of ionization in human cells.
• Give examples of how radiologic technologists and radiologists can exercise control of radiant energy while performing imaging procedures.
• Discuss the concept of effective radiation protection
• Discuss the need to safeguard against significant and continuing radiation exposure.
• Explain the justification and responsibility for imaging procedures.
• Explain how imaging professionals can help ensure that both occupational and non-occupational dose limits remain well below maximum allowable levels.
• State the ALARA principle and discuss its significance in diagnostic imaging.
• List the responsibilities that radiation workers must fulfill to maintain an effective radiation safety program.
• Describe the importance of patient education as it relates to medical imaging.
• Explain how radiographers should answer patients’ questions about the risk of radiation exposure from an imaging procedure and give some examples.
• List the different forms of electromagnetic and particulate radiations and identify those forms that are classified as ionizing radiation.
• List and describe three sources of natural background ionizing radiation and six sources or manmade, or artificial, ionizing radiation.
• Differentiate between peak kilovoltage (k-Vp) and milliampere-seconds (mAs) as technical exposure factors.
• Describe the process of absorption and explain the reason why absorbed dose in atoms of biologic matter should be kept as small as possible.
• Differentiate among primary radiation; exit, or image-formation, radiation; and scattered radiation.
• List two types of x-ray photon transmission and explain the difference between them.
• Discuss the way x-rays are produced and explain the range of energies present in the x-ray beam.
• List the events that occur when x-radiation passes through matter.
• Describe and illustrate by diagram the x-ray photon interactions with matter that are important in diagnostic radiology.
• Describe the impact of positive contrast media effects on photoelectric absorption and identify its effects regarding absorbed dose in the body structure that contains it.
• Describe the effect of kVp on radiographic image quality and patient absorbed dose.

Unit 2: Understand cell biology and the effects radiation has on it. Recognize molecular and cellular radiation biology, identifying early and late radiation and how it can relate to genetics.

• Explain the concepts of skin erythema, tolerance dose and threshold dose.
• List 5 examples of short-term somatic effects and three examples of long term, or late somatic effects.
• Differentiate between somatic and genetic effects.
• Differentiate among the radiation’s quantities exposure, absorbed dose, equivalent dose, and effective dose and identify the appropriate symbol for each quantity.
• List and explain the International System (SI) and traditional units for radiation exposure, absorbed dose, equivalent dose, and effective dose.
• Describe the function of a tissue weighting factor.
• Given the numeric value for an absorbed dose of radiation state in gray (rad), the radiation weighting factor for the type of energy of radiation in question, and the tissue weighting factor, determine the effective dose.
• State the purpose of the radiation quantity collective effective dose and list its SI and traditional units.
• Explain the importance of linear energy transfer as it applies to biologic damage resulting from irradiation of human tissue.
• State the formula for determining equivalent dose.
• Determine the equivalent dose in terms of SI and traditional units when given the radiation weighting factor and the absorbed dose for different ionizing radiations.
• State the reason why a radiation worker should wear a personnel dosimeter and explain the function and characteristics of such devices.
• Identify the appropriate location on the body where the personnel dosimeter should be worn during following procedures or conditions; (1) routine computed radiography, digital radiography, or conventional radiographic procedures, (d) fluoroscopic procedures, (3) special radiographic procedures, (4) pregnancy.
• Describe the various components of the film badge, optically stimulated luminescence (OSL) dosimeter, pocket ionization chamber, and thermoluminecent dosimeter (TLD), and explain the use of each of these devices as personnel monitors.
• Explain the function of radiation survey instruments.
• List three gas-filled radiation survey instruments.
• Explain the purpose of the following instruments: (1) ionization chamber-type survey meter (cutie pie), (2) proportional counter, (3) Geiger-Muller (GM) - dector.

Unit 3: Describe radiation energy transfer, radiation effects, and radio sensitivity and response

• Acquire basic knowledge of cell structure, composition, and function
• Describe some important functions of the major classes or organic and inorganic compounds that exist in the cell.
• List the essential functions of water in the human body.
• Name and describe a landmark event pertaining to the human genome that occurred in 2001.
• Describe the molecular structure of deoxyribonucleic acid and explain the way it functions in the cell.
• List the various cellular components, and identify their physical characteristics and functions
• Distinguish between the two types of cell division, mitosis and meiosis, and describe each process.

Unit 4: Define dose limits, equipment design, and management of radiation dose to the patient and the occupational worker during diagnostic x-ray procedures. Along with the units, detection and measurement of radiation.

• List three radiation energy transfer determinants and explain their individual concepts.
• Differentiate among the three levels of biologic damage that may occur in living systems as a result of exposure to ionizing radiation and describe how the process of direct and indirect action of ionizing radiation on the molecular structure of living systems occurs.
• Draw a diagram to illustrate the various effects of ionizing radiation on a DNA macromolecule, and describe the effects of ionizing chromosomes, various types of cells, and ultimately the entire human body.
• Describe the target theory
• Explain the purpose and function of survival curves for mammalian cells.
• List the factors that affect cell radiosensitivity.
• State and describe the law of Bergonie and Tribondeau

Unit 5: Describe test material/equipment, test procedures, and evaluation/interpretation relation to quality assurance for components of the radiographic system.

• List four factors on which the amount of somatic and genetic biologic damage resulting from radiation exposure depend.
• List and describe the various early nonstochastic somatic effects of ionizing radiation on living systems.
• Describe acute radiation syndrome, and list three separate dose-related syndromes that occur as part of this total body syndrome.
• Identify and describe the four major response stages of acute radiation syndrome.
• Describe the local tissue damage that occurs when any part of the human body receives a high radiation exposure.
• List three factors on which organ and tissue response to radiation exposure depend.
• Discuss the impact on human skin when high-level fluoroscopy is used for extended periods of time during cardiovascular or therapeutic interventional procedures.
• Explain the progression of both male and female germ cells from elementary stem cells to mature cells and describe how this development affects cell radio sensitivity.
• State the dose of ionizing radiation necessary to cause both temporary and permanent sterility in the human and male female.
• Discuss the impact on the human body if radiation exposure causes a decrease in the cells that protect it against disease.
• Explain how scientists use epidemiologic studies to predict the risk of cancer in human populations exposed to low doses of ionizing radiation.
• Explain the purpose of a radiation dose-response curve.
• Explain why regulatory agencies continue to use the linear dose-response model for establishing radiation protection standards.
• Differentiate between threshold and non-threshold relationships. List and describe the various late nonstochasitc somatic effects and late stochastic somatic effects of ionizing radiation on living systems.
• Explain how spontaneous mutations occur and discuss the concept of radiation induced genetic effects; also explain how ionizing radiation causes these effects and how they can be passed onto future generations.
• Differentiate between dominant and recessive gene mutations.
• Explain the doubling dose concept and give an example of how the number of mutations increases as dose increases.

Unit 6: Identify state and federal agencies, surveys, and radiology organizations involved with radiation protection and regulation.

• List and describe the function of the four major organizations that share the responsibility for evaluation the relationship between radiation equivalent dose and induced biologic effects and five U.S. regulatory agencies responsible for enforcing established radiation effective dose limiting standards.
• Explain the function of the radiation safety committee (RSC) in a medical facility and describe the role of the radiation safety officer (RSO) by listing the various responsibilities he or she must fulfill.
• Explain the ALARA concept
• Describe currenty radiation protection philosophy and state the goal and objectives of radiation protection.
• Identify radiation-induced responses that warrant serious concern for radiation protection.
• Describe effective dose limit and the effective dose-limiting system.
• Discuss current National Council on Radiation Protection and Measurements recommendations.
• Given appropriate data, calculate the cumulative effective dose for the whole body for a radiation worker.
• Explain the function of collective effective dose, and list the unit used to express this quantity.
• Explain the concept of radiation hormesis.
• State the following in terms of International System (SI) units and traditional units: - Annual occupational effective dose limit and cumulative effective dose limit for whole-body exposure - Annual occupational equivalent dose limits for tissues and organs such as lens of the eye, skin, hands, and feet - Annual effective dose limits for continuous (or frequent) exposure and for infrequent exposure of the general public - Annual equivalent dose limits for tissues and organs such as lens of the eye, skin, hands, and feel of members of the general public. - Annual effective dose limit for an occupationally exposed student under the age of 18 years. - Occupational monthly equivalent dose limit to the embryo-fetus.

Unit 7: Understand the need and objectives of a radiation protection plan and radiation safety officer.

• Explain the requirements for diagnostic type protective tube housing, x-ray control panel, radiographic examination table, and source-to-image distance indicator, and discuss their purpose.
• List the various x-ray beam limiting devices, and describe each.
• Explain the importance of luminance of the collimator light source, state the requirements for good coincidence between the radiographic variable rectangular collimator is used, and explain the function of the collimator’s positive beam limitation (PBL) feature.
• Explain the function of x-ray beam filtration in diagnostic radiology, list two types of filtration used to adequately filter the beam, describe half-value layer (HVL), and give examples of HVL’s required for selective peak kilovoltage.
• Explain the function of a compensating filter in radiography of a body part that varies in thickness, and list two types of such filters.
• Explain the significance of exposure reproducibility and exposure linearity.
• Explain how the use to high-speed screen film combinations reduces radiographic exposure of the patient when film is the image receptor of choice.
• Explain how radiographic grids increase patient dose.
• Identify the minimal source-skin distance (SSD) that must be used for mobile.
• Explain the process of digital radiography and computed radiography.
• Explain how patient exposure may be reduced during routine fluoroscopic procedures, C-arm fluoroscopic procedures, high-dose (high-level-control (HLC)) fluoroscopy interventional procedures, cineradiography procedures, and digital fluoroscopic procedures.

Unit 8: Develop an understanding of the different personnel monitoring systems used in radiology departments, their applications, and how they monitor radiation. And the different managements of radiation doses to personnel and patients.

• Explain the meaning of holistic approach to patient care, and recognize the need for effective communication between imaging department personnel and the patient.
• Explain how voluntary motion can be eliminated or at least minimized and how involuntary motion can be compensated for during a diagnostic radiographic procedure.
• Explain the need for protective shielding during diagnostic imaging procedures, state the reason for using gonadal shielding or other specific area shielding, and compare the various types of shields available for use.
• Discuss the need to use appropriate radiographic technical exposure factors for all radiologic procedures, and explain how these factors may be adjusted to reduce patient dose.
• Explain how adequate immobilization and correct image processing techniques reduce radiographic exposure of the patient.
• Compare the use of an air gap technique for certain examinations such as a cross-table lateral projection of the cervical spine with the use of a mid-ratio grid. (8:1).
• State the reason for reducing the number of repeat images, and describe the benefits of repeat analysis programs.
• List six nonessential radiologic examinations, and explain the reason why each is considered unnecessary.
• List four ways to indicate the amount of radiation received by a patient form diagnostic imaging procedures, and explain each.
• Explain the concept of genetically significant dose (GSD).
• Explain the reason children require special conventional diagnostic imaging procedures.
• Describe special precautions employed in radiography to protect the pregnant or potentially pregnant patient during an x-ray examination
• Identify the type of x-radiation that poses the greatest occupational hazard in diagnostic radiology, and explain the various ways this hazard can be reduced or eliminated.
• Explain how the various methods and techniques that reduce patient exposure during a diagnostic examination also reduce exposure for the radiographer and other diagnostic personnel.
• Discuss the responsibilities of the employer for protecting declared pregnant diagnostic imaging personnel from radiation exposure.
• List and explain the three basic principles of radiation protection that can be used for personnel exposure reduction.
• State and explain the inverse square law by solving mathematical problems applying its concept.
• Explain the purpose of diagnostic-type protective tube housing, differentiate between a primary and secondary protective barrier, and list examples of each.
• Describe the construction of protective structural shielding, and list the factors that govern the selection of appropriate construction materials.
• List and describe the protective garments that may be work to reduce whole-or partial-body.
• Explain the various methods and devices that may be used to reduce exposure for personnel during routine fluoroscopic examinations and during interventional procedures that use high-level-control fluoroscopy.
• Explain the various methods and devices that may be used to reduce the radiographer’s exposure during a mobile radiographic examination.
• Describe methods used to provide patient restraint during a diagnostic x-ray procedure, and identify individuals who might use them.
• List the three categories of radiation sources that may be generated in an x-ray room; list the considerations on which the design of radiant-absorbent barriers should be based; and explain the importance of each.
• Differentiate between a controlled area and an uncontrolled area.
• Discuss the requirements for posting caution signs for radioactive materials and radiation areas.

RAD 896 - Quality Assurance

1. Collaborate with peers to mentor and strengthen relationships and administer advice to help better prepare first year radiology students for the program and clinical.
2. Describe the need for quality management, and explain the difference between assurance, control, and management along with the overview of process and government regulation.
3. Explain quality management tools and procedures
4. Distinguish quality control of x-ray generators and ancillary radiographic equipment
5. Identify quality control of fluoroscopic equipment
6. Understand and apply digital and advanced imaging equipment and an overview of their quality control
7. Understand outcomes assessment of radiographic imaging
8. Review the physics of radiology and the equipment operation and quality control

Course Objectives:

Unit 1 - Rad Buddies: Collaborate with peers to mentor and strengthen relationships and administer advice to help better prepare first year radiology students for the program and clinical.

• Develop a personal philosophy on professionalism
• Discuss collaborating with team members and patients through effective communication
• Differentiate accommodating changes in clinical for patients
• Identify ethical responsibilities of the profession
• Discuss beginning knowledge and skill for an entry level radiology technology professional
• Communicate with your Rad Buddy to establish a relationship and get to know them on a professional level
• Establish how to accommodate different personalities and traits in the clinical setting
• Discuss study habits, time commitments, test taking skills and what to expect from the program

Unit 2 - Describe the need for quality management, and explain the difference between assurance, control, and management along with the overview of process and government regulation.

• Define quality assurance, quality control and quality management
• Identify the history and changes happening in quality management
• Know air, droplet, and contact precautions OSHA enforces
• Describe benefits of a quality management program to the patient, to the imaging department, and to the radiographer
• Compare the impact of Government regulation and The Joint Commission accreditation on QM
• Explain quality control and its levels of testing in radiology
• Identify the five steps of a Process • List the various tools of group dynamics
• Describe TJC 10-step monitoring and evaluation
• Label and create a SWOT analysis for a radiology department

Unit 3 - Explain quality management tools and procedures

• Identify the four main components of a quality management program
• List the basic administrative responsibilities of a quality management program
• Describe record keeping associated with a quality management program
• Identify the components of a risk management program
• Describe and discuss implementation of a radiation safety program
• Describe radiation safety protocols for patients and radiation personnel
• Demonstrate and complete a repeat analysis and list reasons for repeat analysis implementation
• Identify methods used to conduct a repeat analysis and the formulas for calculating graphing results
• Develop a repeat analysis, causal and total repeat rate for students’ personal practices

Unit 4 - Distinguish quality control of x-ray generators and ancillary radiographic equipment.

• Identify single-phase, three phase, and high-frequency generators and their waveforms
• List the three main parts of a quality control program for radiographic equipment
• Describe performance tests for radiographic equipment
• Identify all variability allowances for x-ray equipment
• Describe the main components of automatic exposure control systems
• Summarize the importance of grid uniformity and alignment on image quality
• Identify and memorize statistics of quality control normal

Unit 5 - Identify quality control of fluoroscopic equipment

• List the main components of modern fluoroscopic equipment, specifically, image intensifiers
• Describe brightness control of fluoroscopic images
• Describe methods for monitoring fluoroscopic images
• Perform visual and environmental inspection of a fluoroscopic system
• List and describe the performance tests for fluoroscopic equipment
• Identify and memorize statistics of quality control normals

Unit 6 - Understand and apply digital and advanced imaging equipment and an overview of their quality control

• Describe the basic methods of obtaining digital radiographs
• Explain the differences between film and digital radiography
• Identify the QC procedures for evaluating digital radiographic systems
• Describe basic methods of obtaining digital fluoroscopic images
• Illustrate the data management that goes along with quality assurance.
• Describe QC procedures for evaluating digital fluoroscopy.
• List the various types of electronic display devices and QC procedures.
• Identify the basic image archiving and management networks and applicable QC procedures.

Unit 7 - Understand outcomes assessment of radiographic imaging/ Review the physics of radiology and the equipment operation and quality control.

• Explain the importance of repeat analysis
• Show understanding of a repeat analysis and the different types
• Identify artifacts that appear in radiographic images
• Explain the difference between the concepts of accuracy, sensitivity, and specificity
• Determine the differences between acquisition, processing, and display of an image
• Identify artifacts in CR and DR imaging systems
• Understand the basics of radiographic physics
• Show the radiographic x-ray circuit and how they pertain to transformers and rectifiers
• Explain the different parts and structure of the x-ray tube
• Explain equipment calibration: kVp, mAs, timer, beam restriction, x-ray tube overload protection, and reproducibility
• Define terms related to digital imaging
• Describe contrast in both film and digital imaging