Course Descriptions/Official Course Syllabi

CULH 1320 - International Kitchen

Credit Hours: 5.00

Objectives:

1. Explain food safety guidelines and how they relate to hands-on food preparation.
2. Explain personal hygiene guidelines, hand washing, hair restraint, jewelry.

Outcome 2: Upon completion of this course, students will be able to apply proper sanitary procedures for all food items when cooling, storing, labeling, dating, and reheating food.

Objectives:

1. Explain appropriate methods used to properly cool various foods.
2. Explain how to properly store various foods in order to eliminate the risk of contamination.
3. Explain how to properly date and label food for storage.
4. Explain how to properly reheat food to ensure appropriate temperature.

Outcome 3: Upon completion of this course, students will be able to demonstrate how to maximize food freshness, quality, safety, and sanitation when serving hot foods and cold foods.

Objectives:

1. Explain how to maintain fresh food in relation to timely serviceability.
2. Explain potential food safety issues related to serving hot and cold foods.
3. Explain food time and temperatures concerns.

1. Introduction
2. Terms and Organization
3. Prep
4. France - Northern/Restaurant Opens
5. France - Southern
6. Germany
7. Italy - Northern
8. Italy - Southern
9. Spain
10. Morocco/North Africa
11. Greece/Cypress
12. Middle East
13. Poland
14. Czech Republic
15. Scandinavia/Russia
16. Hong Kong/China
17. Japan
18. India
19. Central America
20. South America
21. Canada
22. America - Eastern
23. America - Northern
24. America - Southern
25. America - Western
26. Clean-up and Close -down
27. Final Exam

CULH 1340 - Production Baking

Credit Hours: 4.00

Objectives:

1. Identify different scales and scaling procedures.
2. Describe steps used in properly scaling ingredients.

Outcome 1340.2:
Upon completion of this course, a student will be able to accurately use various ingredients used in baking to present a finished product.

Objectives:

1. Identify ingredients used in baking.
2. List function of various ingredients used in baking.
3. Define and describe the properties of various ingredients used in baking.

Outcome 1340.3:
Upon completion of this course, a student will be able to evaluate the quality of quick and yeast breads.

Objectives:

1. Prepare quick and yeast breads.
2. Define the steps and mixing methods used for quick and yeast breads.
3. Describe the steps and mixing methods used for quick and yeast breads.

Outcome 1340.4
Upon completion of this course, a student will be able to evaluate éclair paste.

Objectives:

1. Prepare éclair paste.
2. Define the procedure and steps used for making éclair paste.
3. Explain the process for making éclair paste.
4. Describe the procedure and steps used to make éclair paste.

Outcome 1340.5:
Upon completion of this course, a student will be able to evaluate a variety of cookies.

Objectives:

1. Prepare a variety of cookies.
2. Define the different types of cookies and their mixing methods.
3. Describe a variety of cookie mixing methods.

CULH 1420 - Purchasing

Credit Hours: 3.00

Objectives:

1. Apply various ordering procedures
2. Implement proper receiving techniques
3. Issue goods and services

Outcome 2: Upon completion of this course, students will be able to develop specifications for food, beverage, and non-food items.

Objectives:

1. Determine quality needs of a foodservice operation
2. Create product specifications
3. Apply ordering, receiving, and storage techniques

Outcome 3: Upon completion of this course, students will be able to identify dry, refrigerated, and frozen foods used in a commercial kitchen.

Objectives:

1. Determine quality checks for receiving
2. Practice inventory control techniques
3. Organize placement of goods in storage

Outcome 4: Upon completion of this course, students will be able to recognize factors that affect food prices, menu costs, and quality.

Objectives:

1. Analyze market fluctuation
2. Identify seasonality
3. Calculate product availability
4. Explain supply and demand.

Outcome 5: Upon completion of this course, students will be able to define proper sanitation procedures that affect receiving, storing and issuing of goods in a foodservice operation.

Objectives:

1. Explain HACCP guidelines
2. Implement accurate product storage temperatures
3. Organize food and non-food products per instruction of governmental regulatory agencies

Outcome 6: Upon completion of this course, students will be able to explain regulations for inspections and grading of food products.

Objectives:

1. Describe USDA categorization and criteria for grading
2. Define quality variances in adherence to governmental grading

Outcome 7: Upon completion of this course, students will be able to practice inventory management and control procedures

Objectives:

1. Explain the importance of a par system when ordering, receiving, and storing food
2. Define the terms FIFO and LIFO
3. Maintain proper storage procedures.
4. Implement methods to deter theft and spoilage

1. Introduction and Overview of the Purchasing Function
2. Overview of the Purchasing Function
3. Planning the Purchasing Function
4. Ordering, Receiving and Storage Procedures
5. Produce, Convenience, Processed and Dairy Foods
6. Eggs and Poultry
7. Fresh Meats and Seafood
8. Beverages and Non-Food Services
9. F.F.E. and Review
10. NRA Test
11. Final Exam

CULH 1440 - Beverage Service

Credit Hours: 2.00

Objectives:

1. Explain the effects of the Dram Shop Act on foodservice operations.
2. Implement methods to control excessive consumption by guests
3. Recognize signs of intoxication by guests

Outcome 2: Upon completion of this course, students will be able to identify standards of service for alcoholic and nonalcoholic beverages.

Objectives:

1. Practice portion control
2. Maintain consistency of standard operating procedures
3. Determine equipment, glassware, and garnish for preparation and service

Outcome 3: Upon completion of this course, students will be able to outline opening and closing procedures of a beverage operation.

Objectives:

1. Adhere to local, state, and federal sanitation regulations
2. Implement mise en place practices
3. Streamline work and traffic flow

1. Introduction to Class
2. Brief History of Beverages
3. Overview of Beverages Today and Over Last Two Decades
4. Types of Beverage operations
   1. Bar Equipment
   2. Bar Set Up and Close
   3. Liquors
   4. Wine
   5. Wine Service
   6. Beer
5. COVID-19 Service Training

CULH 1600 - Ice Carving & Design

Credit Hours: 3.00

Objectives: The student will :

1. Differentiate between tools and apply their specific use.
2. Organize tools in separate areas based on their shape and use.
3. Explain the use of power tool cords.

Outcome 2: Upon completion of this course, students will be able to explain techniques used to store tools properly.

Objectives: The student will :

1. Identify which tools need to be dried before storage.
2. Describe the procedure to dry and care for tools.
3. Demonstrate proper storage techniques.

Outcome 3: Upon completion of this course, students will be able to demonstrate safety techniques while ice carving.

Objectives: The student will :

1. Explain how to hold sharpened tools properly.
2. Choose the best way to handle sharpened chisels.
3. Assemble a tool table according to safety standards.
4. Demonstrate safe use of tools.

Outcome 4: Upon completion of this course, students will be able to draw templates of ice sculptures to specified proportions.

Objectives: The student will :

1. Reproduce a picture on template paper.
2. Calculate the correct size to draw a sculpture.
3. Practice drawing with an overhead projector.

Outcome 5: Upon completion of this course, students will be able to carve simple ice sculptures.

Objectives: The student will :

1. Demonstrate the carving of a picture previously drawn.
2. Carve geometric shapes.
3. Design a sculpture using a template that was drawn.

1. Review syllabus, Safety, Tool Identification and use
2. Drawing templates, Sharpening tools, Tool use on Ice
3. Use of power tools and Chisels
4. Carving of a table-top sculpture
5. Carving a half block sculpture
6. Design, plan, draw, and start to carve a single block sculpture
7. Finish the single block sculpture.
8. Final Sculpture and Judging a sculpture

CULH 2005 - Principles of Menu & Event Planning

Credit Hours: 3.00

Objectives:

1. Identify basic menu principles.
2. Describe the various types of menus and explain when and how they are to be used.
3. Create menu descriptions following established “truth-in-menu” guidelines.
4. Develop a menu layout for a foodservice operation to include an example of a cyclical, a la carte, prix-fixe, table d’ hote, and buffet.

Outcome 2: Upon completion of this course, students will be able to determine menu prices using the percentage or factor methods in order to determine industry standard food costs.

Objectives

1. Explain the importance of product mix, check average, and the impact on profit contribution.
2. Determine food, labor cost and equipment use when determining menu item placement, flow of the operation, and successful manageability of the foodservice operation.

Outcome 3: Upon completion of this course, students will apply principles of nutrition when developing recipes and menu choices to include labeling laws that address allergies and raw food.

Objectives:

1. Discuss the rationale for a seasonal menu and analyze how it may affect the overall menu costs, food quality, and availability.
2. Discuss menu-planning resources to include internet, professional sources, vendors, and food service associations.

Outcome 4: Upon completion of this course, students will be able to outline the process for planning, organizing, and executing an event on and off premise.

Objectives:

1. Discuss the considerations for local licensing that may apply for both on and off premise functions.
2. Discuss the planning required for all types of functions on and off premise.
3. Discuss the organization and logistics for on and off site functions.

1. Menu Planning Principals
2. Menu Development , cyclical, al a carte, prix-fixe, table d’ hote, and buffet
3. Consideration of menu layout
4. “Truth-in-menu”
5. Determining food, labor equipment needs and costs
6. Menu Planning resources - internet, vendors
7. Product mix, check averages, profit contribution
8. Seasonal Menus - local food sourcing
9. Licensing considerations
10. Considerations for on-off premise functions

CULH 2015 - A la Carte Dining

Credit Hours: 4.00

Objectives:

A. Assemble ingredients and equipment required to cook foods tableside.

B. Cook foods tableside.

Outcome 2: Upon completion of this course, the student will be able to cook foods to order in the kitchen from a given standardized recipe.

Objectives:

1. Choose the appropriate ingredients and equipment to successfully produce a salable plate of food.
2. Prepare foods according to the recipe.

Outcome 3: Upon completion of this course, the student will be able to demonstrate compliance with sanitation standards required by the Macomb County Health Department.

Objectives:

1. Identify and follow all food code guidelines as described by the Macomb County Health Department with 100% accuracy.
2. Conduct a self-evaluation of the sanitation and safety practices.
3. Demonstrate the ability to date and label food according to health code requirements.

Outcome 4: Upon completion of this course, the student will successfully pass the NRAEF (National Restaurant Association Educational Foundation) Hospitality and Restaurant Management test.

1. Review of American service standards
2. Practical application of Russian and French service
3. A la Carte cooking procedures
4. Settingup a production cooking station
5. Sanitation standards in an a la carte kitchen
6. Production of menu items
7. NRAEF Hospitality and Restaurant Management

CULH 2025 - Wine Appreciation

Credit Hours: 2.00

Objectives:

1. Classify wines according to type and recognize their distinguishing styles and classification methods.
2. Identify the major elements within the grapegrowing and wine making processes.
3. Distinguish between different grape varieties, their major location of production, and their unique personalities.

Outcome 2: Upon completion of this course, the student will be able to demonstrate basic knowledge of food and wine pairing.

Objectives:

1. Apply winetasting assessment techniques for table, fortified, and sparkling wines.
2. Apply the analytical approach to wine and food pairing.
3. Identify specific food types with their respective pairing strategies.

Outcome 3: Upon completion of this course, the student will be able to demonstrate knowledge of new world and old world wine philosophies.

Objectives:

1. Identify the philosophies of major wine producing areas of America and Canada.
2. Provide basic philosophical identities to new world wines including Chile, Argentina, Australia, New Zealand, and South Africa .
3. Provide basic philosophical identities to old world wines including France, Italy, Germany, and Spain.

Outcome 4: Upon completion of this course, the student will be able to identify management principals of wine.

Objectives:

1. Identify elements within each control point throughout the flow of wine.
2. Demonstrate fundamental opening and serving techniques.
3. List different variables needed to arrange and compile an effective wine menu.
4. Identify a vocabulary of wine terminology.

1. Introduction to Wine
   1. basic fundamentals of wine
   2. how wine is categorized
   3. how to begin to demystify the world of wine
2. Wine Tasting
   1. process of tasting and how to use the tasting process
   2. how to analyze wine and understand performance factors
3. Viticulture and Ecology
   1. process of growing grapes and how to use to make wine
   2. different growing and production techniques
   3. how wine is effected by different growing and production techniques
4. Performance Factors of Grape Varietals
   1. performance factors of the worlds; most important wine grapes
   2. explore detailed wine pairings strategies that are suitable for each grape
   3. other significant white and red grape varietals
5. Foundations to Wine and Food Pairing
   1. the process of effectively pairing wine with food
   2. how to minimize poor matches by using the analytical approach and the other pairing principles
6. Advance Wine and Food Pairing
   1. different types of food, from meat to seafood and food courses from appetizers to entrees
   2. illustrate pairing principals that can provide an effective and enjoyable food and wine experience
7. Wines of the United States and Canada
   1. wines from most significant regions of United States including California, New York, Washington, and Oregon
   2. wines from Canada
8. Other New World Wines
   1. new world significant wine producing countries: Argentina, Australia, Chile, New Zealand, South Africa
9. Wines of France
   1. wines from the most significant regions: Alsace, Bordeaux, Burgundy, Loire Valley, Rhone Valley, Southern France
10. Other Old World Wine Countries
    1. philosophies and major regions within the significant old world wine countries such as Italy, Germany, and Spain
11. Sparkling Wine
    1. sparkling wines of the world
    2. production process and different styles
12. Fortified Wine
    1. famous fortified wines of the world
    2. Madeiras, Sherrys, Ports
13. Nectar Dessert Wines
    1. famous dessert wines
    2. production and processes’ available
    3. dessert categories and potential pairings, chocolate
14. The Flow of Wine
    1. the responsibilities of the wine manager
    2. how control can be exercised throughout the flow of wine
    3. how to maximize revenue and cost control
15. Developing a Menu
    1. foundational consideration when developing a menu
16. Wine Glossary
    1. terminology from A to Z

CULH 2035 - Nutritional Cooking

Credit Hours: 2.00

Objectives:

1. Identify basic nutrients and their functions.
2. Distinguish the difference between macronutrients and micronutrients.
3. Identify the impact of food and nutrition on human performance.

Outcome 2: Upon completion of this course, the student will be able to demonstrate basic nutritional standards in food preparation.

Objectives:

1. Given various assignments, demonstrate the ability to work in a commercial kitchen and follow nutritional recipes under the supervision of a chef-instructor.
2. Given standardized recipes, produce healthy foods without over-utilizing ingredients that should not be used in excess.
3. Given an unhealthy recipe, substitute healthier alternatives.

Outcome 3: Upon completion of this course, the student will be able to comply with sanitation standards required by the Macomb County Health Department.

Objectives:

1. Follow all food code guidelines as described by the Macomb County Health Department with 100% accuracy.
2. Conduct a self-evaluation of the sanitation and safety practices.
3. Accurately date and label food according to health code requirements.

1. Aspects of Nutrition
   1. Nutrients and their characteristics
   2. Nutrient functions
   3. Macronutrients
   4. Micronutrients
2. Impact of Food and Nutrition on Human Performance
   1. Digestion, absorption and metabolism
   2. Energy balance
   3. Current dietary recommendations
3. Cooking Principles and Nutrition
   1. Cooking techniques and their impact on nutrients
   2. Recipes and alternative techniques
   3. Recipes and alternative ingredients
4. Soups and Salads
   1. Preparation of soups utilizing nutritious options
   2. Preparation of salads and salad dressings
   3. Culinary skills, terminology, and methods used to prepare nutritious soups and salads
5. Chicken and Poultry
   1. Preparation of poultry items utilizing nutritious options
   2. Culinary skills, terminology, and methods used to prepare nutritious poultry items
6. Red Meat and Alternative Meats
   1. Preparation of beef, lamb, pork, and veal utilizing nutritious options
   2. Culinary skills, terminology, and methods used to prepare nutritious red and alternative meats
7. Seafood
   1. Preparation of seafood utilizing nutritious options
   2. Culinary skills, terminology, and methods used to prepare nutritious seafood items
8. Vegetarian Cuisine
   1. Preparation of vegetarian items using nutritious options
   2. Culinary skills, terminology, and methods used to prepare nutritious vegetarian items
9. Mediterranean and other multicultural cuisines
   1. Preparation of multicultural food items utilizing nutritious options
   2. Culinary skills, terminology, and methods used to prepare nutritious multicultural food items
10. Healthy Desserts
    1. Preparation of dessert items utilizing nutritious options
    2. Culinary skills, terminology, and methods used to prepare nutritious dessert items

CULH 2040 - Garde Manger

Credit Hours: 3.00

Objectives:

1. Identify cold soups and sauces used in the Garde Manger area of a foodservice establishment.
2. Use a food processor and blender.
3. Analyze and evaluate the quality of soups and sauces produced in conjunction with the foods served.

Outcome 2: Upon completion of this course, students will be able to produce an assortment of sandwiches.

Objectives:

1. Explain the history and defining characteristics of the sandwich, as well as the most popular modern variations.
2. Describe the techniques used in maintaining quality of ingredients and preparation methods used to ensure freshness when producing a sandwich.
3. Produce both hot and cold varieties of sandwiches.
4. Assess and evaluate the quality of sandwiches produced.

Outcome 3: Upon completion of this course, students will be able to create displays with fruit, cheese, and vegetables.

Objectives:

1. Demonstrate proficiency using knives and garnishing tools to achieve professional quality results when producing vegetable and/or fruit carvings.
2. Produce an attractive fruit, cheese, and vegetable tray using form and functionality.

Outcome 4: Upon completion of this course, students will be able to perform various food preservation techniques.

Objectives:

1. Explain the history and technical importance of curing, brining, pickling, and smoking in preserving foods to maintain flavor, quality, and sanitation.
2. Produce various types of pickled, smoked, and cured items that represent the Garde Manger pantry.
3. Assess and evaluate the quality of items produced.

Outcome 5: Upon completion of this course, students will be able to produce Forcemeats and Aspic.

Objectives:

1. Define the various types of forcemeats including sausage, pâté, terrine, and mousse.
2. Produce an assortment of sausages using casings and free form.
3. Produce a variety of pâtés, mousses, and/or terrines to include vegetables and proteins.
4. Utilize different types of binders in the process of making a forcemeat to include aspic, panadà, or other binding agent.
5. Utilize aspic as a form of garnish or binder in a salad, pâté, or canapé.
6. Assess and evaluate the quality of items produced.

Outcome 6: Upon completion of this course, students will be able to compare various categories of cheese.

Objectives:

1. Describe, identify, and evaluate the various categories of cheese and include several types and names of cheese associated with each category.
2. Identify the largest cheese producing areas of the United States and other parts of the world.
3. Describe how best to use various types of cheese and utilize cheese in a recipe.
4. Assess and evaluate the quality of items produced.

1. The Professional Gardé Manager
2. Cold Sauces and Cold Soups
3. Salads
4. Sandwiches
5. Cured and Smoked Foods
6. Sausage
7. Terrines, Pates Galantine, and Roulades
8. Cheese
9. Appetizers and Hors d’oeuvres
10. Condiments, Crackers, and Pickles
11. Buffets
12. Final

CULH 2080 - Wedding Cakes

Credit Hours: 4.00

2080.1: Upon completion of this class, a student will be able to demonstrate the scaling techniques used in baking.
Objective: Identify different scales and scaling procedures.
Objective: Describe steps used in properly scaling ingredients.

2080.2- Upon completion of this class, a student will be able to evaluate different types of icings.
Objective: Prepare a variety of icings. Objective: Define the steps in the preparation of different icings.
Objective: Explain the process used in the preparation of different icings.
Objective: Describe the variety of different icings.

2080.3: Upon completion of this class, a student will be able to evaluate buttercream style wedding cakes.
Objective: Decorate a buttercream wedding cake.
Objective: Define the steps in the preparation of buttercream style wedding cakes.
Objective: Describe the steps in the preparation of buttercream style wedding cakes.

2080.4: Upon completion of this course, a student will be able to evaluate fondant style wedding cakes.
Objective: Prepare a fondant style wedding cake.
Objective: Explain the fondant making process. Objective: Define a variety of fondant decorating techniques.
Objective: Describe a variety of fondant decorating techniques.

2080.5: Upon completion of this course, a student will be able to evaluate flowers prepared from an edible medium.
Objective: Prepare flowers from an edible medium.
Objective: Describe the different mediums and techniques used to make flowers.
Objective: Define the different mediums and techniques used to make flowers.

2080.6: Upon completion of this course, a student will be able to produce a wedding cake as a final project.
Objective: produce a wedding cake in the time allotted.
Objective: List and describe the different components of the wedding cake.

1. Review syllabus, course overview, wedding cake general information
2. Butter cream basics/Icing
3. Butter cream decorating styles, borders
4. Butter cream baking/Test #1
5. Butter cream flowers
6. Butter cream cake
7. Midterm/ Fondant/homework assignment due
8. Fondant/Flowers
9. Fondant dummy cake/Flowers
10.  Fondant Australian lace/Embroidery piping
11. Fondant/Baking/Drapes
12. Fondant/Test #3
13. Student Choice
14. Final wedding cake project
15. Final wedding cake project
16. Final exam/Clean up

CULH 2085 - The Art of Sculpted Cakes

Credit Hours: 2.00

Objectives:

1. Identify in writing sanitation rules.
2. Maintain the sanitation standards throughout the course of the semester.

Outcome 2: Upon completion of this course the student will be able to identify the procedure and create the proper structure for their creations.

Objectives:

1. Identify the “food safe” elements needed to build structure.
2. Using these elements, create a structure for a cake creation.

Outcome 3: Upon completion of this course the student will be able to design and create a cake sculpture of their choice.

Objectives:

1. Design a cake sculpture for the final project.
2. Create the proper support and structure for the final project.
3. Execute the cake sculpture and be graded as a handson Project

1. Syllabus review
2. Sanitation review
3. Power point presentation on sculpted cakes
4. Review and discuss cakes and icing techniques
5. “How To” for cake supports

Week 2:

1. Bake cake layers
2. Start purse/bag handle and shoes

Week 3:

1. Make icing and fondant
2. Complete purse/bag and shoes

Week 4:

1. Demonstrate rounds
2. Make carved pumpkin cake

Week 5:

1. Homework due for final project
2. Create “sculpted dog” cake

Week 6:

1. Create structure for Dinosaur or Person cake sculpture
2. Execute Dinosaur or Person cake sculpture

Week 7:

1. Bake all required layers for icing
2. Make icing and fondant
3. Create support structure for final project

Week 8:

1. Create final project

CULH 2100 - Centerpieces

Credit Hours: 4.00

2100.1: Upon completion of this class, a student will be able to accurately demonstrate the scaling techniques used in preparation of sugar centerpieces.
Objective: Identify different scales and scaling procedures.
Objective: Describe steps used in properly scaling ingredients.

2100.2- Upon completion of this class, a student will be able to evaluate pastillage and royal icing in a sugar creation.
Objective: Use pastillage and royal icing to prepare sugar creations.
Objective: Define the steps in the preparation of pastillage and royal icing.
Objective: Explain the process used in the preparation of pastillage and royal icing.

2100.3: Upon completion of this class, a student will be able to evaluate cast sugar centerpieces. Objective: Prepare a variety of cast sugar centerpieces.
Objective: Define the steps in the preparation of cast sugar centerpieces.
Objective: Describe the steps in the preparation of cast sugar centerpieces.

2100.4: Upon completion of this course, a student will be able to evaluate pulled and blown sugar centerpieces. Objective: Prepare pulled and blown sugar centerpieces.
Objective: Explain the pulled and blown sugar making process.
Objective: Define a variety of pulled and blown sugar techniques. Objective: Describe a variety of pulled and blown sugar techniques.

2100.5: Upon completion of this course, a student will be able to evaluate flowers prepared from an edible medium.
Objective: Prepare flowers from an edible medium.
Objective: Describe the different mediums and techniques used to make flowers.
Objective: Define the different mediums and techniques used to make flowers.

2100.6: Upon completion of this course, a student will be able to produce a sugar showpiece as a final project.
Objective: produce a sugar showpiece in the time allotted.
Objective: List and describe the different components of the sugar showpiece.

1. Review Syllabus, ingredient review
2. Recipe review/Mold and Support making/Pastillage
3. Pastillage centerpiece - Valentine theme - Homework
4. Centerpiece design and Pastillage pieces/Test #1
5. Centerpiece design and Pastillage
6. Centerpiece design and Cast sugar techniques - Video #1
7. Centerpiece design and Cast sugar techniques - Easter Theme
8. Centerpiece design, Cast sugar - Midterm Exam
9. Centerpiece design and Pulled sugar techniques
10. Centerpiece design and Pulled sugar techniques - Video #2
11. Centerpiece design and Pulled sugar techniques
12. Student final projects/Test #3
13. Centerpiece for Feast
14. Centerpiece for Feast
15. Students final projects
16. Final Exam and clean up

CULH 2120 - Chocolate Creations

Credit Hours: 4.00

2120.1: Upon completion of this class, a student will be able to demonstrate the scaling techniques used in preparation of chocolate creations.
Objective: Identify different scales and scaling procedures.
Objective: Describe steps used in properly scaling ingredients.

2120.2: Upon completion of this class, a student will be able to evaluate chocolate made from scratch. ( Bean to bar)
Objective: Define the steps in the preparation of B2B chocolate.
Objective: Explain the process used in the preparation of B2B chocolate.
Objective: Prepare confection using the B2B chocolate made in class.
Objective: Define and describe the different types of chocolate and origin.

2120.3: Upon completion of this class, a student will be able to evaluate chocolate decorations.
Objective: Prepare a variety of chocolate decorations.
Objective: Define and describe the steps in the preparation of chocolate decorations.

2120.4: Upon completion of this class, a student will be able to evaluate chocolate centerpieces.
Objective: Prepare chocolate centerpieces.
Objective: Explain the process for making chocolate centerpieces.
Objective: Define a variety of chocolate techniques used in the centerpiece making process.
Objective: Describe a variety of chocolate techniques used in the centerpiece making process.

2120.5: Upon completion of this class, a student will be able to evaluate a variety of fillings and candies.
Objective: Prepare various fillings and candies.
Objective: Discuss methods of preparation and finishing techniques for various filling and candies.
Objective: Describe a variety of fillings and finishing techniques for candies.
Objective: Define a variety of fillings and finishing techniques for candies.

2120.6: Upon completion of this class, a student will be able to temper chocolate.
Objective: Discuss the chocolate tempering techniques.
Objective: Describe the chocolate tempering techniques.
Objective: Temper chocolate using the different techniques.
Objective: Define and evaluate each tempering technique.

1. Syllabus and Course Overview
2. Chocolate Technology, techniques. Bean to bar chocolate making
3. Chocolate Decorations, Ribbons, Curls, Transfers
4. Chocolate Decorations, Ribbons, Curls, Transfers
5. Chocolate molding and spraying
6. Chocolate molding and spraying
7. Chocolate flowers
8. Chocolate Centerpieces
9. Chocolate Centerpieces
10. Chocolate Centerpieces
11. Chocolate Centerpieces
12. Chocolate candies. Crystalline creations
13. Hand formed chocolate candies
14. Molded chocolate candies
15. Cordials candies
16. Clean up and Final Exam.

CULH 2125 - Advanced Wine

Credit Hours: 2.00

Objectives:

1. To prepare students to register, participate and pass the Introductory Level Sommelier exam

Outcome 2: Upon completion of this course, students will develop and enhance their sensory perceptions of wine and food.

Objectives:

1. To distinguish variances of flavor, body and aroma.
2. To identify beverages that will enhance the flavor and aroma of food.

Outcome 3: Upon completion of this course, students will identify geographical designations and corresponding terroir for wine regions throughout the world.

Objectives:

1. To define geographical wine growing regions
2. To recognize and identify the impact of macro and micro-climatic influence within vineyards

Outcome 4: Upon completion of this course, students will demonstrate proper wine service skills adherent to the standards of the Court of Master Sommeliers.

Objectives:

1. To identify customer needs and suggestively sell beverages to enhance their dining experience.
2. To properly open and serve various types of wine, including still, sparkling and fortified.

Week 2-Viticulture and Winemaking
Wine in the vineyard and the winery. Viticultural emphasis on climate, site selection, grape varieties, vineyard management, vineyard problems and harvest. Vinification focus on crushing/destemming, fermentation, maturation, bottling and packaging. Wine faults analysis.

Week 3-AOC/AOP French Paradigm
European Union wine laws and French wine classifications. An examination of hierarchy, varietal and appellations of Burgundy, Champagne and Sparkling Wine, Bordeaux, the Rhone Valley, Languedoc- Roussillon, Loire Valley, and Alsace.

Week 4 - Deductive Tasting
A two part class deductive tasting. Method is broken into five distinctive categories. Eight wines are presented to the group blindly (four at each time). Class is divided into groups of five and each group is broken into five analysis categories of one wine. Deductive Tasting Method is practiced verbally amongst classmates. Evaluation of food and wine pairing

Week 5-Southern Hemisphere and South Africa
The 20th century surgence of winemaking in Australia and New Zealand. Australian GI categories within the states of New South Whales, Victoria, Tasmania, South Australia, Western Australia, Northern Territory and Queensland. New Zealand’s geographical isolation, innovative wine technology and evaluation of North and South Island regions. South Africa as a young/old winemaking industry, political history, and Wine of Origin system for the Coastal, Breede River Valley, Olifants River, Klein Karoo, and Boberg regions.

Week 6-Deductive Tasting
Deductive Tasting Method practiced with class broken into groups. Evaluation of 8 wines verbally. Food and wine pairing

Week 7-United States AVA’s
Wine laws, controlling alcohol taxation, and the geographical boundaries within the United States. Examination of history, American Viticultural Areas, and Label Laws for California, Oregon, Washington, New York, Michigan and other states. Wine service and salesmanship.

Week 8-Deductive Tasting/Food and Wine Pairing

Week 9-DOCG Italy Wine Law
Diversity of geology, topography, grape varietals, appellations and wine styles within the 20 regions of Italy. Evaluation of Northern, Central, Southern Italy and the Islands. Defining DOCG’s, geographical boundaries and varietals.

Week 10-Deductive Tasting/Food and Wine Pairing

Week 11-Northern Europe and Mediterranean
The small wine estates of Germany, history and QmP classifications highlighting Riesling and Spatburgunder. Austrian Qualitatswein classifications and a history of scandal. Germany versus Austria governmental ripeness classifications. The foreign and domestic investment of Hungary, its history and varietals. The unique soil types, micro climates and varietals of Greece.

Week 12-Deductive Tasting/Food and Wine Pairing

Week 13- DO Spain Wine Law and Fortification
Evaluation of varietals, classifications and aging of Spanish wines. Defining Northwest, North Central, Northeast and Southern Spain. Specifications off Sherry production and classification. DOC Portugal Wine Law, focus on non-fortified wines, indigenous grape varieties, grape growing and winemaking practices. The styles and production methods of Port wine and the complexity of Madeira.

Week 14-Deductive Tasting/Food and Wine Pairing

Week 15-South America and Other Beverages
The value conscious to ultra-premium wines of Chile and the Ministry of Agricultures wine legislation. Argentinean production, background, varietals, and regions. Ingredients and styles of Beer, production and categories of Spirits, and Sake production and styles.

Week 16-Final Exam
Comprehensive Written Final Exam, Practical Service Exam and Individual Blind Wine Tasting.

CULH 2160 - Plated Desserts

Credit Hours: 4.00

2160.1: Upon completion of this class, a student will be able to demonstrate the scaling techniques used in baking.
Objective: Identify different scales and scaling procedures.
Objective: Describe steps used in properly scaling ingredients.

2160.2: Upon completion of this class, a student will be able to evaluate the use of dessert sauces in a plated dessert creation.
Objective: Define the steps in the preparation of dessert sauces.
Objective: Explain the process used in the preparation of dessert sauces.
Objective: Prepare a dessert creations using dessert sauces.

2160.3: Upon completion of this class, a student will be able to evaluate dessert plating techniques.
Objective: Explain the plating process as it applies to desserts.
Objective: Define the steps in the plating of desserts.
Objective: Describe the steps in the plating of desserts.
Objective: Prepare a variety of plated desserts.

2160.4: Upon completion of this class, a student will be able to produce a completed plated dessert by using a variety of fillings and toppings.
Objective: Discuss method of preparation and finishing techniques for various fillings and toppings.
Objective: Define a variety of fillings and toppings for various dessert creations.
Objective: Describe a variety of fillings and toppings for various dessert creations.

2160.5: Upon completion of this class, a student will be able to evaluate frozen desserts.
Objective: Prepare frozen desserts.
Objective: Describe a variety of ice creams, sorbets and frozen desserts.
Objective: Define a variety of ice creams, sorbets and frozen desserts.

2160.6: Upon completion of this class, a student will be able to prepare a plated dessert from a ” Mystery basket”
Objective: Define and outline a dessert using the mystery basket ingredients.
Objective: Describe a dessert made using the mystery basket ingredient.
Objective: Prepare and evaluate a dessert using the mystery basket ingredients in the time allotted.

1. Review syllabus/Sanitation/Ingredients
2. Techniques for plate presentation
3. Techniques for plate presentation
4. Garnishes/Sauces/Test #1
5. Fresh fruit desserts
6. Fresh fruit desserts
7. Desserts with autumn and tropical fruits
8. Desserts with autumn and tropical fruits/Mid term exam
9. Desserts made with winter fruits, dried fruits, nuts
10. Deserts made with winter fruits, dried fruits, nuts
11. Desserts made with chocolate, coffee
12. Desserts made with chocolate, coffee/Test #3
13. Modernistic desserts
14. Modernistic desserts
15. Student final project
16. Clean up/Final exam

CULH 2180 - Pastry Arts

Credit Hours: 4.00

1. Identify different scales and scaling procedures.
2. Describe steps used in properly scaling ingredients.

Outcome 2: Upon completion of this class, a student will be able to accurately use the different ingredients in baking.

Objectives:

1. Identify ingredients used in baking.
2. List function of various ingredients used in baking.
3. Describe the properties of various ingredients used in baking.

Outcome 3: Upon completion of this class, a student will be able to prepare fillings and toppings for pastry creations.

Objectives:

1. Discuss methods of preparation and finishing techniques for various fillings and toppings.
2. Define a variety of fillings and toppings for various dessert creations.
3. Describe a variety of fillings and toppings for various dessert creations.

Outcome 4: Upon completion of this class, a student will be able to evaluate the quality of different “egg foam” cakes.

Objectives:

1. Prepare “egg foam” cakes.
2. Discuss the different ” egg foam” cakes mixing methods.
3. Define and describe the steps and mixing methods used for “egg foam” cakes.

Outcome 5: Upon completion of this class, a student will be able to evaluate tortes and entremets.

1. Prepare tortes and entremets.
2. Define the procedure and steps used for creating tortes and entremets.
3. Explain the process for creating totes and entremets.
4. Describe the procedure and steps used to create tortes and entremets.

Outcome 6: Upon completion of this class, a student will be able to evaluate ice creams and sorbets.

1. Prepare ice creams and sorbets.
2. Define the different types of ice creams and sorbets mixing methods.
3. Describe a variety of ice creams and sorbets mixing methods.

1. Review syllabus/Course overview/Equipment/Sanitation
2. Short doughs, tarts, and flans/Read Chapter 11
3. Classic buttercream tortes/Read Chapters 13 and 17
4. Mousse tortes/Read Chapter 17/ Test #1
5. Modern mousse tortes
6. Bavarian & charlottes /Read chapter 17
7. Miniature pastries/Meringues/Read Chapter 18
8. Individual pastries/ Read chapter 12/ midterm exam
9. Chocolate work and candies/Read Chapter 20
10. Sugar work/ Read chapter 20
11. Plated desserts/ Restaurant desserts/ read chapter 19
12. Souffles, custards, meringues/ Read chapter 14/Test #3
13. Healthfull & special need desserts/ read chapter 16
14. Ice cream and sorbets/ Read chapter 15
15. Practical exam group 1
16. Practical exam group 2/Final exam all class.

CULH 2200 - Artisan & Special Breads

Credit Hours: 4.00

2200.1: Upon completion of this class, a student will be able to demonstrate the scaling techniques used in baking.
Objective: Identify different scales and scaling procedures.
Objective: Describe steps used in properly scaling ingredients.

2200.2: Upon completion of this class, a student will be able to accurately use the different ingredients in baking.
Objective: Identify ingredients used in baking.
Objective: List function of various ingredients used in baking.
Objective: Describe the properties of various ingredients used in baking.

2200.3: Upon completion of this class, a student will be able to evaluate the quality of Artisan and yeast leavened breads.
Objective: Prepare artisan style and yeast leavened breads.
Objective: Define the steps in the production of artisan and yeast leavened breads.
Objective: Describe the steps in the production of artisan and yeast leavened breads.

2200.4: Upon completion of this class, a student will be able to evaluate the quality of laminated dough products.
Objective: Prepare laminated dough products.
Objective: Define the variety of laminated doughs.
Objective: Explain the process of lamination as it applies to doughs. Objective: Describe the variety of laminated doughs.

2200.5: Upon completion of this class, a student will be able to prepare fillings and toppings for breakfast pastries and breads.
Objective: Discuss methods of preparation and finishing techniques for various fillings and toppings.
Objective: Define a variety of fillings and toppings for pastries and baked goods.
Objective: Describe a variety of fillings and toppings for pastries and baked goods.

2200.6: Upon completion of this class, a student will be able to construct a centerpiece composed of bread products.
Objective: List different components of bread centerpiece.
Objective: Describe the different components of bread centerpiece.
Objective: Execute bread centerpiece in time allotted.

1. Course overview/Syllabus/Sanitation/Ingredients
2. French breads
3. French breads
4. British breads/Test #1
5. Scandinavian and northern European breads
6. Scandinavian and northern European breads
7. Mediterranean breads
8. Breads of the Americas
9. Indian, Middle eastern and Far-East breads/Mid term exam
10. Advanced breakfast breads
11. Advanced breakfast breads and Artistic breads
12. Artistic breads
13. Buffet display breads/Test #3
14. Artistic centerpieces
15. Artistic centerpieces
16. Final exam/clean up

This course outline is only a guide of what will be produced in class. Due to resting time during bread production; other projects also will be worked on during class.

ATDD 1620 - Drafting-Structural Drawing

Credit Hours: 2.00

Objectives:                         

1. Given a steel manual and final exam questions, the student will identify five structural steel shapes.
2. Given a steel manual and final exam questions, the student will identify five structural steel sizes.
3. Given a steel manual and final exam questions, the student will identify five structural steel weights.

Outcome 2: Upon completion of this course, students will be able to calculate simple stresses for given loads and cross-sectional areas and manipulate the basic formula for S, P, and A.

Objectives:                         

1. Given a force and formula, the student will determine the stress produced on five structural shapes.
2. Given a formula and five structural shapes, the student will determine the cross-sectional area of each shape.
3. Given a formula and the allowable stress, the student will determine the maximum force to be applied to each of five structural shapes.

Outcome 3: Upon completion of this course, students will be able to calculate simple stress given loads and cross-section areas and manipulate some formulas.

Objectives:                         

1. Given a formula and the allowable deflection, the student will determine the maximum force to be applied to each of five structural shapes.

Outcome 4: Upon completion of this course, students will be able to calculate deflection of beams and to correctly apply safety factors.

Objectives:                         

1. Given a force and formula, the student will determine the deflection produced on five structural shapes.
2. Given a formula, a force, and the allowable deflection, the student will determine the correct safety factor to be applied to each of five structural shapes.

Outcome 5: Upon completion of this course, students will be able to use and interpret welding symbols.

Objectives:                         

1. Given final exam questions, the student will identify the welding symbol that describes a butt weld.
2. Given final exam questions, the student will identify the welding symbol that describes a fillet weld.
3. Given final exam questions, the student will identify the welding symbol that describes an all-around weld.
4. Given final exam questions, the student will identify the weld size and length on a welding symbol.
5. Given final exam questions, the student will identify the weld strength on a welding symbol.

Outcome 6: Upon completion of this course, students will be able to detail framed and seated beams.

Objectives:                         

1. Given an incomplete structural drawing, the student will add the missing components.
2. Given an incomplete structural drawing, the student will determine if right hand or left hand parts are needed.

Outcome 7: Upon completion of this course, students will be able to interpret column details and methods of beam connections.

Objectives:                         

1. Given a description of an overhead crane, tables, and formulas, the student will determine the structural components required.
2. Given a description of an overhead crane, tables, and formulas, the student will determine the type of fasteners required.
3. Given a description of an overhead crane, tables, and formulas, the student will determine the size of fasteners required.

Outcome 8: Upon completion of this course, students will be able to calculate deflection of beams and to correctly apply safety factors.

Objectives:                        

1. Given a force and formula, the student will determine the deflection produced on five structural shapes.
2. Given a formula and the allowable deflection, the student will determine the maximum force to be applied to each of five structural shapes.
3. Given a formula, a force, and the allowable deflection, the student will determine the correct safety factor to be applied to each of five structural shapes.

1. Pre-test, manual of steel construction stock list information
2. Manual of steel construction stock list information (continued)
3. Detailing and fabricating operation worksheet
4. Simple stresses worksheet
5. Deformation, deflection, and safety factors worksheet
6. Bolted and riveted connections worksheet
7. Welded connections and welding symbols worksheet
8. Bending moment and section modules worksheet
9. Details of framed beams, bolted or riveted connections
10. Detailing of seated beams bolted or riveted connections detail drawing
11. Detailing of right and left handed parts
12. Detailing of framed beams and welded connections
13. Column details
14. Typical floor beam detailing
15. Typical floor beam detailing (continued)
16. Final examination

ATDD 1630 - Drafting-Conveyors

Credit Hours: 2.00

Objectives:                         

1. Given a print, the student will identify all the moving components.
2. Given a print, the student will determine the speed of the conveyors.
3. Given final exam questions, the student will identify the material carried by the conveyor.

Outcome 2: Upon completion of this course, students will be able to describe and properly apply the use of belt conveyors.

Objectives:                         

1. Given a print, the student will identify all the moving components.
2. Given a print, the student will determine the speed of the conveyors.
3. Given final exam questions, the student will identify the material carried by the conveyor.

Outcome 3: Upon completion of this course, students will be able to describe and properly apply the use of monorail conveyors, both overhead and floor mounted.

Objectives:                         

1. Given a print, the student will locate the floor mounted monorail conveyor and determine its flow.
2. Given a print, the student will locate the overhead monorail conveyor and determine its flow.
3. Given a print, the student will identify all the moving components.
4. Given a print, the student will determine the speed of the conveyors.
5. Given final exam questions, the student will identify the material carried by the conveyor.

Outcome 4: Upon completion of this course, students will be able to properly apply the techniques of conveyor layout for all types of systems.

Objectives:                         

1. Given an industrial floor plan, the student will lay out a floor mounted monorail conveyor system.
2. Given an industrial floor plan, the student will lay out an overhead monorail conveyor system.

Outcome 5: Upon completion of this course, students will be able to describe and apply the needs for power and type conveyor systems.

Objectives:                         

1. Given final exam questions, the student will identify three reasons why companies use power and free conveyor systems.
2. Given a conveyor layout and final exam questions, the student will identify which part of the system is power and which is free.

1. Pre-test, chain conveyors
2. Slat conveyors
3. Metal belt conveyor (piano hinged)
4. Belt conveyors - beds, idlers, belting
5. Flat rubber belt conveyors
6. Portable inclined conveyor
7. Monorail conveyors - trolleys, chains, hangers, curves, take-ups, drives
8. Ceiling supported monorail conveyor
9. Floor supported monorail conveyor
10. Development of a layout for a monorail conveyor
11. Power and free conveyors - power line, free line, trolleys, suspension, switches, drives
12. Power and free conveyor layout
13. Conveyor system - bucket and belt units
14. Conveyor review
15. Conveyor review (continued)
16. Final exam

ATDD 1640 - Drafting-Plant Layout & Equipment

Credit Hours: 2.00

Objectives:                         

1. Given a print and final exam questions, the student will identify the location and components of a hoist.
2. Given a print and final exam questions, the student will identify the location and components of a catwalk.
3. Given a print and final exam questions, the student will identify the location and components of a platform.
4. Given a print and final exam questions, the student will identify the location and components of a stationary ladder.

Outcome 2: Upon completion of this course, students will be able to identify heat treatment processes in the plant.

Objectives:                         

1. Given a print and final exam questions, the student will identify where the carburizing process occurs in the plant.
2. Given a print and final exam questions, the student will identify where the quenching process occurs in the plant.
3. Given a print and final exam questions, the student will identify where the tempering process occurs in the plant.

Outcome 3: Upon completion of this course, students will be able to interpret exhaust systems, drum and monorail washer blueprint drawings.

Objectives:                         

1. Given a print of a drum washer system, the student will locate the components of the exhaust system and determine it direction of flow.
2. Given a print of a monorail washer system, the student will locate the components of the exhaust system and determine it direction of flow.

Outcome 4: Upon completion of this course, students will be able to identify exhaust systems and cleaning operations.

Objectives:                         

1. Given a print and final exam questions, the student will identify the components of a tank immersion system and describe the operation.
2. Given a print and final exam questions, the student will identify the components of a steam cleaning system and describe the operation.
3. Given a print and final exam questions, the student will identify the components of a vapor degreasing system and describe the operation.

Outcome 5: Upon completion of this course, students will be able to construct simple plant layouts of machinery and equipment.

Objectives:                         

1. Given a floor plan and equipment cut-outs, the student will develop an operating layout of industrial washers.
2. Given a floor plan and equipment cut-outs, the student will develop an operating layout of industrial conveyors.
3. Given a floor plan and equipment cut-outs, the student will develop an operating layout of milling machines.

Outcome 6: Upon completion of this course, students will be able to construct simple plant and machine foundation layouts.

Objectives:                         

1. Given an equipment layout for milling machines, the student will determine the location of the machine foundation.
2. Given an equipment layout for milling machines, the student will calculate the thickness of the machine foundation.

1. Pre-test, blueprint reading of structural steel for a hoist
2. Carburizing furnaces
3. Exhaust systems
4. Catwalks, platforms, and crossover stairways
5. Drum washer
6. Monorail washer
7. Layout and installation of machinery and equipment
8. Plant, machine, and foundation layouts
9. Plant layout - project a - interpretation of existing layout accompanying process sheets
10. Project a (continued)
11. Plant layout - project b - interpretation of existing layout and accompanying process sheets
12. Project b (continued)
13. Plant layout - project c - interpretation of accompanying process sheets
14. Project c (continued)
15. Review
16. Final examination

ATDD 1900 - Drafting-Machine Tool Blueprint Reading

Credit Hours: 2.00

Objectives: Upon successful completion of this course, the student will be able to:

1. Identify the orthographic and isometric views found on a blueprint.
2. Identify the types of section views and auxiliary views found on a blueprint.
3. Explain the types of lines found on a blueprint.
4. Explain the types of units of measure and dimensions found on a blueprint.
5. Describe the title block and revision column found on a blueprint.

Outcome 2: Upon successful completion of this course, the student will be able to interpret the various symbology and industrial specifications found on a working blueprint.

Objectives: Upon successful completion of this course, the student will be able to:

1. Explain the types of tolerances found on a blueprint.
2. Explain the types of symbols found on a blueprint.
3. Explain the types of surface finishes and steel specifications found on a blueprint.
4. Identify the basic geometric dimensioning and tolerancing language found on a blueprint.

Outcome 3: Upon successful completion of this course, the student will be able to interpret the various types of industrial structures and mechanical systems found on a working blueprint.

Objectives: Upon successful completion of this course, the student will be able to:

1. Describe the types of industrial castings and structural steel shapes found on a blueprint.
2. Describe the types of weldments found on a blueprint.
3. Identify the types of fastening systems found on a blueprint.
4. Identify the types of assembly systems found on a blueprint.

Outcome 4: Upon successful completion of this course, the student will be able to interpret different types of working blueprints.

Objectives: Upon successful completion of this course, the student will be able to:

1. Describe a detail drawing.
2. Describe an assembly drawing
3. Describe a bill of materials.

1. Orthographic and isometric views
2. Section views and auxiliary views
3. Line types
4. Units of measure and dimensions
5. Title block and revision column
6. Tolerances
7. Symbols
8. Surface finishes and steel specifications
9. Geometric dimensioning and tolerancing
10. Industrial castings and structural steel shapes
11. Weldments
12. Fastening systems
13. Assembly systems
14. Detail drawings
15. Assembly drawings
16. Bills of materials

ATDD 1910 - Fundamentals of Descriptive Geometry

Credit Hours: 2.00

Objectives: Upon successful completion of this course, the student will be able to:

1. Develop reference planes.
2. Project points, straight lines and curved lines in all principle views.
3. Create intersecting and non-intersecting lines in all principle views.
4. Construct points and lines in and on the plane in all principle views.

Outcome 2: Upon successful completion of this course, the student will be able to develop necessary auxiliary views using orthographic projection.

Objectives: Upon successful completion of this course, the student will be able to:

1. Construct true length of an oblique line.
2. Develop true view of an inclined plane.
3. Construct true view and end view of an oblique line.
4. Determine true view and true angles between planes.

Outcome 3: Upon completion of this course, the student will be able to develop necessary orthographic views using rules of parallelism and perpendicularity to yield proper measurements.

Objectives: Upon successful completion of this course, the student will be able to:

1. Construct line parallel to a line.
2. Construct plane parallel to plane.
3. Construct and measure perpendicular lines.
4. Determine shortest distance between point and a line.
5. Determine visibility of lines and planes.

1. Basics of orthographic projection, descriptive geometry defined, reference planes, points
2. Lines, True Length, Curved lines
3. Intersecting & Non-intersecting lines
4. Planes, True View, Inclined, Oblique
5. Line In/On a Plane & Points In/On a Plane
6. True Length of Oblique line/True View of an Inclined Plane
7. Edge View of Inclined/Oblique plane
8. Midterm
9. Parallelism: Line Parallel to a Line/Plane, Plane Parallel to a Plane
10. Perpendicularity: Construction, Line Perpendicular to a Plane, Shortest distance from Point to Plane
11. Plane Perpendicular to a line, plane perpendicular to a plane
12. Visibility
13. True angle between oblique lines, end view of a line
14. Distance between point & a line, two lines
15. Angle between oblique planes/Line & a Plane
16. Final Exam

ATDD 1920 - Drafting-Geometric Dimensioning & Tolerancing Fundamentals

Credit Hours: 2.00

Objectives:

1. Using the material presented on GD&T, apply symbols to dimensioning requirements to engineering drawings with 80% accuracy.
2. Using the material presented on GD&T, apply dimensioning applications and limits of size to engineering drawings with 80% accuracy.
3. Using the material presented on GD&T, apply Form Tolerancing to engineering drawings with 80% accuracy.

Outcome 2: Upon completion of this course, the learner will be able to describe Geometric Dimensioning and Tolerancing (GD&T) of engineering drawing Form Tolerancing, Datum’s, Orientation Tolerancing and Location Tolerancing.

Objectives:

1. Using the material presented on GD&T, apply Datum’s and Datum referencing to engineering drawings with 80% accuracy.
2. Using the material presented on GD&T, apply Orientation Tolerancing to engineering drawings with 80% accuracy.
3. Using the material presented on GD&T, apply Position Tolerancing to engineering drawings with 80% accuracy.
4. Using the material presented on GD&T, apply Symmetry Tolerancing to engineering drawings with 80% accuracy.
5. Using the material presented on GD&T, apply Concentricity Tolerancing to engineering drawings with 80% accuracy.

Outcome 3: Upon completion of this course, the learner will be able to describe Geometric Dimensioning and Tolerancing (GD&T) of engineering Runout Tolerancing, Profile Tolerancing, practical applications and dimensional calculation methods.

Objectives:

1. Using the material presented on GD&T, apply Runout Tolerancing to engineering drawings with 80% accuracy.
2. Using the material presented on GD&T, apply Profile Tolerancing to engineering drawings with 80% accuracy.
3. Using the material presented on GD&T, apply dimensional measurement calculations to engineering drawings with 80% accuracy.

1. Introduction and Orientation to the Course Introduction to Dimensioning and Tolerancing
2. Dimensioning and Tolerancing Symbols
3. Dimensioning Requirements
4. Dimensioning Applications and Limits of Size
5. Form Tolerancing
6. Datums and Datum References
7. Orientation Tolerancing
8. Position Tolerancing - Fundamentals
9. Position Tolerancing - Expanded Principles, Symmetry and Text and Study Guide Review Questions
10. Concentricity
11. Runout Tolerancing
12. Profile Tolerancing
13. Tolerancing-Applications and Calculations Methods

ATDD 1950 - Drafting-Essentials

Credit Hours: 2.00

Objectives:

1. Using the material presented on definitions and terms, define and apply the terms to orthographic mechanical drafting with 80% accuracy.
2. Using the material presented on communication tools, apply correct lettering and alphabet of lines to communicate on orthographic mechanical drafting with 80% accuracy.
3. Using the material presented on size description, dimension orthographic mechanical drawings with 80% accuracy.

Outcome 2: Upon completion of this course, the learner will be able to provide shape description.

Objectives:

1. Using the material presented on shape description, draw free hand sketching of orthographic geometric objects with 80% accuracy.
2. Using the material presented on shape description, draw shapes of normal, slant, receding and inclined surfaces on orthographic mechanical drawings with 80% accuracy.
3. Using the material presented on shape description, draw shapes of cylinders and complex shapes on orthographic mechanical drawings with 80% accuracy.

Outcome 3: Upon completion of this course, the learner will be able to provide size description.

Objectives:

1. Using the material presented on size description, apply size description to normal surfaces with English and Metric units on orthographic mechanical drawings with 80% accuracy.
2. Using the material presented on size description, apply size description to incline, slant, receding and oblique surfaces with English and Metric units on orthographic mechanical drawings with 80% accuracy.
3. Using the material presented on size description, apply size description with precision dimensions, classes of fits and allowances on orthographic mechanical drawings with 80% accuracy.

1. The Industrial Language and Lettering
2. Geometric Constructions
3. Applications of Geometric Construction
4. Shape Description (freehand sketching)
5. Shape Description (normal surfaces)
6. Shape Description (slant and oblique surfaces)
7. Cylinders and Complex Shapes
8. Size Description
9. Dimensioning of Cylindrical Objects
10. Shape & Size Description
11. Dimensioning of Precision Measurements
12. Metric System (SI) Units
13. Fits and Allowances
14. Blueprint Reading Worksheet

ATDD 1960 - Drafting-Conventions & Symbols

Credit Hours: 2.00

Objectives:

1. Using the material presented on engineering assembly drawings, read and interpret working instructions for assembly drawings with 80% accuracy.
2. Using the material presented on engineering detail drawings, read and interpret working instructions for detail drawings with 80% accuracy.
3. Using the material presented on engineering casting drawings, read and interpret working instructions for casting drawings with 80% accuracy.
4. Using the material presented on engineering drawing, draw 3rd angle orthographic projection the following with 80% accuracy:
   1. Drilled holes
   2. Counterbored holes
   3. Countersunk holes
   4. Reamed holes
   5. Bored holes
   6. Tapped holes
   7. Doweled holes
   8. Tapers
   9. Chamfers
   10. Relief’s and undercuts

Outcome 2: Upon completion of this course, the learner will be able to describe engineering drawing sectioning including, full sections, half sections, revolved sections, aligned sections, offset sections, removed sections, broken out sections, and partial sections.

Objectives:

1. Using the material presented on engineering drawing sectioning, draw 3rd angle orthographic projection of full and half sections with 80% accuracy
2. Using the material presented on engineering drawing sectioning, draw 3rd angle orthographic projection of revolved sections, aligned sections and offset sections with 80% accuracy
3. Using the material presented on engineering drawing sectioning, draw 3rd angle orthographic projection of removed sections, broken out sections and partial sections with 80% accuracy

Outcome 3: Upon completion of this course, the learner will be able to describe the process of reading and interpreting engineering drawings of assemblies, details and castings for manufacturing and assembly of components.

Objectives:

1. Using the material presented on engineering assembly drawings, read and interpret assembly drawings for shape, features of size, location dimensioning and tolerancing with 80% accuracy
2. Using the material presented on engineering detail drawings, read and interpret detail drawings for shape, features of size, location dimensioning and tolerancing with 80% accuracy
3. Using the material presented on engineering casting drawings, read and interpret casting drawings for shape, features of size, location dimensioning and tolerancing with 80% accuracy

1. Working instructions
2. Assembly drawings
3. Drawings and dimensioning of holes
4. Drawing and dimensions of tapped holes
5. Manufacturing engineering prints with castings & surface intersection
6. Casting drawings
7. Full and half sections
8. Revolving out of position and aligned sections
9. Offset sections and sections through ribs
10. Revolved and removed sections
11. Broken-out enlarged and partial sections
12. Print reading problems
13. Tapers, chamfer, and relief or undercut
14. Product engineering blueprints

ATDD 1970 - Drafting-Three Dimensional Shape Interpretation

Credit Hours: 2.00

Objectives:

1. Using the material presented on normal surfaces, draw normal surfaces in oblique pictorial with 80% accuracy.
2. Using the material presented on inclined surfaces, draw inclined surfaces in oblique pictorial with 80% accuracy.
3. Using the material presented on oblique surfaces, draw oblique surfaces in oblique pictorial with 80% accuracy.

Outcome 2: Upon completion of this course, the learner will be able to describe pictorial drawing of normal surfaces, inclined surfaces and oblique surfaces in three-dimensional isometric pictorial drawing.

Objectives:

1. Using the material presented on normal surfaces, draw normal surfaces in isometric pictorial with 80% accuracy.
2. Using the material presented on inclined surfaces, draw inclined surfaces in isometric pictorial with 80% accuracy.
3. Using the material presented on oblique surfaces, draw oblique surfaces in isometric pictorial with 80% accuracy.

Outcome 3: Upon completion of this course, the learner will be able to describe pictorial drawing of oblique and isometric curved surfaces, dimensioning of oblique and isometric drawings and sectioning of oblique and isometric drawings.

Objectives:

1. Using the material presented on curved surfaces, draw oblique and isometric curved surfaces with 80% accuracy.
2. Using the material presented on dimensioning, dimension oblique and isometric drawings with 80% accuracy.
3. Using the material presented on sectioning, section oblique and isometric drawings with 80% accuracy.

Outcome 4: Upon completion of this course, the learner will be able to describe pictorial solid modeling with clay or cardboard of normal, inclined and oblique surfaces on solid three-dimensional models.

Objectives:

1. Using the material presented, clay or cardboard model normal surfaces on solid three dimensional models with 80% accuracy.
2. Using the material presented, clay or cardboard model inclined surfaces on solid three-dimensional models with 80% accuracy.
3. Using the material presented, clay or cardboard model oblique surfaces on solid three dimensional models with 80% accuracy.

1. Introduction to Pictorial Drawing
2. Inclined Edges and Surfaces in Oblique Drawings
3. Circles and Cylinders in Oblique Drawings
4. Isometric Drawings
5. Isometric Circles and Curves
6. Dimensioning and Notes in Pictorial Drawings
7. Sections in Pictorial
8. Pictorial Final

DRCG 1140 - Interactive Computer Graphics-Introduction to 2D & 3D AutoCAD

Credit Hours: 4.00

Objectives:

1. Identify the components of a graphic workstation.
2. Recognize the function of the keyboard and how it pertains to AutoCAD.
3. Demonstrate the use of the mouse key and how they pertain to AutoCAD.

Outcome 2: Upon completion of this course, students will identify, create, and use proper file management to save all work.

Objectives:

1. Create file folders on a specific drive.
2. Import drawing files.
3. Demonstrate the use of save and save as and how they pertain to AutoCAD.

Outcome 3: Upon completion of this course, students will use and define the terms, commands, command option selections, and command overrides associated with AutoCAD software.

Objectives:

1. Define selected commands and how the pertain to AutoCAD.
2. Recognize the options for each selected command.
3. Recognize the overrides for each selected command.

Outcome 4: Upon completion of this course, students will edit existing drawings and geometry.

Objectives:

1. Modify existing drawings using selected commands.
2. Create geometry as selected.
3. Arrange the different drawings and geometry on the limits as directed.

Outcome 5: Upon completion of this course, students will draw, modify, and view various 3D drawings.

Objectives:

1. Create 3D drawings from 2D drawing using selected commands.
2. Create 3D geometry from solids.
3. View 3D drawings using selected commands.

Outcome 6: Upon completion of this course, students will draw and annotate architectural, graphical, and technical 2D and 3D drawings.

Objectives:

1. Create architectural drawings using selected commands.
2. Create technical drawings using selected commands.
3. Prepare a 3D drawing from a selected drawing using selected commands.

Outcome 7: Upon completion of this course, students will setup and plot drawings.

Objectives:

1. Setup specified plotter.
2. Prepare drawing scale.
3. Select correct sheet size for plotting.

1. Workstation, Login, Logout, and Screen Areas
2. Input Devices, Draw and Display Commands, and Options
3. Modify Commands and Input Devices
4. Modify and Display Commands
5. Draw Commands and Osnap Overrides
6. Adding Text and Dimensions Setup
7. Blocks, Print Drawing and New Drawing Files
8. Plotting Drawings
9. 3D Introduction, Viewing 3D Drawings, and User Coordinate System Icon
10. Creating 3D Drawings from 2D
11. Creating 3D Solid Models
12. Modifying 3D Models5
13. Creating 2D Drawing from 3D Models

ECHS 1100 - Early Childhood Development

Credit Hours: 4.00

Objectives:

1. Describe the major developmental theories.
2. Research an assigned theorist and present findings to the class.

Outcome 2: Upon completion of this course, students will be able to summarize how young children’s characteristics and needs influence the child’s future development.

Objectives:

1. Describe the physical, social, emotional, language, and cognitive development of children from conception to age eight.
2. Identify biological and environmental factors that influence development.

Outcome 3: Upon completion of this course, students will recognize that positive relationships and supportive interactions are the foundation of their work with young children.

Objectives:

1. Describe implications of cultural, linguistic, environmental and family influences on development and learning.
2. Examine ways to foster family collaboration and involvement.

Outcome 4: Upon completion of this course, the student will be able to assess development through the use of observation.

Objectives:

1. Describe how assessment leads to the development of appropriate goals, curriculum and teaching strategies.
2. Compare various assessment methods.
3. Describe the value of observation.
4. Delineate the difference between objective and subjective recording techniques.
5. Identify professional and ethical considerations to observing.
6. Collect data.
7. Interpret data to create a plan to support further development.

ECHS 1150 - Infant-Toddler Development & Curriculum

Credit Hours: 4.00

Objectives:

1. The student will observe a child to develop a child case study with specific learning objectives to promote skills and growth across all developmental domains.
   1. Identify strategies to support Physical Development.
   2. Identify strategies to support Language Development.
   3. Identify strategies to support Social Development.
   4. Identify strategies to support Emotional Development.
   5. Identify strategies to support Cognitive Development.

Outcome 2:  Upon completion of this course, the student will be able to evaluate daily schedules and routines for infant and toddler classrooms.

Objectives:

1. State important considerations for schedules and routines for infants and toddlers.
2. Critique sample schedules.
3. Create a daily schedule for infants and toddlers based on their individual needs.

Outcome 3:  Upon completion of this course, the student will be able to evaluate infant and toddler environments.

Objectives:

1. Design a safe developmentally appropriate learning environment for infants and toddlers.
   1. Plan the environment.
   2. Interpret the role of aesthetics in environments for young children.
   3. Select furnishings, toys, materials, and equipment necessary for infants and toddlers.
   4. Provide provisions for adult space.
   5. Organize materials.
   6. List safety concerns.

Outcome 4: Upon completion of this course, the student will be able to identify appropriate child guidance techniques for very young children.

Objectives:

1. Describe the social/emotional development of very young children as it relates to guidance.
2. Describe the adult’s role in creating an emotionally safe environment.
3. Identify influences on behavior.
4. Describe developmentally appropriate approaches to child guidance.
5. List proactive strategies to promote behavioral growth.
6. State how families and early educators can work together to support the child.  
    

Outcome 5:  Upon completion of this course, the student will be able to observe, record, assess and document behavior.

Objectives:

1. Identify learning outcomes for infants and toddlers.
2. Describe the value of observation
3. Clarify the difference between objective and subjective recording techniques.
4. Observe infants and toddlers and record observations with anecdotal notes.
5. Interpret data collected.
   1. Recognize the dimensions of the individual child.
   2. View children in the context of family, culture, and community.
   3. Recognize that life circumstances and past experiences can contribute to or stifle development. 
6. Show how observations can be used for planning activities that target learning outcomes.
7. Notate how observations can be used for changes in the environment.
8. Describe how observations can be shared with colleagues and families.

Outcome 6:  Upon completion of this course, the student will be able to identify factors that influence a child’s growth and development.

Objectives:

1. Research both biological and environmental factors that positively and negatively affect growth and development.
2. Notate which factors are protective factors and which are risk factors.
3. Recognize that relationships affect virtually all aspects of development.
4. Identify ways to support and respect the diverse values and beliefs of families and caregivers.

Week 2: Introduction to Curriculum for Infants and Toddlers

Week 3: Physical Development, Stages of Development

Week 4: Language Development - Physical and Cognitive

Week 5:  Language Development - Expressive and Receptive

Week 6:  Emotional Development -Relationships, Protective and Risk Factors

Week 7: Social Emotional Development - Temperament Theory

Week 8: Social Emotional Development - Developmental Theories

Week 9: Child Development Theory, Child Guidance Techniques for Infants and Toddlers

Week 10:  Curriculum- Routines, Schedules And Environments

Week 11: Cognitive Development, Stages of Development

Week 12:  Developmentally Appropriate Practice, Theorist Research

Week 13:  Curriculum - Observing, Recording, Assessing, Documenting, Child Case Study

Week 14:  Curriculum - NAEYC’s Code of Ethics, Writing Activity Plans, Child Case Study

Week 15:  Curriculum - Family, Culture and Community, Child Case Study

Week 16: Curriculum - Cultural Practices in Child Rearing

ECHS 1200 - Early Childhood Curriculums

Credit Hours: 4.00

Objectives:

1. Define early childhood education.
2. Compare a variety of early childhood programs.
3. Identify social forces and trends in early childhood.
4. Identify the pioneers in early childhood and be able to state their contributions.

Outcome 2: Upon completion of this course, students will be able to describe the major principles of early childhood curriculum models.

Objectives:

1. Define the elements of active learning.
2. State what children do in an active learning environment.
3. Describe the teachers’ role in supporting active learning.
4. Be familiar with Erikson’s building blocks of human relations.
5. Compare a variety of learning environments.
6. Describe strategies for supporting all families to encourage relationship building while respecting diversity in culture, language, and ethnicity.
7. Describe characteristics of effective teacher-child relationships.

Outcome 3: Upon completion of this course, students will be able to utilize the principles of Developmentally Appropriate Practice (DAP) when observing and assessing an early childhood environment and routine. 

Objectives:

1. Define Developmentally Appropriate Practice (DAP)
2. Describe the general guidelines for organizing space and materials.
3. Describe the architectural elements of the room.
4. Describe room components that recognize diverse family and community characteristics.
5. Define objective assessment.
6. Observe, document, and assess a preschool classroom.
7. Develop a personal philosophy of the early childhood environment and daily routine.

Outcome 4: Upon completion of this course, students will be able to evaluate curriculum based on content knowledge of academic and developmental disciplines.

Objectives:

1. Be familiar with learning outcomes for children 2 1/2 to 5 years old.
2. State how the outcomes can be achieved throughout the learning environment.
3. Design, implement and evaluate activities (Large Group and Small Group) that support learning outcomes.
4. Describe how materials and activities can support the achievement of learning outcomes.

Outcome 5: Upon completion of this course, students will be able to identify guidance techniques that enable children to become problem solvers.

Objectives:

1. State how language and cognitive development influence social and emotional growth.
2. List factors that determine a child’s social competence and what social expectations the early educator should have for the young child.
3. Know the difference between general and specific praise.
4. Describe the steps in problem-solving.
5. Describe a variety of guidance techniques and state when they are most effective.
6. Use an assessment tool to assess adult/child interactions in an early childhood classroom.

ECHS 1250 - Family, School, & Community

Credit Hours: 3.00

Objectives:

1. Explain the impact of society on today’s families.
   1. Reference theories of Urie Bronfenbrenner and Abraham Maslow.
2. Describe the potential causes of child abuse and neglect.
3. Define what it means to be a mandated reporter and the early educator’s responsibility to report.
4. Develop strategies for managing stressful interactions.
5. Define advocacy.

Outcome 2:  Upon completion of this course, the student will be able to apply strength-based practices when supporting culturally or structurally diverse families.

Objectives:

1. Explain the combination of factors that determine how a child develops.
   1. Characteristics of the child; physical, cognitive, social-emotional
   2. Culture; family, home, community
   3. Individual experiences
2. Describe an inclusive environment that welcomes culturally and structurally diverse families.
   1. Discuss how classroom materials reflect the characteristics, values, and practices of diverse cultural groups.
3. Recognize the influence of social biases and stereotypes.
4. Discuss the concepts of Individualism and Collectivism and how it influences the view of the child, the parent’s role in the child’s education, and cultural norms.
5. Summarize the benefits of a strength-based rather than a deficit-based view of the family.
6. Identify components of protective factors and family resilience.

Outcome 3:  Upon completion of this course, the student will be able to describe the early educator’s role in outlining communication methods used to develop trusting relationships with families.

Objectives:

1. Summarize ways to share information with families about the teaching and learning goals for the child using multiple presentation strategies.
2. Demonstrate components of effective written communication that encourages collaboration with families.
   1. Information is provided in the language most comfortable for the family.
3. Describe the caring style of verbal communication to support trust building with children and families.
4. Discuss how support and guidance from teachers is essential for children’s positive social development.
5. Use technology as a tool to communicate with families, collaborate with colleagues, and as a professional resource.
6. Participate in role play to simulate various forms of parent education and interaction.
7. Explain potential barriers to successful parent-school partnerships.
8. Apply NAEYC’s Code of Ethical Conduct to demonstrate a commitment to families.

Outcome 4:  Upon completion of this course, the student will develop a plan to encourage school-family partnerships with a focus on gaining active involvement from the family in the child’s education.

Objectives:

1. Demonstrate ways to apply Epstein’s Six Types of Parent Involvement.
2. Encourage parent’s role in decision-making matters that impact the child and the school.
3. Describe ways schools can encourage family involvement and volunteerism.
4. Propose ways the school can create connections and support networks among families with children enrolled in the program.
5. Plan ways to effectively engage male-role models in the young child’s life.
6. Identify the impact of family involvement on the development of the child and respect the family’s role as the primary educator.
7. Support parent and child interaction by way of home activities that promote the child’s learning and development.
8. Write a philosophy of partnerships with families.

Outcome 5:  Upon completion of this course, the student will be able to identify the role the community plays in the lives of children.

Objectives:

1. Recognize how partnerships can be formed with schools and community agencies to support various family needs.
   1. Referrals to community resources and support systems.
   2. Information on subsidized child care and early learning opportunities for children.
2. Identify ways the community can support families in crisis.
3. Define social capital.

ECHS 1350 - The Arts in Early Education

Credit Hours: 3.00

Objectives:

1. Review fine art for its relevance to the young child.
   1. Subject matter
   2. Sensory qualities
   3. Emotional Aspects
2. Identify the cultural identities of the children being served.
3. Choose fine art with familiar imagery that is relatable to children and their knowledge of their world, such as nature, or works that support children’s ties to their families and communities.

Outcome 2: Upon completion of this course, the student will be able to use an art discussion approach to support the development of art appreciation (thinking about art) in the young child.  

Objectives:

1. Illustrate the steps of visual thinking strategies (VTS).  
   1. Appropriate art selection.  
   2. Allow time for silent looking and or listening.  
   3. Posing three specific research-tested questions to motivate and maintain inquiry.
2. Identify how to link comments to encourage curiosity and learning.  
3. Solicit conversations from children surrounding the identification of qualities of the work, while being respectful of unique interpretations.
4. Model Art vocabulary in conversations.

Outcome 3: Upon completion of this course, the student will be able to describe how to create a classroom environment for The Arts.

Objectives:

1. Interpret the role of aesthetics in environments for young children.
2. Select materials.
3. Organize materials.
4. Display materials.

Outcome 4: Upon completion of this course, the student will be able to implement inclusive Visual Art activities with young children.

Objectives:

1. Recognize developmental stages in children’s drawings and paintings to support effective planning.
2. State rationale for the experience.
3. Write an activity plan for young children using materials as the medium.
   1. State the observable learning outcome.
   2. State the objectives or experiences that the activity promotes.
   3. Select art tools for young children representative of the kinds of materials and tools used in the industry such as paint, pencil, watercolor, glue, plaster, tempera, clay, chalk, crayons, wood, photographs, ceramics, etc.
   4. State variations in cultural, physical or developmental needs.
   5. Indicate how this Art activity may be linked to academic content areas.
   6. Site appropriate experiential education opportunities in the school’s surroundings and community for young children to connect learning to practical life experiences.
4. Complete the activity.

Outcome 5: Upon completion of this course, the student will be able to implement Auditory Art activities with young children.

Objectives:

1. State rationale for the experience.
2. Write an activity plan for young children using sound, music or instruments as the medium.
   1. State the observable learning outcome.
   2. State the objectives or experiences that the activity promotes.
   3. Select art instruments and experiences for young children representative of the kinds of materials and tools used by musicians around the world.  Use musical compositions including instrumental, vocal tracks and spoken literary arts such as poetry and rhyme.  When selecting instruments, sounds, and music, choose those from a variety of sounds and genres encompassing many different styles from around the world.
   4. State how you will model listening behaviors when listening to music, and or how you will teach by modelling how to handle and use instruments with care.
   5. State variations in cultural, physical or developmental needs.
   6. Indicate how this Art activity may be linked to academic content areas.
   7. Site appropriate experiential education opportunities in the school’s surroundings and community for young children to connect learning to practical life experiences.
3. Complete the activity.

Outcome 6: Upon completion of this course, the student will be able to implement inclusive Performing Art activities with young children including theater, music, and dance.

Objectives:

1. State rationale for the experience.
2. Write an activity plan for young children using the child’s presence as the medium.
   1. State the observable learning outcome.
   2. State the objectives or experiences that the activity promotes.
   3. Select art tools for young children representative of the kinds of materials and tools used in the industry such as props, puppetry, compositions, stories, music, costumes, and audio and video recording.
   4. State variations in cultural, physical or developmental needs.
   5. Indicate how this Art activity may be linked to academic content areas.
   6. Site appropriate experiential education opportunities in the school’s surroundings and community for young children to connect learning to practical life experiences. 
3. Complete the activity.

Outcome 7: Upon completion of this course, the student will be able to describe how The Arts promote skills and growth across all developmental domains.

Objectives:

1. Identify how art exploration enhances Emotional Development.
2. Identify how art exploration enhances Social Development.
3. Identify how art exploration enhances Cognitive Development.
4. Identify how art exploration enhances Language Development.
5. Identify how art exploration enhances Physical Development.

ECHS 1520 - The Exceptional Child

Credit Hours: 3.00

Objectives:

1. Define IDEA, PL 101-476.
2. State other legislation related to early intervention.
3. Describe IDEA and other legislation.
4. Write a paper stating how IDEA and other legislation supports children and their families.

Outcome 2: Upon completion of this course, each student will be able to compare typical and exceptional development of young children (typical, atypical, developmentally delayed, at-risk and gifted).

Objectives:

1. Describe characteristics of typically developing children.
2. State conditions that would cause a child to be developing atypically.
3. Describe the characteristics of and causes of disabilities and how the development of a child with the disability differs from the development of a typically developing child.
4. Write a paper describing the causes and classification of a disability and how the development a child with this particular disability differs from the development of a typically developing child.

Outcome 3: Upon completion of this course, each student will be able to describe developmental delays; sensory impairments; physical, learning, and behavioral disabilities; and chronic health problems and plan how environments, curriculum, and materials can be adapted to accommodate children’s individualized needs and to develop strategies to facilitate growth of physical, social, language, cognitive, and self-help skills.

Objectives:

1. Define and describe developmental delays; giftedness; sensory impairments; physical, behavioral, and learning disabilities; and chronic health problems.
2. Identify health problems that accompany a particular disability that must be addressed in the classroom.
3. Describe how environments and materials can be modified to accommodate disabilities and learning styles.
4. Write plans for adaptive environments and materials for a particular disability or learning style.
5. Describe effective guidance techniques used for typically developing children.
6. Discuss how guidance techniques can be modified to meet the needs of children with various disabilities and learning styles.
7. Consider a particular disability or learning style, and plan intervention strategies to facilitate growth in social, language, cognitive and self-help skills.
8. Create an activity for children using pictures as a visual support.
9. Describe the purpose of an Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP).

Outcome 4: Upon completion of this course, each student will be able to list strategies for collaboration with families.

Objectives:

1. Describe the benefits of respectful, reciprocal relationships with families.
2. Define family-centered practices and family capacity-building practices.
3. State the importance of professional practices (such as confidentiality and cultural responsiveness) in collaborating with families.
4. Identify a variety of methods of communicating with families.
5. Create a home/school communication form.

Outcome 5: Upon completion of this course, each student will be able to collaborate and develop partnerships with outside agencies, including early intervention specialists, to provide support services for children and families.

Objectives:

1. List support services available for children, families, and those who work with children with disabilities.
2. Describe what services these agencies have to offer the child and their family.
3. Create a plan for working with specialists and agencies to implement techniques identified to help a child achieve outcomes and goals.

1. Early Intervention and Public Policy and Implementing Inclusive Early Childhood Programs
2. Inclusive Programs for Children
3. Typical and Exceptional Development
4. Developmental Disabilities: Causes and Classification
5. Sensory Impairments: Hearing and Vision and Physical Disabilities and Health Problems
6. Learning and Behavior Disorders
7. Partnerships with Families
8. Assessment and the IFSP/IEAP
9. Characteristics of Effective Teachers in Inclusive programs
10. The Developmental-Behavior Approach
11. Arranging the Learning Environment and Facilitating Self-care, Adaptive, and Independence Skills
12. Facilitating Social Development, Speech, Language, and Communication Skills
13. Facilitating Pre academic and Cognitive Learning
14. Managing Challenging Behavior
15. Planning Transitions to Support Inclusion

ECHS 1550 - Family Child Care Management

Credit Hours: 3.00

Objectives:

1. Develop a play environment that meets the developmental needs of children from birth through school age.
2. Develop materials and activities that meet the developmental needs of children from birth through school age.
3. Be able to explain to parents the value of a play-based learning environment.
4. Be able to explain to parents how children learn through various activities.

Outcome 2: Upon completion of this course, students will be able to: describe positive models of child management and be able to describe how they are used to develop self-esteem and self-discipline.

Objectives:

1. State plans for developing and maintaining partnerships with families.
2. State plans for developing caregiver/child relationships

Outcome 3: Upon completion of this course, students will be able to: describe adaptations to a home and yard that promotes a safe, healthy learning environment for children from birth through school age.

Objectives:

1. Using your own yard, design a safe, healthy learning environment for children from birth through school age.
2. Develop a list of toys and equipment needed.

Outcome 4: Upon completion of this course, students will be able to: demonstrate child record keeping, marketing, and menu planning for family care.

Objectives:

1. Use the provided form and demonstrate simple record keeping
2. Create a marketing plan for a family child care
3. Plan a menu for a family child care

Outcome 5: Upon completion of this course, students will be able to: state how the child care business can impact the provider’s family and develop solutions

Objectives:

1. Describe how the provider can balance work and family
2. Illustrate plans to separate personal space from business space, including plans for common areas that meet the needs of enrolled children and the family

Outcome 6: Upon completion of this course, students will be able to: describe the State of Michigan Licensing Rules for Family and Group Care Homes.

Objectives:

1. State how your home and policies meet these rules
2. Describe the Child Development Associate in Family Child Care competencies
3. Explain how a provider can meet these competencies
4. Describe the standards of the National Association for Family Child Care accreditation
5. Explain how a provider can meet these standards

1. Review of 1st Day Handout/Introduction to Licensing
2. Licensing Discussion/Small group Assignment
3. Beginning the Process of Opening a FCC/Mandated Reporters
4. Objective Observation/Operating a FCC in your Home
5. Partnering with Parents
6. Developing a Handbook of Policies and Procedures/Staffing Paperwork
7. Setting up a Center/Arranging Space/Choosing Materials/Meeting Standards
8. Scheduling and Menu Planning
9. Record Keeping/Tuition/Expense Tracking/Business Use/Taxes
10. Hiring/Payroll/Insurance
11. Child Development/Observation/Behavioral Management Strategies
12. Curriculum Models/Staff Training
13. Planning Activities that meet the Developmental Needs of Children from Birth through School Age in a Multi-Age Classroom
14. Marketing/Enrollment
15. CDA/AA Degrees/Family Child Care Rating Scale/Accreditation
16. Wrap-up/Review/Reflections

ECHS 1580 - School-Age Care

Credit Hours: 3.00

1. State developmental characteristics of school age children from age 5 through 12.
2. Describe how activities can be adapted to meet the developmental and cultural needs of school age children.

Outcome 2: On completion of ECHS 1580, the student will be able to discuss tools for observing and assessing children.

Objectives:

1. Define “Authentic Assessment”.
2. Identify appropriate strategies for documenting child development.
3. Create objective observations of children.

Outcome 3: On completion of ECHS 1580, the student will be able to utilize elements of a high quality learning environment to plan developmentally appropriate activities for children.

Objectives:

1. Create a list of materials and supplies for each center necessary in a school age environment.
2. Create activity plans for classroom activities.
3. Create an a.m. and p.m. program schedule.
4. Create a full day program schedule.
5. Create a week long lesson plan.

Outcome 4: On completion of ECHS 1580, the student will be able to determine appropriate child guidance strategies and effective relationship building strategies.

Objectives:

1. Describe child guidance techniques.
2. State social-emotional characteristics of school age children.
3. Identify appropriate strategies for conflict resolution and promoting self-esteem and self-discipline.
4. Describe strategies for peer engagement.

Outcome 5: On completion of ECHS 1580, the student will be able to identify effective strategies for creating partnerships with families, which respect the diversity of the children and their families.

Objectives:

1. Describe how the diversity of families is respected in the program.
2. Describe practices for communicating with families.
3. Describe practices for including families in the program.
4. Describe practices for meeting the individual needs of children.

Outcome 6: On completion of ECHS 1580 students will outline practices for incorporating child leadership in the program.

Objectives:

1. Describe the benefits of shared control in the classroom.
2. Describe practices for sharing control with children.
3. Describe how the program promotes self-help skills and independence.

Outcome 7: On completion of ECHS 1580 the student will identify practices that ensure the safety and wellness of children.

Objectives:

1. Describe practices for fire and tornado safety according to licensing regulations.
2. Describe practices for maintaining cleanliness in a classroom.
3. Create a list of expectations for behavior on field trips.
4. Create a list of expectations for behavior within the classroom.

Outcome 8: On completion of ECHS 1580 the student will identify resources in the community which support the program.

Objectives:

1. Create a list of field trips for children.
2. Identify family support services in the community.

Outcome 9: On completion of ECHS 1580 the student will incorporate ethical practices into their plans for a high quality learning environment.

Objectives:

1. Review the “Code of Ethical Conduct” from the National Association for the Education of Young Children.
2. Describe appropriate responses and practices to classroom situations based on the “Code of Ethical Conduct”.

Outcome 10: On completion of ECHS 1580 the student will plan for their continued professional development.

Objectives:

1. Identify resources for professional development.
2. Create a personal plan for continued professional development.

ECHS 1710 - Child Care Management

Credit Hours: 3.00

OBJECTIVES:

1. Identify goals contained in a philosophy.
2. Design developmentally appropriate activities to meet goals contained in the philosophy.

Outcome 2: Upon completion of this course, the student will be able to describe the financial responsibilities of an administrator.

OBJECTIVES:

1. Review financial documents with the purpose of identifying ways to improve the program’s fiscal position.
   1. Budgeting - Income and expenses
   2. Record Keeping
   3. Fundraising
2. Develop a marketing plan.
3. Create a marketing flyer.

Outcome 3: Upon completion of this course, the student will be able to analyze the State of Michigan childcare licensing regulations to determine program compliance.

OBJECTIVES:

1. Examine licensing regulations to plan appropriate practices and routines for early care and education programs.
2. Identify regulations for maintaining a safe and healthy environment.
3. Plan a weekly menu
4. Design a health and safety practices plan.
5. Identify regulations for fire, tornado and emergency incidents.
6. Outline the caregiver to child ratio requirements for programs. Include all age groups of children.

Outcome 4: Upon completion of this course, the student will be able to design criteria for the employment process; including hiring, evaluation, termination, and opportunities for professional development.

Objectives:

1. Describe effective personnel management and leadership qualities.
2. Create a job posting.
3. Review resumes and choose appropriate candidates to interview.
4. Construct questions to be used during the interview.
5. Create a formal assessment tool to evaluate staff performance.
6. Measure staff competency at designing curriculum.
7. Create a staff improvement plan.
8. Implement a staff training presentation.
9. Describe professional development opportunities available for early educators.
10. Interview a director.

Outcome 5: Upon completion of this course, the student will be able to identify elements of effective communication to support staff and family involvement in the program.

Objectives:

1. Explain factors needed to create a diverse and inclusive environment.
2. Develop a plan for communicating with parents and staff.
3. Describe ways schools can encourage family involvement.
4. Outline conflict resolution strategies.
5. Plan a family event.

Outcome 6: Upon completion of this course, the student will be able to describe the National Association for the Education of Young Children’s accreditation standards and process of evaluation and accreditation.

Objectives:

1. Use the standards to plan effective routines and practices.
2. Use standards to evaluate program practices and curriculum.

ECHS 1801 - CDA Credential Preparation

Credit Hours: 3.00

Objectives:

1. Understand principles of child development and learning.
2. Plan a safe and healthy learning environment.
   1. Safe: provide a safe environment to prevent and reduce injuries.
   2. Healthy: promote good health and nutrition and provide an environment that contributes to the prevention of illness.
   3. Learning Environment: use space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment that encourages and fosters trust, play, exploration, interaction, and learning.

Outcome 2: Upon completion of this course, the student will be able to build family and community relationships.

Objectives:

1. Building productive relationships with families.
   1. Families: establish a positive, cooperative relationship with each child’s family, encourage their involvement in the program, and support the child’s relationship with his or her family.

Outcome 3: Upon completion of this course, the student will be able to describe how to observe, document, and assess to support young children and families.

Objectives:

1. Observing and recording children’s behavior.
   1. Assessment: understand the goals, benefits, and uses of assessment, including its use in development of appropriate goals, curriculum, and teaching strategies for young children.

Outcome 4: Upon completion of this course, the student will be able to use developmentally effective approaches to connect with children and families.

Objectives:

1. Support children’s social and emotional development.
2. Advance children’s physical and intellectual development.
   1. Physical: provide a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development of children.
   2. Cognitive: provide activities and opportunities that encourage curiosity, exploration, and problem solving appropriate to the developmental levels of each child.
   3. Communication: actively communicates with children and provides opportunities and support for children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.
   4. Creative: provide opportunities that stimulate children to play with sound, rhythm, language, materials, space and ideas in individual ways and to express their creative abilities.

Outcome 5: Upon completion of this course, the student will be able to use content knowledge to build meaningful curriculum.

Objectives:

1. Support children’s social and emotional development.
   1. Self: provide a warm, positive, supportive relationship with each child, and help each child learn about and take pride in his or her individual and cultural identity.
   2. Social: help each child feel accepted in the group, help children learn to communicate and get along with others, and encourage feelings of empathy and mutual respect among children and adults.
   3. Guidance: provide a supportive environment and use effective strategies to help all children learn and practice appropriate and acceptable behaviors as individuals and as a group, and effectively provide support for children with persistent challenging behaviors.
2. Advance children’s physical and intellectual development.

Outcome 6: Upon completion of this course, the student will be able to show professional growth.

Objectives:

1. Managing an effective program.
   1. Program Management: use all available resources to ensure an effective operation; a competent organizer, planner, record keeper, communicator, and a cooperative coworker.
2. Maintaining a commitment to professionalism.
   1. Professionalism: make decisions based on knowledge of researched-based early childhood practices, promote high-quality child care services, and take advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.

Week 3. Observing And Recording Children’s Behavior
Competency Standard 2: Advancing Physical and Intellectual Competence
Planning Lessons Based On Observations
NAEYC’s Code of Ethical Conduct-Responsibility to Children
Statement of Competence 1 Due

Week 4. Maintaining An Emotionally Healthy Environment
Adult-Child Relationships
Relationships with Coworkers
Competency Standard 3: Supporting Social and Emotional Development and Providing Positive Guidance
Statement of Competence 2 Due

Week 5. Working With Families
Understanding Families of Today and Their Challenges
Competency Standard 4: To Establish Positive and Productive Relationships with Families
NAEYC’s Code of Ethical Conduct-Responsibility to Families

Week 6. Working With Families, Continued
Effective Communication Strategies
Epstein’s Six Types of Parent Involvement
Statement of Competence 3 Due

Week 7. Community Resources
Developing a Family Resource Guide
School and Community Relationships
NAEYC’s Code of Ethical Conduct-Ethical Responsibility to Community and Society
Statement of Competence 4 Is Due

Week 8. Management
Competency Standard 5: To Ensure a Well-Run, Purposeful Program That Is Responsive To Participants Needs
NAEYC’s Code of Ethical Conduct, Ethical Responsibility to Colleagues
Recordkeeping Strategies
Child Portfolios

Week 9. Family Questionnaires
Strategies for Distribution and Collection

Week 10. Professionalism
Advocacy
Ethical Dilemmas
Competency Standard 6: Maintaining a Commitment to Professionalism
Statement of Competence 5 Is Due

Week 11. Professionalism, Continued
Networking
Professional Development Opportunities
Writing a Philosophy Statement
Statement of Competence 6 Is Due
NAEYC’s Statement of Commitment

Week 12. Preparing Your Professional Portfolio
Completing and Collecting Activity Plans
Practice Quiz

Week 13. Professional Portfolio Continued
Bibliography of Children’s Books
Collection of Resource Items RC I-1, 2, and 3, RC V, RC VI-1, 2, and 3

ECHS 2000 - Guidance & Behavior

Credit Hours: 3.00

Objectives:

1. Biological factors
   1. Prenatal development
   2. Genes
   3. Gender
   4. Health
   5. Temperament
2. Interpersonal Relationships
   1. Familial influences
   2. Attachment
   3. Cultural practices
   4. Trauma - violence, abuse, addiction or neglect or chronic health problem or disability of a family member.
3. Environmental factors
   1. Housing
   2. Nutrition
   3. Toxins and pollution
   4. Community resources
   5. Economic and employment status
   6. Education

Outcome 2: Upon completion of this course, the student will be able to determine stages of development from infancy through early elementary.

Objectives:

1. Emotional Development
2. Social Development
3. Cognitive Development
4. Language Development
5. Physical Development

Outcome 3: Upon completion of this course, the student will be able to identify key social and emotional milestones for young children.

Objectives:

1. Interpersonal Relationships - Establishing emotional connections with others.
2. Self-Awareness - Developing a sense of themselves as individuals.
3. Self-Regulation - The control of emotion, attention and physiological responses to stimulation.
4. Social Competence - Social skills, social awareness and self-confidence.
5. Autonomy / Agency - Decision making skills, independence and responsibility.

Outcome 4: Upon completion of this course, the student will be able to assess behavior through the use of observation.

Objectives:

1. Describe the value of observation.
2. Clarify the difference between objective and subjective recording techniques.
3. Identify professional and ethical considerations to observing.
4. Observe and record using various assessment methods.
   1. Anecdotal Record
   2. Developmental Checklist
   3. Frequency Count
   4. Event Sample
   5. Time Sample
   6. Running Record
5. Interpret data collected.
   1. Identify the personality and dimensions of the child (interests, needs, developmental level).
   2. View children in the context of family, culture, and community.
   3. Acknowledge that life circumstances and past experiences can contribute to or stifle development.
   4. Concede that observers’ perceptions of behaviors may be biased, and that because of this it is crucial for observers to make efforts to be aware and focused on truly seeing the child.
6. Describe how observations can be shared with colleagues and families.

Outcome 5: Upon completion of this course, the student will be able to modify classroom schedules, routines and environments that encourage inappropriate behaviors.

Objectives:

1. Schedule
   1. Addresses child’s physiological needs
   2. Ratio of adults to children
   3. Balance of activities organized around care routines
   4. Consistent and predictable
2. Routine
   1. Rules
   2. Rituals
   3. Transitions
3. Environment
   1. Space
   2. Design
   3. Materials
   4. Organization
   5. Visual stimulation
   6. Aesthetics

Outcome 6: Upon completion of this course, the student will be able to identify appropriate child guidance techniques to address and prevent challenging behaviors.

Objectives:

1. Determine developmentally appropriate approaches to child guidance.
   1. Provide positive attention and active listening
   2. Model prosocial behavior
   3. Label feelings
   4. Provide choices
   5. Demonstrate calming techniques
   6. Use natural and logical consequences
   7. Scaffold conflict resolution strategies
   8. Positive reinforcement - descriptive praise, encouragement and acknowledgement of proper behavior.
   9. Direct guidance, clear limits, explanations of appropriate behavior

Outcome 7: Upon completion of this course, the student will be able to initiate a behavior intervention plan.

Objectives:

1. State how early educators can collaborate with the child’s family, colleagues, resource and referral organizations and other professionals to work together for the good of the child.       
2. Collect information through objective observation and documentation.
   1. Seek out family input.
   2. Notate antecedents and events or conditions that increase or trigger the behavior as well as the consequence of the behavior.
   3. Notate all factors and patterns related to the behavior such as time, location, activities and other persons who may be present.
3. Identify what could be the intended message of the behavior - what does the child hope to gain or escape from.
4. Determine the goal for intervention
   1. Increase social competence
   2. Enhance self-esteem
   3. Promote a healthy expression of emotions
   4. Encourage children’s self-regulation and self-control
   5. Support autonomy
5. Determine prevention strategies - attempt to mitigate behaviors.
6. Determine appropriate child guidance techniques.
7. Establish expectations for outcome behaviors.

ECHS 2220 - Planning & Teaching the Early Childhood Curriculum

Credit Hours: 4.00

• Identify elements of a healthy, respectful, supportive and challenging environment
• Explain the multiple influences on development
• Describe how the environment supports social/emotional and physical development
• Choose materials for classroom environments and explain how they can support special needs
• Design a classroom environment
• Develop a daily routine that considers all developmental and learning components.
• Create transition activities

2. Know, understand and use a variety of developmentally appropriate teaching strategies. Explain how positive relationships and supportive interactions are the foundation of the early childhood curriculum

• Describe scaffolding techniques and it’s role in a supportive environment
• Give examples for adapting teaching techniques, environments, materials and activities for the special needs of individual children
• Give examples of how technology is used with young children.

3. Use their own knowledge and other resources to design, implement, and evaluate challenging curriculum that promotes the comprehensive developmental and learning outcomes for the individual needs of children

• Use their knowledge of the sequence of language and literacy learning to create and implement activities and curriculum based on the interests and needs of each child and link to assessment objectives.
• Create and implement a name recognition activity for and early childhood classroom linking it to assessment objectives. Analyze the results.
• Choose quality literature for young children, analyze the elements of quality literature, demonstrate reading to a group and model extending the story for a richer literacy experience.
• Use their knowledge of the sequence of learning for mathematics to create materials and implement activities that meet the developmental needs of young children and link to assessment objectives. Analyze the results.
• Use their own knowledge of children’s understanding of social studies concepts to develop a social studies unit that is based on young children’s interests
• Understand developmentally appropriate science concepts, create, implement and analyze a science activity for young children that links to assessment objectives.
• Write comprehensive lesson plans that include all content areas of the curriculum and developmental areas of the child.

ECHS 2315 - Advocacy for Educators

Credit Hours: 2.00

Objectives:   

1. Identify themselves as a professional in the field of early education.
2. Illustrate professionalism by being knowledgeable of public policies.  
3. Students will understand that national governance and finance either impedes or supports Early Education policy.  
4. Demonstrate the ability to advocate by getting to know the elected officials at all levels. 
5. Compose a persuasive letter to a legislator advocating for the rights of children, families, educational settings or teachers.

Outcome 2: Upon completion of this course, students will be able to use the NAEYC Code of Ethical Conduct to solve ethical dilemmas that occur in the field of Early Education.

Objectives:   
1. Describe the NAEYC Code of Ethical Conduct.
2. Define ethical dilemma.
3. Define ethical responsibility.
4. Use the code to analyze guidelines for responsible behavior concerning ethical dilemmas and responsibilities.

Outcome 3: Upon completion of this course, students will be able to develop an advocacy plan.

Objectives:   
1. Identify and prioritize major issues in the field of Early Education.
2. Develop an advocacy project for the local area that relates to issues impacting young children. 
    a. Select a targeted group.
    b. Define advocacy goals and objectives. 
    c. Assess resources.

Outcome 4: Upon completion of this course, students will be able to implement an advocacy plan.

Objectives:   
1. Identify classmates interested in the topic and create a group.
    a. Plan meetings either on-ground or through social media to communicate about the advocacy plan.
2. Outline specific activities required for advocacy plan.
    a. Define sources needed to elicit assistance.
    b. Assign group members to tasks.
3. Evaluate the outcome.

ECHS 2330 - Early Childhood Practicum

Credit Hours: 3.00

Objectives:

1. Participate in classroom routines, guiding children, and planning activities.
2. Communicate effectively with teaching staff.
3. Demonstrate the ability to communicate with all children.
4. Demonstrate the ability to communicate with families.
5. Demonstrate the ability to use prevention, redirection, logical consequences and problem solving appropriately in the classroom.

Outcome 2: Upon completion of this course, students will be able to plan and implement an inclusive and developmentally appropriate unit focused on children’s interests.

Objectives:

1. Collaborate with supervising teacher to develop a unit or study.
2. Develop a week long lesson plan based on an agreed upon study or unit.
3. Write unit goals for both content and skills.
4. Plan for all areas of learning, including art, blocks, dramatic play, language and literacy, math, physical skills, science, sensory, and social studies.
5. Plan and implement inclusive, developmentally appropriate large and small group activities that are skill specific and related to assessment objectives.
6. Use problem solving and questions to guide children to a new understanding.
7. Incorporate active learning principles in all areas of the curriculum.

Outcome 3: Upon completion of this course, students will be able to implement a child assessment.

Objectives:

1. Observe children objectively.
2. Write objective observation notes to document assessment.
3. Organize anecdotal notes and other documentation under appropriate domains.
4. Complete an assessment form using information obtained from observation notes and other documentation.
5. Write a summary of the child’s learning in each domain.
6. Use completed assessment to provide direction for curriculum development.
7. Evaluate the goals, benefits, and uses of assessment.

Outcome 4: Upon completion of this course students will be able to summarize health and safety routines for young children.

Objectives:

1. Outline safety risks and emergency preparedness procedures in the classroom setting.
2. Describe typical health management policies such as: food safety, communicable diseases, toileting, napping and staff well being.
3. Describe the teacher’s role in modeling good health, safety and nutrition habits.

ECHS 2550 - Early Childhood Practicum Seminar

Credit Hours: 3.00

Objectives:

1. Participate in both face to face group discussions, and online discussion forums.
2. Demonstrate a high level of oral, written and technological communication skills.
3. Demonstrate the ability to work collaboratively toward a common goal.
4. Reflect upon professional growth.
5. Seek knowledge to improve practice.

Outcome 2: Upon completion of this course, students will be able to utilize theory or research to explain best practices in early education.

Objectives:

1. Define Developmentally Appropriate Practice.
2. Describe the central role of play to development and learning.
3. Explain equity in relation to how early educators can create safe and supportive learning environments that value family and community partnerships.
4. Describe how teachers of young children integrate knowledge of academic content areas and developmental domains into curriculum design.
5. Define best practices in; assessment, curriculum design, instructional technology, guidance, communication methods, equity and inclusion, relationship building, and health and safety for early care and education settings.

Outcome 3: Upon completion of this course, students will be able to outline professional responsibilities of an early educator.

Objectives:

1. Describe the professional development continuum for early educators.
2. Identify professional educational and career goals.
3. Participate in professional associations.
   1. Identify local, state, regional and national conferences and events for early educators.
4. Illustrate professional accomplishments.
   1. Create a professional portfolio.
   2. Develop a current resume.
   3. Compile program wide curricular content to construct a final overall teaching philosophy.
5. Describe characteristics of a successful leader.

1. This course is designed to support students in integrating educational theory with practicum field work experiences. Topics are discussed weekly and determined based upon what is happening within the placement sites, so there is quite a bit of variability from semester to semester.  All outcomes and objectives are achieved by the end of the term.
2. Critical reflection of professional growth.
3. Best Practices including Developmentally Appropriate curriculum development.
4. Responsibilities of an Early Educator.

ECON 1160 - Principles of Economics 1

Credit Hours: 3.00

Objectives:

1. Concept of demand and supply.
2. Gross domestic product [GDP].
3. Aggregate demand and aggregate supply.
4. Neoclassical economic theory.
5. Keynesian economic theory.
6. Multiplier analysis and fiscal policy.
7. Functions of money and money supply.
8. Banking system and mechanism of money creation.

Outcome 2: Upon completion of this course, students will be able to demonstrate the ability to understand and use basic economic quantitative information- statistical data. These include the ability to:

Objectives:

1. Determine price and quantity changes when demand and/or supply change.
2. Determine the GDP, GNP, NDP, NI, PI, and DI.
3. Explain the functioning of economic indexes.
4. Describe the unemployment rate.
5. Calculate APC, APS, MPC, MPS, and income multiplier.
6. Calculate reserve requirements, monetary multiplier, and changes in money supply.

Outcome 3: Upon completion of this course, students will be able to demonstrate knowledge of people, events, ideas, institutions, and historic movements, which have contributed significantly to the development of a free market economic system in the United States. These include:

Objectives:

1. Understanding the private-household-consumption and business-investment-sectors.
2. Understanding the government sector and federal government’s fiscal and monetary policies.
3. Understanding the economic role of the major governmental entities.

Outcome 4: Upon completion of this course, students will be able to demonstrate knowledge of basic concepts of economics as applied to personal and public decision-making. Students should understand different economic opinions on the following:

Objectives:

1. Distinguish between different types of taxes.
2. Understand causes of unemployment and inflation.
3. Understand the role of savings, investment, and capital accumulation.

Outcome 5: Upon completion of this course, students will be able to demonstrate knowledge of the major economic problems of the day and policy options to deal with such problems.

Objectives:

1. Taxation.
2. Employment.
3. Business cycle.
4. Federal budget deficits.
5. Federal government debt.
6. Free markets.
7. Black [illegal] markets.
8. Underground economy.

1. Economic Models
   1. Market
   2. Command
   3. Circular Flow
2. Market Equilibrium
   1. Demand
   2. Supply
   3. Price Floor
   4. Price Ceiling
3. Measuring Output and Income
   1. Expenditures approach
   2. Income approach
   3. NI
   4. PI
   5. DI
4. Business Cycle
   1. Unemployment
   2. Inflation
5. Aggregate Expenditures Model
   1. Planned vs. Actual S and I
   2. Lump Sum Tax
   3. Expenditure Gap
6. Fiscal Policy Deficits Debt
   1. Discretionary Non-discretionary
   2. Actual Full-employment
   3. Domestic vs. Foreign Public Debt
7. Money and Banking
   1. M1 M2
   2. Structure of the Federal Reserve
   3. Functions of the Federal Reserve
   4. Money Creation
8. Monetary Policy
   1. Open Market Operations
   2. Reserve Requirements
   3. Discount Rate

ECON 1170 - Principles of Economics 2

Credit Hours: 3.00

Objectives:

1. Concepts of demand and supply.
2. The elasticity of demand.
3. The elasticity of supply.
4. Marginal and total utilities.

Outcome 2: Upon completion of this course, students will be able to demonstrate the ability to understand and use basic economic quantitative information-statistical data.

Objectives:

1. Calculate fixed, variable, total, and marginal costs.
2. Calculate and graph average and marginal cost curves.
3. Explain the economic and accounting profits.

Outcome 3: Upon completion of this course, students will be able to demonstrate knowledge of a perfectly competitive market structure.

Objectives:

1. Graph and explain the perfect competitor.
2. Describe and analyze graphically the firm’s profit-making, break-even, and shut-down conditions.
3. Analyze the short and long run market conditions.

Outcome 4: Upon completion of this course, students will be able to demonstrate knowledge of a monopolistic market structure.

Objectives:

1. Graph and explain the monopolist.
2. Describe and analyze graphically the firm’s profit-maximizing, break-even, and shut-down conditions.
3. Analyze the short and long run market conditions.
4. Explain “natural monopoly”.
5. Describe and analyze limits on monopoly power.

Outcome 5: Upon completion of this course, students will be able to demonstrate knowledge of a monopolistically competitive market structure.

Objectives:

1. Graph and explain the monopolistic competition.
2. Describe and analyze graphically the firm’s profit maximizing, break-even, and shut-down conditions.
3. Analyze the short and long run market conditions.
4. Explain and give examples of price discrimination.

Outcome 6: Upon completion of this course, students will be able to demonstrate knowledge of an oligopolistic market structure.

Objectives:

1. Graph and explain the oligopolist.
2. Describe and analyze graphically the firm’s profit maximizing, break-even, and shut-down conditions.
3. Analyze the short and long run market conditions.
4. Define and analyze collusion.

Outcome 7: Upon completion of this course, students will be able to demonstrate knowledge of resource markets.

Objectives:

1. Inelastic demand for land.
2. Henry George Theory of Land Rents.
3. MRP of capital.
4. Least cost and profit maximizing model for labor.

1. International economics
   1. Comparative advantage vs. Absolute advantage
   2. Exchange Rates
   3. Protectionism vs. Free-trade d) Balance of Payments
2. Elasticity
   1. Percentage Test/ Total Revenue Test
   2. Supply elasticity
   3. Necessity/luxury goods
3. Market Structures
   1. Pure competition
   2. Monopoly
   3. Monopolistic competition
   4. Oligopoly
4. Resource Markets
   1. Labor least cost/ profit maximizing
   2. Union models
   3. Monopsony
   4. Bilateral monopoly
   5. Rents/ inelastic supply
   6. Capital marker

ECON 2110 - International Economics

Credit Hours: 3.00

Objectives:

1. Provide a general overview of the growth of globalization since World War II.
2. Identify the major issues facing the international economies today.
3. Evaluate the history and functions of three key international institutions in the global economy.
4. Examine the role of regional trade agreements in the global economy.
5. Analyze the arguments opposing international economic institutions.

Outcome 2: Upon completion of the course, students will be able to analyze the theory of trade and the predicted net costs of protectionist measures.

Objectives:

1. Contrast comparative advantage with both absolute advantage and competitiveness.
2. Model and analyze how nations maximize their material welfare by specializing in goods and services.
3. Analyze the factors which may cause differences in countries’ comparative advantage:
   1. Heckscher-Ohlin model
4. Evaluate economic models of trade in terms of their impacts on income distribution:
   1. Stolper-Samuelson theorem
   2. Specific factors model
5. Model and analyze the distinction between tariffs and quotas, and explain their benefits and costs to an economy.

Outcome 3: Upon completion of the course, students will be able to compare and contrast the theory of trade and protectionist measures with observed trade patterns.

Objectives:

1. Evaluate the results of empirical tests on comparative advantage.
2. Explain why many countries import the same goods that they export.
3. Analyze the development of regional clusters of production of many exported goods and services.
4. Examine how and why many countries select and plan the development of their export industries.
5. Examine the estimated dollar costs of the effects of tariffs and quotas in the European Union, the U.S., and Japan in the agriculture, clothing, and textile industries.
6. Analyze the most common reasons for countries to protect certain industries.
7. Identify other mechanisms used to provide industry protection.
8. Identify the remaining obstacles to international economic integration: national laws, regulations, and standards.
9. Analyze the relationship between trade flows and labour standards, and between trade flows and environmental standards.

Outcome 4: Upon completion of the course, students will be able to analyze global financial practices.

Objectives:

1. Identify the three major parts of the international balance of payments, and understand the use of the most commonly posted accounting entries.
2. Explain the relationships between domestic investment, domestic savings, and the international flows of goods, services, and financial assets.
3. Model and analyze the use of fixed, floating, and crawling peg exchange rate systems.
4. Analyze the relationship between the balance of payments and the exchange rate to each other and to the national economy.
   1. Focus particularly on the interactions of the current account, exchange rates, consumption, investment, and government spending.
5. Examine how macroeconomic policies affect the exchange rate and the current account.
6. Examine the ways in which financial crises develop and spread, and identify mechanisms to either prevent or remedy such crises once they begin.

1. Introduction: The United States in a Global Economy
   1. Elements of International Economic Integration
   2. Index of Openness
   3. Twelve Themes in International Economics
2. Major International Governmental Organizations
   1. International Public Goods
   2. The International Monetary Fund (IMF), World Bank, and the World Trade Organization (WTO)
   3. Multilateral Trade Agreements- WTO negotiating rounds d. Regional Trade Agreements (RTAs)
   4. Criticism of International Institutions
3. Traditional Theory of the Gains from Trade
   1. Economic Nationalism (Mercantilism)
   2. Absolute Productivity Advantage
   3. Comparative Advantage
   4. Absolute and Comparative Advantage Contrasted
   5. Comparative Advantage and Competitiveness
4. Modern Trade Theory
   1. Comparative Advantage and Factor Endowments
   2. Heckscher-Ohlin (HO) Model Predictions
   3. Specific Factors Model Predictions
   4. Impact of Trade on Wages and Jobs
   5. Empirical Tests of the Theory of Comparative Advantage
5. More Reasons to Trade
   1. Intraindustry Trade
   2. Geography, Transportation costs, and Internal Economies of Scale
   3. External Economies
   4. Justification for Industrial Policy (Government Intervention)
6. Theory of Tariffs and Quotas (Costs of Protection)
   1. Consumer and Producer Surplus
   2. Consumption and Efficiency Losses, and Other Potential Costs of Tariffs
   3. Small Country Case Contrasted with Large Country Case
   4. Revenue Effects and Deadweight Losses Associated with Quotas
   5. Quotas and Tariffs Contrasted in Terms of Efficiency
   6. Other Types of Protectionist Measures
7. Commercial Policy and Jobs
   1. Protection in the European Union, U.S., and Japan- particularly agriculture, clothing, textiles
   2. Empirical Costs of Protection
   3. Impact of Protection on Developing Countries
   4. Arguments for Protection
   5. Common Forms of (Paths to) Protection
   6. Alternative Policies (Macro and Labor Market Policies) for Protection
8. International Trade and Labor and Environmental Standards
   1. Harmonization, Mutual Recognition, or Separate
   2. Evidence of Low Labor Standards as a Predatory Practice
   3. International Labor Organization
   4. Transboundary and Non-transboundary Effects of Trade on the Environment
9. Trade and the Balance of Payments
   1. Introduction to the Current Account, Financial Account, and Capital Account
   2. The Current Account and the Macroeconomy
   3. International Investment Position
10. Exchange Rates and Exchange Rate Systems
    1. Reasons for Currency Trading and Exchange Rate Risk
    2. The Supply and Demand for Foreign Exchange (Flexible Exchange Rate System)
    3. Determinants of Exchange Rates in the Short-run, Medium-run, and Long-run
    4. Purchasing Power Parity
    5. Interest Rate Parity
    6. The Nominal versus the Real Exchange Rate
    7. Fixed and Pegged (In-Between) Exchange Rate Systems
11. Open Economy Macroeconomics
    1. Role of Fiscal and Monetary Policies on Interest Rates, Exchange Rates, Current Accounts, and Business and Consumer Decision Making
    2. Addressing Macroeconomic Imbalances
    3. Expenditure-Switching and Expenditure-Reducing Policies
    4. Effectiveness of Coordination Policies
12. Recent International Financial Crises
    1. Challenge of Integration
    2. Definition of a Financial Crisis
    3. Types of Crises
    4. Domestic Issues in Crisis Avoidance and Policies for Crisis Management
    5. The Mexican Peso Crisis (1994), The Asian Crisis (1998), and the Global Crisis (2008)
13. Regional Issues in the Global Economy

EDUC 1010 - Paraprofessional Theory & Practice

Credit Hours: 4.00

Objectives:

1. Identify the major roles and responsibilities of teachers and paraprofessionals.
2. Identify the state and federal legislations that impact paraprofessionals.
3. Observe roles and responsibilities during practicum.
4. Document observation of roles and responsibilities.

Outcome 2: Upon completion of this course, students will demonstrate the ability to practice ethical and professional standards of conduct, including the requirements of confidentiality.

Objectives:

1. Identify the ethical and professional standards of conduct.
2. Review the Macomb Intermediate School District Performance Indicators for Paraprofessionals
3. Observe the ethical and professional standards of conduct during practicum.
4. Document observation of conduct.

Outcome 3: Upon completion of this course, students will demonstrate the ability to communicate with colleagues, follow instructions, and to use problem solving to work as a member of the instructional team; ability to provide positive behavioral support and management.

Objectives:

1. Describe basic techniques for establishing effective communication skills.
2. Distinguish between vague and specific verbal instructions.
3. Identify the steps for specifying behavior.
4. Identify the guidelines for behavioral interventions.
5. Observe communication, problem solving and behavioral strategies during the practicum.
6. Document observation of communication, problem solving and behavioral strategies.

Outcome 4: Upon completion of this course, students will demonstrate awareness of diversity among children, youth, families, and colleagues with whom they work.

Objectives:

1. Identify the major components of the Individuals with Disabilities Education Act.
2. Identify the major components of Section 504 of the Rehabilitation Act.
3. Identify the major components of Americans with Disabilities Act.
4. Define inclusion.
5. Define “Least Restrictive Environment”.
6. Identify the purpose of an “Individualized Education Program” (IEP).
7. Identify the major components of an Individual Education Program”.
8. Identify members of an “Individualized Education Program Team”.
9. Observe adaptive instruction and inclusion strategies during the practicum.
10. Document observation of adaptive instruction and inclusion strategies in practicum log.

Outcome 5: Upon completion of this course, students will demonstrate knowledge and application of the elements of effective instruction to assist teaching and learning.

Objectives:

1. Describe principles of effective instruction.
2. Identify strategies for learning.
3. Describe task analysis.
4. List the steps for preparing and presenting information.
5. Describe the components of monitoring instruction.
6. Observe effective instruction strategies during the practicum.
7. Document observation of effective instruction strategies in practicum log.

EDUC 2010 - Introduction to Education

Credit Hours: 4.00

Objectives: Students will

1. Identify what research states about effective teachers.
2. Explain the behaviors and personalities of effective teachers.
3. Reflect on their strengths and weaknesses in relationship to the characteristics of effective teachers.

Outcome 2: Upon completion of EDUC-2010, students will be able to demonstrate the organization and planning needed to develop a lesson plan.

Objectives: Students will

1. Construct a lesson plan.
2. Incorporate the “Instructional Cycle” into class activities.

Outcome 3: Upon completion of EDUC-2010, students will be able to demonstrate knowledge of a variety of philosophies of education, major laws, school governance and finance structures that affect schools and teachers.

Objectives: Students will

1. Explain the purpose and components of a philosophy of education.
2. Recognize, recall, interpret, and analyze a variety of philosophies of education.
3. Write their personal philosophy of education.
4. Recognize, recall, interpret, and analyze the major laws that affect teaching.
5. Recognize, recall, interpret, and analyze school governing structures.
6. Recognize, recall, interpret, and analyze school finance structures.
7. Attend and evaluate a school board meeting.

Outcome 4: Upon completion of EDUC-2010, students will be able to demonstrate knowledge of current global and societal issues that affect education.

Objectives: Students will

1. Research and identify current issues in education.
2. Prepare and present an organized and researched oral group presentation on an issue that affects education.

Outcome 5: Upon completion of EDUC-2010, students will be able to identify the best practices of effective teachers, teaching and learning styles, and the learning needs of a diverse population.

Objectives: Students will

1. Identify best practices of effective teachers.
2. Identify and reflect on teaching and learning strategies.
3. Identify the learning needs of a diverse population.
4. Describe ways to assist the learning needs of a diverse population.

Outcome 6: Upon completion of EDUC-2010, students will be able to explain their level of interest and commitment to becoming a teacher.

Objectives: Students will:

1. Report on their interest in teaching based on classroom observation, class discussion, readings, and journal writing.
2. Write a plan of work, outlining the steps needed to complete an Associate Degree, Bachelor Degree, and obtain a Michigan Teaching Certificate.

Outcome 7: Upon completion of EDUC-2010, students will be able to recognize appropriate professional behavior during the field experience.

Objectives: Students will:

1. Identify and follow school rules.
2. Identify and follow professional demeanor.

Outcome 8: Upon completion of EDUC-2010, students will be able to observe the role and responsibilities of the teacher within the school.

Objectives: Students will:

1. Observe and describe the teacher’s daily routine.
2. Observe and describe the teacher’s interactions.

ATEM 1350 - Electrical-Mechanical Blueprint Reading

Credit Hours: 2.00

Objectives:

1. Describe the components used in elementary wiring diagram.
2. Describe the various electrical symbols as applied to wiring diagrams.
3. Describe the difference between an elementary wiring diagram, a pictorial diagram and an interconnecting diagram.

Outcome 2: Upon completion of this course, students will be able to modify and troubleshoot a machine using electrical diagrams.

Objectives:

1. Describe how a programmable controller interfaces with a machine.
2. Describe how transformers are wired in for different voltage levels.
3. Describe the application of electronic controls used in electrical circuits.

1. Electrical Symbols and Line Diagrams
2. Logic Applied to Line Diagrams
3. AC Manual Contractors and Motor Starters
4. AC/DC Contractors and Motor Starters
5. Time Delay and Logic
6. Control Devices
7. Reversing Motor Circuits
8. Power Distribution Systems
9. Solid State Electronic Control Devices
10. Electromechanical and Solid State Relays
11. Programmable Controllers

ELEC 1100 - Introduction to Electronics

Credit Hours: 3.00

Objectives:

1. Explain the properties of a conductor, semiconductor, and insulator based on the Bohr model of an atom.
2. Determine the color-coded value of a 5%, 10%, and 20% tolerance resistor, using the EIA color code.

Outcome 2: Upon completion of this course, students will be able to calculate voltage, currents and resistance for different circuits.

Objectives:

1. Demonstrate the use of a DVOM on the voltage, current and resistance ranges given the proper equipment and components.
2. Calculate voltages, current, resistances and powers for a series circuit.
3. Calculate voltage, currents, resistances and powers for a parallel circuit.

Week Topic Assignment

1. Introduction
   1. Read: Chapter 1
   2. Lecture: Chapter 1
   3. Homework: Multiple choice test from Chapter 1
   4. Lab: Experiment 3
2. Selected topics from Chapter 2 and Experiment3
3. Read: Chapter 3
   1. Lecture: Chapter 3
   2. Review: Homework from Chapter 1
   3. Homework: Multiple choice test from Chapter 3
   4. Lab: Experiment 3
4. Electronics Workbench
5. Read: Chapter 4
   1. Lecture: Chapter 4
   2. Review: Homework from Chapter 3
   3. Homework: None
   4. Lab: Experiment 4
6. Read: Chapter 4
   1. Lecture: Chapter 4
   2. Homework: Worksheet
   3. Lab: Experiment 4
7. Read: Chapter 4
   1. Lecture: Chapter 4
   2. Review: Homework from worksheet
   3. Homework: Multiple choice test questions and even problems from Chapter 4
   4. Lab: Experiment 5
8. Read: None
   1. Lecture: None
   2. Homework: None
   3. Lab: Experiment 6
9. Read: None
   1. Lecture: None
   2. Homework: None
   3. Lab: Experiment 7
   4. Exam 1
10. Read: None
    1. Lecture: Soldering
    2. Homework: Soldering
    3. Lab: Soldering and Experiment 8
11. Read: Chapter 5
    1. Lecture: Chapter 5
    2. Homework: Multiple choice test questions and even problems from Chapter 5
    3. Lab: Experiment 9
12. Lecture: Alternating Current
    1. Review: Homework chapter 5
    2. Lab: Oscilloscope
13. Lecture: Capacitors and Diodes
    1. Lab: Oscilloscope
14. Lecture: Rectifier Circuits
    1. Lab: Rectifier Circuits
15. Lecture: Review
    1. Lab: Rectifier Circuits
16. Final Exam

ELEC 1111 - Electrical Fundamentals for Non-Electrical Tradesmen

Credit Hours: 2.00

Objectives:

1. Apply Ohm’s Law in calculating an unknown circuit quantity.
2. Apply Watt’s Law in calculating circuit parameters.
3. Identify a series and parallel circuit and calculate circuit parameters.

Outcome 2: Upon completion of this course, students will be able to explain the relationship between induction and magnetism.

Objectives:

1. State the laws of magnetic attraction and repulsion.
2. Explain the factors determining the strength of an electromagnet.
3. Identify the parts of an A.C. and D.C. motor.

Outcome 3: Upon completion of this course, students will be able to describe the operation of meters.

Objectives:

1. Utilize a volt meter.
2. Determine the amount of amperage flowing in a circuit using an amp meter.
3. Describe the function of a watt meter.
4. Measure resistance using an ohm meter.

1. Learning/Applying Fundamentals
2. Sources of Electricity
3. Conductors and Insulators
4. Resistors and Capacitors
5. Ohm’s Law
6. Series circuits
7. Parallel circuits
8. Series Parallel Circuits
9. Meters
10. AC Voltage
11. Electromagnetic Induction
12. Motors
13. Relays and Switches

ELEC 1141 - Basic Electronics

Credit Hours: 3.00

Objectives: 

1. Describe electrical safety.
2. Identify electrical components.
3. Describe electrical units.
4. Identify electrical connections.
5. Describe instruments used to measure circuits.
6. Describe the functions of voltage, current, resistance and power and give an application of each.
7. Identify resistor color codes.
8. Calculate problems using the fundamental circuit laws.
9. Identify different types of circuits.
10. Solve circuits.

Outcome 2: Upon completion of this course the student will be able to explain the different types of power supplies.

Objectives:

1. Describe the function of power supplies.
2. Describe the function of batteries.
3. Describe the function of transformers.
4. Select correct wire/conductor sizes.

Outcome 3: Upon completion of this course the student will be able to compare the differences between Alternating Current (AC) and Direct Current (DC).

Objectives:

1. Describe Direct Current circuits.
2. Describe Alternating Current circuits.
3. Describe AC and DC circuits using simulation software.

Outcome 4: Upon completion of this course the student will be able to explain electrical control systems.

Objectives:

1. Identify components used in control logic.
2. Describe the function of control relay logic circuits.
3. Describe the function PLC ladder logic.
4. Describe ladder logic.
5. Give an example of ladder logic.
6. Describe the six elements of control logic.

Outcome 5: Upon completion of this course the student will be able to solve basic motor circuits.

Objectives:

1. Describe motor operation.
2. Identify motor types and controls.
3. Describe motor starting and stopping.
4. Calculate motor power and torque.

Outcome 6: Upon completion of this course the student will be able to explain electrical sensors.

Objectives:

1. Describe the types of basic sensors.
2. Describe the types of electrical sensors.
3. Give examples of sensor applications.

1. Components, Quantities and Units.
   1. Electrical components and measuring instruments.
   2. Electrical units.
   3. Engineering notation and metric prefixes.
   4. Metric unit conversions.
   5. Circuit connectors.
   6. Electrical Safety
2. Voltage, Current and Resistance.
   1. Atomic structure.
   2. Electrical charge.
   3. Voltage, Current and Resistance.
   4. Basic circuit measurements.
   5. Conductors, semiconductors and Insulators
3. Ohm’s law, energy and power.
   1. Ohm’s law.
   2. Application of ohm’s law.
   3. Energy and Watt’s Law
   4. Power in electronic circuits.
   5. The power rating of resistors.
   6. Energy conversion and voltage drops across a resistor.
   7. Power supplies.
   8. Circuit ground.
4. Series circuits.
   1. Resistors in series.
   2. Current in a series circuit.
   3. Total series resistance.
   4. Ohm’s law applied to series circuits.
   5. Voltage sources in series.
   6. Voltage dividers.
   7. Power in a series circuit.
   8. Troubleshooting series circuits.
5. Parallel circuits.
   1. Resistance and voltage in parallel circuits.
   2. Kirchhoff’s current law.
   3. Total parallel equivalent resistance.
   4. Ohm’s law applied to parallel circuits.
   5. Current dividers.
   6. Power in parallel circuits.
   7. Troubleshooting parallel circuits.
6. Series-Parallel circuits.
   1. Identifying series-parallel relationships.
   2. Analysis of series-parallel circuits.
   3. Voltage dividers with resistive loads.
   4. Loading effect of meters.
   5. Troubleshooting series-parallel circuits.
7. Control Logic.
   1. Logic Elements (AND, OR)
   2. Logic Elements (NOT, NOR, NAND)
   3. Ladder Diagrams
   4. Electro-Pneumatic Solenoid Valves
   5. Relay Operation
   6. Relay Applications
   7. Limit Switch Operation
   8. Limit Switch Applications
8. Motors.
   1. Motor Principal
   2. Motor Types
   3. Motor Starting and Stopping
   4. Motor Power and Torque
9. Sensors
   1. Introduction to Electronic Sensors
   2. Inductive Sensor
   3. Capacitive Sensor
   4. Magnetic Reed Sensors
   5. Hall Effect Sensors
   6. Photoelectric Sensors
   7. Sensor Applications

ELEC 1151 - Test Equipment & Troubleshooting

Credit Hours: 3.00

Objectives:

1. Identify common types of repairs.
2. Troubleshoot systems to the component level.

 
Outcome 2:  Upon completion of this course, students will be able to perform industry standard wiring repairs.

Objectives:

1. Solder connections as referenced in AAQ and NCCER guidelines.
2. Describe lead-free solder and tin whiskers.
3. Identify soldering materials.
4. Describe mechatronics standard connection/termination schema.
5. Inspect wire connections.

Outcome 3: Upon completion of this course, students will be able to utilize test equipment used in mechatronic systems.

Objectives:

1. Select correct test equipment.
2. Utilize correct test equipment to troubleshoot.

1. Introduction of course objectives. Overview of AMATROL workstations and methodology.
   1. Explain the purpose of OSHA and NFPA 70E and how they promote safety on the job
   2. Recognize electrical/energy hazards and describe how to avoid of minimize them in workplace
   3. Explain safety issues concerning lockout/tagout procedures, personal protection utilizing assured grounding and isolation programs, confined space entry, respiratory protection, and fall protection
2. General Soldering Information 
   1. Lab I
3. Quality Assurance and Cleanliness
   1. Lab II
4. Pb-Free Solder and Tin Whiskers
   1. Lab III
5. Connector Training wrap-up
   1. Lab IV - Terminals 
   2. Lab V - Crimps

II. Test Equipment

1. Describe and explain operation of the following pieces of test equipment:
   1. Ammeter, Voltmeter, Ohmmeter, Multimeter, Continuity tester, Electrical outlet tester, Oscilloscope, Frequency counter, Signal generator, Power factor meter, Thermal tester
2. Performance tasks:
3. Lab VI - measure AC/DC voltage current, and resistance using a multimeter
4. Lab VII - set up and use selected cable testers to check out cables and evaluate the performance of copper and fiber optic cable.
5. Additional Performance tasks:
6. Lab VIII - measure waveform utilizing Oscilloscope, signal generator
7. Lab IX- measure signal with Digital meter

III. Test Equipment - Summary

1. Troubleshooting outlook:
   1. Explain the difference between maintenance and repair.
   2. Identify the common causes of system and equipment failures.
   3. Using electrostatic discharge (ESD) control devices and techniques when handling ESD-sensitive equipment and components.
   4. Use manufacturers’ troubleshooting aids to identify system problem(s).

IV. Troubleshooting

1. Identify and explain preventive maintenance and inspection schedules.
2. Identify common preventive maintenance measures
3. Isolate common faults in wiring and equipment (AMATROL Troubleshooting LAP 1)
   1. Determine if a power supply is good or bad
   2. Isolate common faults in copper and fiber optic cable wired networks 
   3. Determine if a printed circuit board is good or bad
   4. Acronym - Industry Abbreviation List + References Standards (AMATROL Troubleshooting LAP 2)

ELEC 1161 - Electronic Technology 1

Credit Hours: 3.00

Outcome 2: Upon completion of this course, students will be able to solve for all unknown values given 5 different series circuits. Ohm’s, Watt’s and Kirchhoff’s voltage laws will be developed.

Outcome 3: Upon completion of this course, students will be able to develop a parallel circuit using Electronic Workbench.

Outcome 4: Upon completion of this course, students will be able to solve for all unknown values given 5 different parallel circuits. Ohm’s, Watt’s and Kirchhoff’s current laws will be used.

Outcome 5: Upon completion of this course, students will be able to solve for all unknown values given 5 different series-parallel circuits. Ohm’s, Watt’s and Kirchhoff’s current and voltage laws will be used.

Objectives:

1. Components, Quantities and Units
   1. Recognize common electrical components and measuring instruments
   2. State basic electrical and magnetic quantities and units
   3. Use scientific notation to express quantities
   4. Use engineering notation and metric prefixes to express large and small quantities
   5. Convert from one metric prefixed unit to another
2. Voltage, Current and Resistance
   1. Describe the basic structure of the atom
   2. Explain the concept of electrical charge
   3. Define voltage, current and resistance and explain their characteristics
   4. Describe a basic electrical circuit
   5. Make basic circuit measurements
   6. Recognize electrical hazards and practice proper safety procedures
3. Ohm’s law, energy and power
   1. Explain Ohm’s law
   2. Use Ohm’s law to determine voltage, current, or resistance
   3. Define energy and power
   4. Calculate power in an electronic circuit
   5. Properly select resistors based on power rating
   6. Explain energy conversion and voltage drops
   7. Discuss power supplies and their characteristics
   8. Describe a basic approach to troubleshooting
4. Series circuits
   1. Identify a series circuit
   2. Determine the current in a series circuit
   3. Determine total series resistance
   4. Apply ohm’s law to series circuits
   5. Determine the total effect of voltage sources in series
   6. Apply Kirchhoff’s voltage law
   7. Use a series circuit as a voltage divider
   8. Determine power in a series circuit
   9. Determine and identify ground in a series circuit
   10. Measure voltages relative to circuit ground
   11. Troubleshoot series circuits
5. Parallel circuits
   1. Identify a parallel circuit
   2. Determine the voltage across each parallel branch
   3. Apply Kirchhoff’s current law
   4. Determine total parallel equivalent resistance
   5. Apply ohm’s law in a parallel circuit
   6. Use a parallel circuit as a current divider
   7. Determine power in a parallel circuit
   8. Troubleshoot parallel circuits
6. Series-Parallel circuits
   1. Identify series-parallel relationships
   2. Analyze series-parallel circuits
   3. Analyze loaded voltage dividers
   4. Determine the loading effect of a voltmeter on a circuit
   5. Analyze a Wheatstone bridge circuit
   6. Apply superposition theorem to circuit analysis
   7. Troubleshoot series-parallel circuits

1. Components, Quantities and Units
   1. Electrical components and measuring instruments
   2. Electrical and magnetic units
   3. Scientific notation
   4. Engineering notation and metric prefixes
   5. Metric unit conversions
2. Voltage, Current and Resistance
   1. Atomic structure
   2. Electrical charge
   3. Voltage, current, and resistance
   4. Basic circuit measurements
   5. Electrical safety
3. Ohm’s law, energy and power
   1. Ohm’s law
   2. Application of Ohm’s law
   3. Energy and power
   4. Power in electronic circuits
   5. The power rating of resistors
   6. Energy conversion and voltage drops across a resistor
   7. Power supplies
   8. Introduction to troubleshooting
4. Series circuits
   1. Resistors in series
   2. Current in a series circuit
   3. Total series resistance
   4. Ohm’s law applied to series circuits
   5. Voltage sources in series
   6. Kirchhoff’s voltage law
   7. Voltage dividers
   8. Power in a series circuit
   9. Circuit ground
   10. Troubleshooting series circuits
5. Parallel circuits
   1. Resistance and voltage in parallel circuits
   2. Kirchhoff’s current law
   3. Total parallel equivalent resistance
   4. Ohm’s law applied to parallel circuits
   5. Current dividers
   6. Power in parallel circuits
   7. Troubleshooting parallel circuits
6. Series-Parallel circuits
   1. Identifying series-parallel relationships
   2. Analysis of series-parallel circuits
   3. Voltage dividers with resistive loads
   4. Loading effect of meters
   5. The Wheatstone Bridge
   6. Superposition theorem
   7. Troubleshooting series-parallel circuits

ELEC 1171 - Electronic Technology 2

Credit Hours: 3.00

Outcome 2:
Upon completion of this course, students will be able to solve for all unknown values given 5 different series circuits. Ohm’s, Watt’s and Kirchhoff’s voltage laws will be developed.

Outcome 3:
Upon completion of this course, students will be able to develop a parallel circuit using Electronic Workbench.

Outcome 4:
Upon completion of this course, students will be able to solve for all unknown values given 5 different parallel circuits. Ohm’s, Watt’s and Kirchhoff’s current laws will be used.

Outcome 5:
Upon completion of this course, students will be able to solve for all unknown values given 5 different series-parallel circuits. Ohm’s, Watt’s and Kirchhoff’s current and voltage laws will be used.

Objectives

1. Magnetism and Electromagnetism
   1. Explain the principles of the magnetic field
   2. Explain the principles of electromagnetism
   3. Describe the operation of various types of electromagnetic devices
   4. Explain magnetic hysteresis
   5. Discuss the principle of electromagnetic induction
   6. Describe various applications of magnetic induction
2. Introduction to alternating current and voltage
   1. Identify a sinusoidal waveform and measure its characteristics
   2. Describe how sine waves are generated
   3. Determine the voltage and current values of sine waves
   4. Describe angular relationships of sine waves
   5. Mathematically analyze a sinusoidal waveform
   6. Apply basic circuit analysis to AC resistive circuits
   7. Determine total voltages that have both AC and DC components
   8. Identify the characteristics of basic non-sinusoidal waveforms
   9. Use an oscilloscope to measure waveforms
3. Capacitors
   1. Describe the basic structure and characteristics of a capacitor
   2. Discuss various types of capacitors
   3. Analyze series and parallel connected capacitors
   4. Describe how a capacitor operates in a DC switching circuit
   5. Describe how a capacitor operates in an AC circuit
   6. Discuss various capacitor applications
   7. Test a capacitor
4. RC (Resistor-Capacitor) circuits
   1. Describe the relationship between current and voltage in an RC circuit
   2. Determine impedance and phase angle in a series or parallel RC circuit
   3. Analyze a series or parallel RC circuit
   4. Analyze series-parallel RC circuits
   5. Determine power in an RC circuit
   6. Discuss basic RC circuit applications
   7. Troubleshoot RC circuits
5. Inductors
   1. Describe the basic structure and characteristics of an inductor
   2. Discuss various types of inductors
   3. Analyze series and parallel connected inductors
   4. Describe how an inductor operates in a DC switching circuit
   5. Describe how an inductor operates in an AC circuit
   6. Discuss various inductor applications
   7. Test a capacitor
6. RLC circuits and resonance
   1. Determine the impedance and phase angle of a series RLC circuit
   2. Analyze series and parallel RLC circuits
   3. Analyze a circuit for series or parallel resonance
   4. Analyze the operation of series or parallel resonant filters
   5. Discuss various system applications of resonant circuits
7. Transformers
   1. Explain mutual inductance
   2. Describe how a transformer is constructed and how it works
   3. Explain how Step-Up and Step-Down transformers work
   4. Discuss the effect of a resistive load across the secondary winding
   5. Discuss the concept of reflected load in a transformer
   6. Discuss impedance matching with transformers
   7. Explain how transformers act as an isolation device
   8. Describe various types of transformers
   9. Troubleshoot circuits which use transformers

1. Magnetism and Electromagnetism
   1. The magnetic field
   2. Electromagnetism
   3. Electromagnetic devices
   4. Magnetic hysteresis
   5. Electromagnetic induction
   6. Applications of electromagnetic induction
2. Introduction to alternating current and voltage
   1. The sine wave
   2. Sinusoidal voltage sources
   3. Voltage and current values of sine waves
   4. Phase shift and angular measurement of sine waves
   5. Sine wave formulas
   6. Ohm’s law and Kirchoff’s law in AC circuits
   7. Superimposed DC and AC voltages
   8. Non-sinusoidal waveforms
   9. The oscilloscope
3. Capacitors
   1. Types of capacitors
   2. Series and parallel capacitors
   3. Capacitors in DC and AC circuits
   4. Capacitor applications
   5. Testing capacitors
4. RC (Resistor-Capacitor) circuits
   1. Sinusoidal response of RC circuits
   2. Impedance and phase angle of series and parallel RC circuits
   3. Analysis of series and parallel RC circuits
   4. Series-Parallel RC circuits
   5. Power in RC circuits
   6. Basic applications of RC circuits
   7. Troubleshooting RC circuits
5. Inductors
   1. Types of inductors
   2. Series and parallel inductors
   3. Inductors in DC and AC circuits
   4. Inductor applications
   5. Testing inductors
6. RLC circuits and resonance
   1. Impedance and phase angle of series RLC circuits
   2. Analysis of series RLC circuits
   3. Series and parallel resonance
   4. Series and parallel resonant filters
   5. RLC circuit applications
7. Transformers
   1. Mutual inductance
   2. The basic transformer
   3. Step-Up and Step-Down transformers
   4. Loading the secondary
   5. Reflected load
   6. Matching source and load resistance
   7. Isolation transformers
   8. Other types of transformers
   9. Troubleshooting transformers

ELEC 1182 - Semiconductor Theory & Devices

Credit Hours: 3.00

Objectives:

1. Given an electronic schematic of a series circuit the student will calculate the Thevenin voltage and resistance of the circuit.
2. Given an electronic schematic of a parallel circuit the student will calculate the Thevenin voltage and resistance of the circuit.
3. Given an electronic schematic of a series-parallel circuit the student will calculate the Thevenin voltage and resistance of the circuit.

Outcome 2: Upon completion of this course students will be able to apply knowledge of semiconductor physics toward the analysis and evaluation of electronic circuits containing semiconductor devices.

Objectives:

1. Apply knowledge of the basic structure of semiconductor materials toward the analysis of semiconductor circuits.
2. Demonstrate biasing of a PN junction.

Outcome 3: Upon completion of the course the student will be able to analyze, build and take measurements in electronic circuits which contain diodes.

Objectives:

1. Students will construct, analyze, and evaluate the operation of:
   1. Half wave and full wave rectifiers.
   2. Rectifier circuits which utilize electronic filtering.
   3. Diode limiters and clampers.
   4. Zener diodes
   5. Varactor diodes.
   6. Light emitting diodes and photo diodes.
2. Interpret diode data sheets and apply that data to the analysis of circuitry.
3. Troubleshoot and repair faults in power supplies and diode circuits.

Outcome 4: Upon completion of the course the student will be able to analyze, build and take measurements in electronics circuits which contain transistors.

Objectives:

1. Students will construct, analyze, and evaluate the operation of:
   1. Bipolar transistor biasing circuits.
   2. Bipolar transistor switching circuits.
   3. Junction Field Effect Transistor biasing circuits.
   4. Metal Oxide Semiconductor Field Effect Transistor biasing circuits.
2. Identify for specific purposes BJT, FET, and MOSFET package configurations.

1. Thevenin’s Theorem
   1. Series circuits
   2. Parallel circuits
   3. Series-parallel circuits
2. Introduction to Semiconductors
   1. Atomic structure
   2. Hole flow and electron flow
   3. N-type and P-type
   4. PN junctions
   5. Diode characteristics
3. Diode Applications
   1. Half wave rectifiers
   2. Full wave rectifiers
   3. Filters and regulators
   4. Limiting and clamping circuits
   5. Special purpose diodes
      1. zener diodes
      2. varactor diodes
      3. Light Emitting Diodes
      4. Photodiodes
   6. Diode data sheets
   7. Troubleshooting diode circuits
4. Transistors
   1. Bipolar Junction Transistors
   2. Junction Field Effect Transistors
   3. Metal Oxide Semiconductor Field Effect Transistors
   4. Biasing transistors
   5. Transistor packaging and terminal identification