Course Descriptions

CTM 224 - Concrete and Masonry Systems

1. select and interpret prescribed mixes of concrete for various applications;
2. read and interpret lab tests used in quality control of concrete;
3. outline finishing and curing methods for concrete surfaces and masonry applications;
4. establish elevations and linear layouts for form systems;
5. design footing, concrete and masonry stem wall, column, and deck form systems;
6. identify suppliers and uses of various types of masonry and concrete form hardware and accessories.

CTM 235 - Solar Home Design

1. describe and differentiate between the five systems involved in passive solar home design and their performance characteristics;
2. and design and evaluate a minimum of three projects for solar home heating systems with numerical justifications of each solar application and expected performances for the locale.  Projects will include indirect gain, direct gain, and attached sun space.

CTM 236 - Photovoltaics and Wind Power

1. assess the Alternate Energy trade as a professional career path;
2. interpret Power generation plans for a typical residential installation;
3. determine the proper systems materials to use for a   variety of installation scenarios;
4. identify and describe a great variety of PV and wind power parts;
5. design basic residential PV and wind power supply systems;
6. and install PV and wind power supply systems with electrical devices in a training module under instructor supervision in teams and then individually for competency scores.

CTM 237 - Battery-Based Photovoltaic Systems

1. identify and distinguish between battery-based and grid-tied photovoltaic systems;
2. understand battery-based components in detail, including batteries, charge controllers, and battery­-based inverters;
3. differentiate battery chemistries and associated pros and cons;
4. investigate the cost comparisons between grid tied and battery based systems;
5. practice electrical and solar safety and maintenance considerations unique to battery technology;
6. prepare for the NABCEP Certification for P.V. Associate exam as well as Recertification.

CTM 238 - Heating Ventilation, Air Conditioning and Refrigeration I

1. identify and distinguish between the major types of regulated refrigerants;
2. differentiate between the regulated refrigerant properties and composition;
3. conceptualize and understand the universal refrigeration cycle process;
4. become certified as this course will prepare the learner/student for the e.p.a. section 608 certification exam as well as future recertification procedures and requirements.

CTM 239 - Heating Ventilation, Air-Conditioning and Refrigeration II

1. calculate cooling and heating load calculations for an HVAC system;
2. determine the difference between superheat and subcooling;
3. size and select an HVAC unit for a given dwelling;
4. install Building Automation and Control Systems (analog and digital);
5. determine the efficiency and energy usage for a given HVACr system.

CTM 250 - Innovative and Alternative Building Techniques

1. describe and differentiate between the numerous building applications and systems involved in residences and their performance characteristics;
2. design and evaluate construction projects for these various systems;
3. evaluate the different performance characteristics of the systems listed below;
4. differentiate the advantages and disadvantages of the listed systems for: a.) thermal performace, b.) labor involved, c.) procedures of assembly, d.) materials availiablity and delivery, e.) structural performace and integrity, f.) finishes and apperance;
5. design 2 residential projects using methods from class & give oral presentations.

CTM 253 - Plane Surveying and Building Layout

1. identify all basic instruments and measuring devices used in layout procedures;
2. demonstrate the use and care of layout instruments;
3. describe layout materials and terminology;
4. demonstrate the ability to perform basic surveying;
5. determine the size and location of a building with offset from a set of drawings;
6. demonstrate the ability to layout a building from offset lines and set batterboards to finish floor elevation;
7. demonstrate the ability to turn an angle in a horizontal plane using a transit level.

CTM 260 - Green Building I

1. demonstrate principles of green building of the “whole building” design process within the general context of sustainable community planning;
2. list and explain how a construction company’s policies and procedures affect reduced site disturbance, construction waste management and recycling  (course outcomes/competencies, continued);
3. relate the potential for passive solar design, solar hot water and photovoltaic systems to the integration of a building’s energy use profile;
4. describe how the highest rated energy-efficient equipment including water heaters, appliances and lighting, as well as heating/ventilating/air-conditioning systems, are integrated into the building’s energy use profile;
5. analyze a building’s interior strategies for efficient water use; low-flow toilets, faucets and showerheads and relate these to the concept of green building;
6. analyze a building’s exterior strategies for efficient water use;  xeriscaping, rain catchments, greywater and irrigation technology and relate these to the concept of green building;
7. design a home for natural airflow, moisture control, air infiltration control, and energy-efficient exhaust systems within the green building concept;
8. apply general rules for material selection in foundations, framing, siding/exterior surfaces, roofing, insulation, windows and finishes;
9. apply sound green principles of operation and maintenance and create an operations & maintenance manual for the students’ home. 

CTM 288 - Construction Supervision and Scheduling

1. diagram a critical path for a complete job;
2. describe the responsibilities of a construction site supervisor;
3. describe the process of receiving a site inspection;
4. list the type of documents that would be used during a project;
5. identify construction laws and labor regulations associated with the construction site project;
6. develop a plan for a project that will allow for pre and post construction;
7. develop a motivation plan for employees that will increase productivity and promote job safety;
8. develop a plan for tracking materials and workmanship;
9. identify problems/solutions associated with change request for a construction project;
10. develop a comprehensive safety program for a construction project.

CTM 289 - Internship I

1. receive a well developed contract will state specific student outcomes, developed by the Department Chair and the faculty of record, based on developed course content.  The contract will also include a work program designed to meet those outcomes.

CTM 299 - Apprenticeship Practicum

1. receive course outcomes at the time of offering. 

DAN 101 - Introduction to Dance

1. demonstrate knowledge of dance history, including important figures, different styles of dance, and the cultural roles dance has played;
2. demonstrate basic elements of dance;
3. define dance vocabulary;
4. demonstrate spatial awareness of one’s body and other bodies;
5. demonstrate musical awareness of rhythm and tempo;
6. demonstrate knowledge of aesthetics as it relates to dance;
7. demonstrate creative and critical thinking through dance practice;
8. analyze and share own perspectives through writing, speaking and choreography;
9. critically reflect on others’ work though writing and discussion;
10. solve creative problems individually and with a group;
11. work collaboratively with others.

DAN 110 - Ballet I

1. develop correct placement and body alignment;
2. develop the ability to recognize and execute ballet movements covered during the semester;
3. develop proficiency in use of French terminology as it applies to ballet vocabulary;
4. increase physical flexibility and control and guild strength.

DAN 201 - Dance History

1. discuss the history of dance in the context of social, cultural, and economic changes in the world;
2. analyze and evaluate significant historical trends that influenced dance in a given period;
3. discuss and evaluate the contribution of diverse ethnic and racial groups to social, cultural, and performance dance forms;
4. analyze and discuss the relationship between a culture’s dance forms and their social values;
5. identify specific choreographers, performers, styles, and cultures of prominent dance forms;
6. perform various dance forms.

DAN 211 - Ballet II

1. develop correct placement and body alignment techniques;
2. develop the ability to recognize and execute ballet movements covered during the semester;
3. develop further proficiency in use of French terminology as it applies to ballet vocabulary;
4. increase physical flexibility and control and guild strength.

DAN 212 - Ballet III

1. develop correct placement and body alignment techniques;
2. execute ballet movements covered during the semester;
3. develop further proficiency in use of French terminology as it applies to ballet vocabulary;
4. increase physical flexibility and control and build strength and stamina.

DAN 217 - Ballet IV

1. Technique:
2. show technical proficiency achieved through advanced study of ballet;
3. demonstrate with ease, complex exercises, which demand the thorough grasp of advanced vocabulary;
4. perform with a high level of control, showing refinement of line;
5. perform with a high level of competency in the body moving through space and within space;     
6. perform movements from verbal commands, as learned in course vocabulary;
7. perform a range of movements en pointe with fluidity and control;
8. Music:
9. Show acute sensitivity to the rhythmical structures, melody, texture and dynamic expression of the music; 
10. Performance:
11. Show a high level of understanding of interpretation and expression coloring the performance;
12. Demonstrate an assured and confident performance with a high level of  engagement.

ECE 100 - Introduction to Early Childhood Education

1. demonstrate knowledge of the history of early childhood education (1a, 1b, 5a, 13.5, 13.9 );
2. explain and evaluate philosophies in early childhood education (1a-c, 4a, 5a, 13.9);
3. describe contemporary theories of early childhood education (1a, 1b, 6c, 13.9);
4. recognize the roles of families and teachers and their impact on early childhood education;
5. describe the various roles the teachers of young children must fulfill (4a-d, 5a, 13.6);
6. identify key concepts for continued professional development (6a-e, 13.4, 13.12);
7. identify current issues affecting early childhood education (6c-e, 13.4, 13.12); and
8. and observe an early childhood program or programs for at least 30 hours (7a, 7b, 13.1-3, 13.10)
9. (NAEYC and ADE standards).

ECE 110 - Early Childhood Curriculum

1. define curriculum and evaluate various early childhood curricula (5a-c, 4.3, 4.5, 7.1-8);
2. describe principles of development and learning (1a-c, 7.1-6);
3. define developmentally appropriate practice and learning environments (1a-c, 7.1-6);
4. define assessment and evaluate various early childhood assessments  (3a-d);
5. describe the developmental domains (1b7.1-6); and
6. identify the early learning standards for Arizona and describe how they support development and learning for children (5a-c7.1-7), (NAEYC and ADE standards).

ECE 120 - Health, Safety, and Nutrition for the Young Child

1. identify the components of a safe, healthy learning environment for young children (1c, 5.1-12, 6.1-10);
2. define the teacher’s responsibilities in carrying out necessary health and safety functions (6a);
3. develop appropriate activities for young children to promote health, safety and nutrition 5c);
4. identify local health, safety and nutrition resources (2c);
5. identify the characteristics of young children that cause them to be at risk for accidents (1b, 6.8-9);
6. develop appropriate rules for young children (4b);
7. identify how families and community influence health, safety and nutrition (2b);
8. define basic nutrition principles for young children (1a, 6.8-9);
9. recognize cultural influences on food  preferences (2a); and
10. plan appropriate menus for young children (6d), (NAEYC and ADE standards).

ECE 200 - Child Guidance

1. define pro-social guidance (1a,b, 9.3-4, 10.5);
2. assess young children’s behaviors in the learning environment (1a,b, 3b,c, 9.3-4, 10.5);
3. define the teacher’s role in promoting a pro-social learning environment (1a,c, 4a, 9.3-4, 10.1-6);
4. describe a pro-social learning environment (1a,c, 9.3-4, 10.5-6);
5. identify techniques of positive intervention, including conflict resolution, positive reinforcement, and redirection (3a, 4a-d, 9.3-4, 10.1-4, 10.6);
6. develop techniques and strategies to promote social and emotional guidance in young children (3b,c, 4c,d, 9.3-4, 10.1, 10.3-4); and
7. recognize the importance of family involvement in promoting pro-social behavior (1a,b, 2a-c, 3d, 9.3-4, 10.5-6), (NAEYC and ADE standards).

ECE 210 - Creative Arts for the Young Child

1. define creative arts and design a learning environment for creative arts;
2. identify theoretical perspectives of child development and utilize these theories in case studies;
3. summarize the affective domain of development in the young child;
4. define and evaluate the teacher’s role in the creative arts;
5. design a developmentally appropriate activity;
6. specify the key elements of the process approach to the creative arts;
7. relate divergent thinking with the process approach to learning.

ECE 220 - Language Arts for the Young Child

1. describe the standard for a high-quality language arts program for emergent and beginning readers and writers;
2. recognize adult roles that support and promote language development in young children;
3. identify activities that support family literacy;
4. describe theories of language development in early childhood education;
5. describe the interrelatedness of listening, speaking, reading and writing in language development, including the identification of characteristics and stages of listening and speaking, the role of storytelling, emergent reading and phonemic awareness, use of environmental print and emergent drawing and writing relationships;
6. identify how culture and environment affect language development;
7. evaluate instructional strategies for supporting emergent readers and writers;
8. select quality children’s literature to support language development;
9. explain how assessment and documentation strategies are used to assess children’s progress in language arts.

ECE 230 - Exploration and Discovery for the Young Child

1. discuss the development of play based on ‘classic’ theorists and compare philosophies (self & theorists);
2. describe the strategies to implement and assess a play-centered curriculum;
3. define and assess techniques used to guide children at play;
4. identify the child’s role in an inquiring learning environment;
5. identify the teacher’s role in an inquiring learning environment;
6. define and construct a science-rich learning environment;
7. define and construct a math-rich learning environment;
8. assess the usefulness of Math & Science manipulatives in the early learning environment;
9. analyze the math and science curriculum in an early learning program;
10. identify the components of play-based assessment;
11. and recognize parent concerns in a play-centered curriculum.

ECE 234 - Child Growth and Development

1. examine and evaluate the theories of child development and learning (1a,b, 4d, 5a, 6a,b,d, 1.1-13, 2.1-4, 3.1-5);
2. examine current research on brain development (1b, 5a, 6b,c, 1.1, 2.1,3.5, 4.3);
3. describe conception and prenatal development (1b, 6b,c, 1.1, 2.1,3.5, 4.3);
4. identify cognitive, social and physical characteristics of the child, birth through age eight (1b, 2a,c, 3d, 4c,d, 5a, 6c, 1.1, 2.1,3.5, 4.3);
5. recognize typical and atypical growth (1b, 2a,c, 3d, 4c,d, 5a, 6c,e, 1.1, 2.1,3.5, 4.3);
6. and assess the relevancy of culture on children’s development (2a,b,c, 6c) (NAEYC and ADE standards).

ECE 240 - School, Family, and Community Relations

1. analyze the effects family involvement has on a  child’s development (2a,b,c, 3d, 4a,b,c, 11.1-4);
2. relate the historical perspective of family involvement and education;
3. explain the roles of the family in early childhood education (2a, 3d, 4a,b);
4. explain the roles of the community in early childhood education (2a,b,c, 3d, 4a,b,c,d, 11.1-4);
5. compare the roles of effective home-school-community relationships (2a,b,c, 4a,b,c, 11.1-4);
6. identify characteristics and risks factors of abusive parents (3d);
7. analyze the importance of a collaborative relationship with families and the community (2b,c, 3d, 4a,b,c,d, 11.1-4);
8. identify and demonstrate factors for effective communication;
9. and examine rights, responsibilities and advocacy & the appropriate application (3d), (NAEYC and ADE standards).

ECE 250 - Children with Special Needs

1. define and analyze developmentally appropriate practice;
2. describe the evolution of early childhood education, including public policies;
3. evaluate a variety of curricula for young children with special needs;
4. identify and analyze the procedures for assessment of young children with special needs;
5. describe an Individual Educational Plan  (IEP);
6. design learning experiences based on an IEP;
7. describe and illustrate techniques to evaluate the progress of children with special needs and determine appropriate actions;
8. define family concerns of children with special needs locate local resources for young children with special needs and their families.

ECE 265 - Observation and Assessment Techniques

1. identify the reasons for and value of making observations of children;
2. record observed behavior objectively;
3. identify disabling conditions in terms of their characteristics;
4. interpret information acquired from observation;
5. develop a folder system for a child which contains information concerning the individual child as well as samples of the child’s work;
6. utilize information acquired from observations when making activity or lesson plans for the
7. explain the use of observation in referring children for professional evaluation and diagnosis when assessment indicates a special need;
8. use observations and records when communicating with parents/families.

ECE 270 - Early Childhood Internship

1. plan and supervise appropriate curriculum activities for children;
2. arrange and care for an early childhood environment;
3. demonstrate being the “head teacher” in an early childhood classroom;
4. demonstrate meeting children’s needs and supervising children and their activities;
5. demonstrate skills that foster an effective working relationship with staff and parents.

ECN 204 - Macroeconomic Principles

1. define economic vocabulary;
2. examine and explain the structure of the American economic system;
3. analyze how economic cycles influence growth and development;
4. examine and explain the national income accounting system;
5. analyze the impact which fiscal/monetary policy has had on business growth and development within the U.S.A.;
6. explain and summarize how the federal reserve system functions;
7. and discuss explain the comparative advantage and international trade.   

ECN 205 - Microeconomic Principles

1. define economic vocabulary;
2. examine and explain the structure of the American economic system;
3. analyze and explain the demand cycle and consumer choice and interpret graphical representation;
4. summarize market influences and theories;
5. analyze the impact which world economic policy has had on business growth and development within the USA;
6. discuss how market failure costs the U.S. economy;
7. and explain what factor markets are and discuss how they function.

EDU 200 - Introduction to Education

1. explore and relate philosophies of education and instructional strategies to future career in education;
2. demonstrate an understanding of the historical development of education in the United States, including how history has created and impacted American schools;
3. identify and discuss legal and ethical issues in education;
4. identify federal, state, and local roles and responsibilities of governance and finance for various school systems (public/private);
5. research and discuss major issues and trends in education, including but not limited to, student diversity, individual learning differences, culture, at-risk learners, cooperative learning, curriculum and assessment, and parent involvement;
6. Self-assess individual  potential for teaching with respect to effective teaching research;
7. complete 30 hours of classroom observations and/or experiences that provide examples of effective teaching and learning, including local schools, programs that serve children, video clips of effective lessons, classroom lessons and presentations;
8. develop a personal career time-line including requirements for teacher licensing;
9. use Internet resources for educators.

EDU 222 - Introduction to the Exceptional Student

1. explain the impacts of Americans with Disabilities Act;
2. describe Universal Design for learning approach to inclusion, including examples of assistive technology;
3. identify strengths and weaknesses of the various groups of children commonly classified as exceptional;
4. describe the spectrum of services within a district for all exceptional learners;
5. identify effective teaching strategies for each of the exceptionalities;
6. review basic understanding of the etiologies  of various conditions represented in special education;
7. explain the importance of collaboration with other educators, parents and administration when serving the special needs population;
8. identify qualities educators need for working with gifted students;
9. research community and agency resources for exceptional learners;
10. demonstrate familiarity of the physical, nutritional, cultural and environmental factors related to learning.

EDU 230 - Cultural Diversity in Education

1. explain how changing demographics influence public schools
2. define the concept of multicultural education
3. identify cultural influences on modes of communication, perception, and world view
4. compare concepts of diversity, individual and institutional racism and sexism, prejudice, ethnocentrism, stereotypes, discrimination, segregation, desegregation, resegregation, assimilation, cultural pluralism, equity and equality.
5. describe how the concepts of institutional racism and sexism, and equity and equal educational opportunity have evolved into educational practices and policy
6. identify  historical events and legal precedents for educational equity and equal educational opportunities 
7. compare and contrast high and low context cultures, and identify teaching strategies to work with diversity in the classroom environment
8. illustrate examples of acculturation and enculturation 
9. reflect on events that shape one’s worldview, attitudes and behaviors towards diversity          
10. create a multicultural lesson

EDU 247 - Beginning Community College Teaching

1. analyze teaching and learning styles including classroom diversity;
2. build a base of information upon which to improve teaching and learning;
3. develop a methodology of instructional delivery and curriculum development;
4. and explain the use of educational technology  in the classroom.

EDU 248 - Intermediate Community College Teaching

1. express the current accepted mission and philosophy of the community college as well as justify their own interpretations of the philosophy;
2. explain the purpose of the academic programs and student services as offered by community colleges as they relate to the college mission;
3. examine the Articulation and Transfer System of Arizona and basic advising principles;
4. describe the characteristics of the community college student clientele including demographics of age, gender, ethnicity, and level of preparation for college;
5. and demonstrate understanding of course and program level assessment procedures.

EDU 249 - Advanced Community College Teaching

1. analyze and apply instructional strategies;
2. formulate pertinent issues for logical discussion within the class;
3. develop a base of information upon which to improve teaching and learning;
4. and explore advanced methodologies of delivery and curriculum development.

EDU 250 - The Community College

1. express the current accepted mission and philosophy of the community college as well as justify their own interpretations of the philosophy;
2. examine the articulation and transfer system of arizona;             
3. explain the purpose of the academic programs and student services as offered by community colleges as they relate to the college mission;
4. describe  the characteristics of the community college student clientele including demographics of age, gender, ethnicity, and level of preparation for college;
5. analyze teaching and learning styles; 
6. formulate pertinent issues for logical discussion within the class;
7. develop a base of information upon which to improve teaching and learning;
8. practice methodology of delivery and curriculum development;
9. demonstrate understanding of course and program level assessment procedures.

TSM 101 - STEP 1: Inquiry Approaches to Teaching Mathematics

1. define and identify inquiry using specific examples of inquiry modeled in classroom instruction;
2. design, teach, and reflect upon inquiry-based lessons;
3. write objectives, essential questions, and formative assessments for each lesson;
4. develop and utilize probing questions to determine students’ acquisition of knowledge;
5. apply strategies that promote instructional equity;
6. demonstrate basic proficiency in the use of technology;
7. implement safe classroom practices;
8. demonstrate classroom management strategies that assist in classroom instruction;
9. reflect on instructional practices and impact on student learning;
10. implement lesson openers and closures for each lesson.

TSM 102 - STEP 2: Inquiry Based Lesson Design in Mathematics and Science

1. implement teaching strategies that are effective at achieving instructional equity in the middle school environment;
2. design and teach lessons that incorporate the use of technology;
3. implement various questioning strategies to elicit feedback;
4. evaluate student acquisition of knowledge through the use and analysis of formative and summative assessments;
5. reflect on instructional practices and impact on student learning;
6. implement and reflect upon safe classroom practices;
7. demonstrate classroom management strategies that assist in classroom instruction.

EMS 100 - Emergency Medical Services First Response Training Course

1. understand the roles and responsibilities of the first responder;
2. understand the major body components of anatomy and physiology;
3. demonstrate CPR;
4. understand the basic mechanics of respiration and circulation;
5. recognize closed and open injuries;
6. demonstrate immobilizing fractures and dislocations;
7. demonstrate knowledge of practical skills;
8. describe procedures for assisting in normal and abnormal childbirth;
9. demonstrate the severity of a burn and treatment;
10. understand the priority levels for triage purposes;
11. use simple tools in the extrication of patients from vehicles.

EMS 131 - Emergency Medical Technician

1. follow the outcomes based upon the 2009 Emergency Medical Technician National Standard Curriculum.

EMS 131A - Emergency Medical Technician A

1. follow the outcomes based upon the 2009 Emergency Medical Technician National Standard Curriculum.

EMS 131B - Emergency Medical Technician B

1. follow the outcomes based upon the 2009 Emergency Medical Technician National Standard Curriculum.

EMS 262A - Paramedic A

1. understand the roles and responsibilities of a Paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients;
2. establish and/ or maintain a patent airway, oxygenate, and ventilate a patient;
3. take a proper history and perform a comprehensive physical exam on any patient, and communicate the findings to others;
4. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient;
5. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the medical patient;
6. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients, diverse patients, and chronically ill patients;
7. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints;
8. safely manage the scene of an emergency.

EMS 262B - Paramedic B

1. understand the roles and responsibilities of a Paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients;
2. establish and/ or maintain a patent airway, oxygenate, and ventilate a patient;
3. take a proper history and perform a comprehensive physical exam on any patient, and communicate the findings to others;
4. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient;
5. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the medical patient;
6. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients, diverse patients, and chronically ill patients;
7. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints;
8. safely manage the scene of an emergency.

EMS 262C - Paramedic C

1. understand the roles and responsibilities of a Paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients;
2. establish and/ or maintain a patent airway, oxygenate, and ventilate a patient;
3. take a proper history and perform a comprehensive physical exam on any patient, and communicate the findings to others;
4. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient;
5. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the medical patient;
6. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients, diverse patients, and chronically ill patients;
7. integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints;
8. safely manage the scene of an emergency.

EGR 110 - Introduction to Digital Logic

1. convert between basic numbering systems such as decimal, hexadecimal and binary;
2. perform arithmetic operations using signed and unsigned numbers in binary and hexadecimal;
3. simplify algebraic expressions using boolean algebra;
4. generate and use truth tables and canonical forms of boolean expressions;
5. convert expressions from boolean form to electronic logic gates;
6. use karnaugh maps to simplify boolean expressions;
7. interpret schematics, build and debug circuits containing msi devices such as decoders, encoders, multiplexers, demultiplexers, and adders;
8. use flip flops and latches to generate timing diagrams given the inputs to dese devices;
9. design electronic counters and state machines.

EGR 122 - Programming for EGR/SCI

1. express potential solutions to problems in flow charts and/or pseudo code;
2. translate pseudo code into a program;
3. debug and evaluate efficacy;
4. create internal documentation of code;
5. and write code utilizing function files.

EGR 180 - Engineering Graphics

1. create solutions to complex engineering problems;
2. apply principles of engineering through knowledge of engineering graphics fundamentals and principles;
3. apply techniques developing solid mirror, pattern, ribs, and advanced solids;
4. design drawings of civil engineering 3d, surfaces, alignments, profiles, earthwork and grading

EGR 186 - Introduction to Engineering

1. demonstrate an ability to frame, solve, and evaluate the solutions of engineering problems;
2. express understanding of an engineer’s professional and ethical responsibilities;
3. use excel for graphing, mathematics, and basic statistics;
4. show effective communication through written reports and oral presentations;
5. design a solution to an engineering problem to meet desired needs and identify constraints;
6. work effectively on a multidisciplinary team in designated positions;
7.  list possible solutions to engineering problems and use the matrix method to weigh options.

EGR 188 - Electrical Engineering I

1. apply fundamental electrical circuit concepts for voltage, charge, current, power and energy and their interrelationships and units to engineering solutions;
2. solve problems associated with dc and ac linear circuits including independent and dependent sources, resistors, capacitors, inductors, and operational amplifiers;
3. utilize circuit analysis and design concepts;
4. develop and construct circuits using circuit analysis software. 

EGR 215 - Microprocessors

1. explain basic functioning of micro-processor components and fetch/execute cycle;
2. create and write assembly language programs to solve algorithms with the understanding what the effect is in the microprocessor hardware;
3. develop c programs to use microprocessor input/output and peripherals;
4. find relevant information in manufacturer data sheets;
5. identify microprocessor architecture components and explain functions of each one.

ENG 095 - Basic Reading and Writing Skills

1. develop the ability to use vocabulary development strategies;
2. demonstrate reading strategies for comprehension;
3. use text annotation for active reading;
4. identify and summarize main and supporting ideas in text;
5. recognize textbook and writing structures;
6. demonstrate standard usage of grammar and punctuation;
7. practice the writing process;
8. compose clear, effective sentences;
9. organize and develop ideas into paragraphs and essays;
10. develop skills for online learning by utilizing an adopted online learning; component which targets individualized reading and writing skills;
11. and maintain a portfolio of all coursework and class materials for end of the semester instructor review.

ENG 098 - Integrated Reading and Writing Skills

1. evaluate and infer information within texts;
2. utilize schemata to enhance reading comprehension;
3. analyze structures and interpret meanings of various texts;
4. identify and develop rhetorical patterns and organizational patterns;
5. identify the purpose of audience within texts;
6. develop a point of view on an issue using textual evidence;
7. develop writing in a variety of formats, such as essays, summary/response writing, and reflections;
8. compose writing controlled by an explicit thesis statement;
9. apply the formal writing process: prewriting, drafting, revising, editing, publishing, and reflection; 
10. compose and organize written work to ensure coherence, sentence variety, clarity, and attention to audience;
11. demonstrate conventions of Standard Written English;
12. exhibit consistent tone and style;
13. document sources and format writing using the appropriate style guideline.

ENG 099 - Fundamentals of Composition

1. recognize rhetorical contexts in purpose, audience, point of view, thesis statement, and organization in their own writing;
2. follow the writing process: prewriting (idea generating, organizing) drafting, revising, and  publishing;
3. generate and organize writing to ensure unity, coherence, sentence variety, and clarity;
4. incorporate sentence variety into their own writing;
5. use feedback from peer review, instructor comments, and other resources to revise writing;
6. write complete, clear and grammatically correct sentences;
7. retain graded coursework and other important course materials for review.  

ENG 101 - College Composition I

1. analyze and evaluate academic and other non-fictional print and electronic texts;
2. apply strategies for generating ideas, organizing, drafting, revising, and editing;
3. compose writing in non-fiction genres, making rhetorical choices appropriate to context, purpose, and audience;
4. identify and employ academic genre conventions, including thesis statements, organization patterns, paragraph and sentence structures, grammar, and punctuation;
5. critique their own and other students’ writing through the peer-review process;
6. revise and edit writing for coherence, conciseness, clarity, diction, and conventions of Standard Written English;
7. research, evaluate, analyze, and document sources;
8. integrate evidence to support their own ideas, using quoting, paraphrasing, and summarizing;
9. and choose and apply an academic documentation style to suit purpose and audience. 

ENG 101A - College Composition I with Review

1. achieve competency in sentence, paragraph, and essay composition through practice of basic writing skills;
2. analyze and evaluate academic and other non-fictional print and electronic texts;
3. apply strategies for generating ideas, organizing, drafting, revising, and editing;
4. compose writing in non-fiction genres, making rhetorical choices appropriate to context, purpose, and audience;
5. identify and employ academic genre conventions, including thesis statements, organization patterns, paragraph and sentence structures, grammar, and punctuation;
6. critique their own and other students’ writing through the peer-review process;
7. revise and edit writing for coherence, conciseness, clarity, diction, and conventions of Standard Written English;
8. research, evaluate, analyze, and document primary and secondary sources;
9. integrate evidence to support their own ideas, using quoting, paraphrasing, and summarizing;
10. choose and apply an academic documentation style to suit purpose and audience.

ENG 102 - College Composition II

1. analyze, synthesize, and evaluate a variety of print and electronic texts;
2. engage in the writing and research processes to compose academic texts;
3. compose texts using a variety of technologies for a range of rhetorical situations;
4. analyze and critique their own writing and peer writing;
5. control general conventions of diction, syntax, mechanics, and formatting expected in standard written English;
6. integrate evidence to support their own ideas, using quoting, paraphrasing, and summarizing;
7. and choose and apply an academic documentation style to suit purpose and audience.

ENG 102H - College Composition II Honors

1. analyze, synthesize, and evaluate a variety of print and electronic texts;
2. engage in the writing and research processes to compose academic texts;
3. compose texts using a variety of technologies for a range of rhetorical situations;
4. analyze and critique their own writing and peer writing;
5. control general conventions of diction, syntax, mechanics, and formatting expected in standard written English;
6. integrate evidence to support their own ideas, using quoting, paraphrasing, and summarizing;
7. choose and apply an academic documentation style to suit purpose and audience;
8. engage the community in the context of an extra-curricular experience.

ENG 139 - Introduction to Creative Writing

1. demonstrate critical standards for discriminating between effective and ineffective writing;
2. analyze the work of published authors to understand the specific elements of the writer’s craft;
3. engage in the creative writing process to produce literary texts;
4. critique their own and fellow students’ writing;
5. develop literary and stylistic options for composing poetry, fiction, and creative non-fiction;
6. create their own final portfolio with a thematic emphasis that includes revised and edited poems, stories, essays, and a critical introduction/reflection.

ENG 200 - Introduction to Literature

1. identify literary elements used in a variety of texts; (knowledge)
2. explain relationships between literary form and content to reflect culture, human responsibility, morality, ethics, and the manner and causes by which humans interact with one another; (comprehension)
3. implement close reading skills to make connections with the literature; (apply)
4. analyze rhetorical, historical, cultural and social contexts of literary works; (analyze)
5. evaluate trends in literature across diverse cultures and eras; (evaluate)
6. create a major writing project of at least 1500 words (create).

ENG 235 - Fundamentals of Screenwriting

1. describe and analyze the components of a functional screenplay;
2. apply Field’s paradigm for screenwriting: idea generation; Act One, set-up; Act Two, confrontation; Act Three, resolution;
3. critique and analyze class generated scripts and scripts provided by the instructor;
4. create characters consistent with their respective screenplay’s storyline; create dramatic structures for their respective screenplays;
5. practice the writing process by drafting, revising, and editing their scripts;
6. complete two short screenplays in the proper format;
7. and explain Field’s new paradigm in terms of his or her own script in a written final examination.

ENG 237 - Women in Literature

1. recognize the distinction between female archetypal patterns and current social stereotypes; (Knowledge)
2. analyze historical portrayals and archetypal patterns of women in literature;
3. develop an understanding of the social and cultural contexts which have contributed to changes in women’s roles in society and women’s images in the arts; (Synthesis)
4. demonstrate the ability to evaluate poetry, short stories, essays, drama and novels; (Application)
5. relate the universality of major themes in women’s literature to their own life stories and those of real and fictional women. (Evaluation)

ENG 238 - Literature of the Southwest

1. analyze rhetorical, historical , and cultural aspects of the works;
2. examine contemporary concerns and trends of the works;
3. identify and explain literary techniques;
4. interpret literature, explaining relationships between form and content;
5. and explore philosophies, values, background that influenced Southwestern authors.

ENG 270 - Creative Writing: Fiction

1. analyze and evaluate fictional works;
2. identify and apply fiction techniques in their own stories; identify and apply techniques used in writing fiction to their own stories;
3. critique their own work and the work of others;
4. examine marketing strategies and identify markets for their work;
5. create their own final portfolio with a thematic emphasis that includes revised and edited stories or novel excerpt and a critical introduction/reflection.

ENG 271 - Creative Writing: Poetry

1. analyze and evaluate poetic works;
2. identify techniques used in writing poetry;
3. apply these techniques in their own work;
4. critique their own work, as well as work of peers;
5. examine marketing strategies and identify markets for their work;
6. assemble portfolio of revised writing.

ENG 272 - Creative Writing: Non-Fiction

1. critical sensitivity for discriminating between good writing and inept writing;
2. discrimination in critiques of their own writing;
3. an awareness of techniques used in writing non-fiction;
4. ability to use these techniques in the writing of manuscript(s) totaling a minimum of twelve thousand words;
5. the understanding of marketing techniques by writing a report on markets in specific area of interest;
6. and knowledge of revising techniques by compiling a portfolio of revised writing.

ENG 289 - Internship I

1. receive a well developed contract will state specific student outcomes, developed by the Department Chair and the faculty of record, based on developed course content.  The contract will also include a work program designed to meet those outcomes.

ENV 113 - Global Environmental Issues

1. diagram basic patterns of energy flow and matter cycling within nature;
2. document from readings and discuss in class the biological effect of different synthetic compounds on different species including potential effects on humans;
3. review basic concepts of water properties, quality and treatment technologies;
4. draw schematic diagrams of current technologies used to clean wastewater and/or other polluted waters;
5. outline, in broad terms, the carbon cycle and the relative timeframe for a Carbon atom’s travel through the cycle;
6. diagram oceanic  thermohaline circulation;
7. compare the amount of energy trapped by different atmospheric gasses;
8. graph or otherwise portray the rates at which different continental populations use fossil fuels and the change in CO2e in the atmosphere;
9. evaluate how energy use affects economic growth;
10. and present in class one global environment issue including problems statement, problems drivers and viable solutions.

ENV 253 - Water, Energy and Climate Change on the Colorado Plateau

1. a scientific understanding of the hydrology and water movement on the Colorado Plateau  and the foundational geology of energy sources;
2. developing a historic context for understanding current water and energy problems;
3. examining how climate is currently and anticipated to affect biome structure and ecosystem integrity;
4. a foundational understanding of current problems enabling them to propose potential solutions to water, energy and climate problems, and assess the viability of such proposals whether such proposals are created in the class or the public domain.

FSC 104 - Principles of Emergency Services

1. Illustrate and explain the history.
2. Evaluate the culture of the fire service.
3. Analyze the basic components of fire as a chemical chain reaction, as well as the major phases of fire.
4. Examine the main factors that influence fire spread and fire behavior.

Compare and contrast the components and development of the fire and emergency services.

1. List and describe the major organizations that provide emergency response service, and illustrate how they interrelate.
2. Explain the scope, purpose, and organizational structure of fire and emergency services.
3. Differentiate between fire service training and education.
4. Explain the value of higher education to the professionalization of the fire service.
5. Define the role of national, State, and local support organizations in fire and emergency services.
6. Describe the common types of fire and emergency service facilities, equipment, and apparatus.
7. Compare and contrast effective management concepts for various emergency situations.

Analyze careers in fire and emergency services.

1. Identify fire protection and emergency-service careers in both the public and private sector.
2. Explain the primary responsibilities of fire prevention personnel, including code enforcement, public information, and public and private protection systems.
3. Develop the components of career preparation and goal setting.
4. Demonstrate the importance of wellness and fitness as it relates to emergency services.

FSC 110 - Fire Behavior and Combustion

1. identify physical properties of the three states of matter;
2. categorize the components of fire;
3. explain the physical and chemical properties of fire;
4. describe and apply the process of burning;
5. define and use basic terms and concepts associated with the chemistry and dynamics of fire;
6. explain the effect and dangers of air movement on the combustion process;
7. discuss various materials and their relationship to fires as fuel;
8. demonstrate knowledge of the characteristics of water as a fire suppression agent;
9. articulate other suppression agents and strategies;
10. compare other methods and techniques of fire extinguishments.

FSC 135 - Fire Prevention

1. define the national fire problem and role of fire prevention;
2. identify and describe fire prevention organizations and associations;
3. define laws, rules, regulations, and codes, and identify those relevant to fire    prevention of the authority having jurisdiction;
4. define the functions of a fire prevention bureau;
5. describe inspection practices and procedures;
6. identify and describe the standards for professional qualifications for fire marshal, plans examiner, fire inspector, fire and life safety educator, and fire investigator;
7. list opportunities in professional development for fire prevention personnel;
8. describe the history and philosophy of fire prevention.

FSC 136 - Fire Protection Hydraulics and Water Supply

1. apply the application of mathematics and physics to the movement of water in fire suppression activities;
2. identify the design principles of fire service pumping apparatus;
3. analyze community fire flow demand criteria;
4. demonstrate, through problem solving, a thorough understanding of the principles of forces that affect water, both at rest and in motion;
5. list and describe the various types of water distribution systems;
6. discuss the various types of fire pumps.

FSC 137 - Hazardous Materials Awareness

1. emergency responders at the awareness level shall be trained to meet all competencies of NFPA 472 Chapter 4. In addition, awareness level responders shall receive training to meet applicable United States Department of Transportation (DOT), Environmental Protection Agency (EPA), and Occupational Safety and Health Administration (OSHA) requirements;
2. verification of the students’ successful course completion will be determined by the administration of both pre and post course written examination.

FSC 138 - Hazardous Materials First Responder

1. comprehend and identify various hazardous materials and their potential dangers;
2. demonstrate procedures necessary for effective scene management;
3. comprehend systems for assessing possible intervention;
4. identify to the three tier concept of hazardous materials intervention:

1. define hazardous materials.
2. describe and utilize the D.O.T. and N.F.P.A. identification and numbering systems for hazardous materials.
3. describe clues for detecting the presence of hazardous materials by type of occupancy, container, etc.
4. describe the chemical and physical properties of the major classifications of hazardous materials under the U.N. - D.O.T. system.
5. identify the hazards to health and safety created by hazardous materials emergencies and methods of personal protection.
6. describe the risk assessment considerations to be made by first responders at a hazardous materials incident, with special attention to the limitations due to lack of specialized protective clothing, equipment, and training.
7. describe the potential roles of police, fire departments, industrial, pre-hospital and hospital personnel and other governmental and private agencies at the scene of a hazardous materials emergency.
8. identify the components of a pre-emergency plant for hazardous materials incidents.

FSC 139 - Fire Apparatus Driver Operator

1. describe the elements that comprise a Type I, II, III, IV, V and VI engine apparatus and its scene positioning based on engine Type and function(s);
2. describe the different parts of an aerial, its scene positioning based on Type and function and how to set it up for operation;
3. identify the elements that comprise a ladder, bucket, snorkel, quint and quad aerial apparatus;
4. explain the different sources of water and its movement through fire pumps/nozzles to application on a fire;
5. summarize daily, monthly and annual industry recommended fire apparatus safety inspections, maintenance and testing;
6. describe daily, monthly and annual inspections and maintenance required by state and local laws;      
7. explain licensing requirements needed to operate fire apparatus within the state of authority having jurisdiction;
8. given different scenarios, apply pump theory with the correct hydraulic calculations;
9. explain and/or demonstrate safe operations of fire apparatus.

FSC 145 - Principles of Fire and Emergency Services Safety & Survival

1. define and describe the need for cultural and behavioral change within the emergency services relating to safety, incorporating leadership, supervision, accountability, and personal responsibility;
2. explain the need for enhancements of personal and organizational accountability for health and safety;
3. define how the concepts of risk management affect strategic and tactical decision making;
4. describe and evaluate circumstances that might constitute an unsafe act;
5. explain the concept of empowering all emergency services personnel to stop unsafe acts;
6. validate the need for national training standards as they correlate to professional development inclusive of qualifications, certifications, and re-certifications;
7. defend the need for annual medical evaluations and the establishment of physical fitness criteria for emergency services personnel throughout their careers;
8. explain the vital role of local departments in national research and data collection systems;
9. illustrate how technological advancements can produce higher levels of emergency services safety and survival;
10. explain the importance of investigating all near-misses, injuries, and fatalities;
11. discuss how incorporating the lessons learned from investigations can support cultural change throughout the emergency services;
12. describe how obtaining grants can support safety and survival initiatives;
13. formulate an awareness of how adopting standardized policies for responding to emergency scenes can minimize near-misses, injuries, and deaths;
14. explain how the increase in violent incidents impacts safety for emergency services personnel when responding to emergency scenes;
15. recognize the need for counseling and psychological support for emergency services personnel and their families, and identify access to local resources and services;
16. describe the importance of public education as a critical component of life safety programs;
17. discuss the importance of fire sprinklers and code enforcement;
18. explain the importance of safety in the design of apparatus and equipment.

FSC 180 - Firefighter I and II

1. explain the organization, services provided, and dispatch policies of the fire department;
2. describe the theory of fire behavior, phases of fire, types of fires, and the methods of fire control;
3. describe the importance of firefighter safety and explain what constitutes protective clothing;
4. assemble, don, and use a self-contained breathing apparatus;
5. use proper rope inspection procedure, and tie the standard knots and hitches used by the fire department;
6. describe the components of a water supply system and use the proper method of operating a fire hydrant;
7. explain the types, functions, and maintenance of fire apparatus;
8. perform the standard hose rolls, carries, and evolutions used by the fire department;
9. perform the standard ladder evolutions used by the fire department;
10. operate the various power tools used by the fire department;
11. describe the principles of building construction, types of construction, and how building construction relates to firefighting operations;
12. perform forcible entry through various barriers using the proper tools and standard procedures;
13. use search and rescue techniques in a structure to remove a victim;
14. ventilate a structure successfully using both horizontal and vertical techniques and the proper equipment;
15. use salvage cover throws for salvage overhaul;
16. explain the importance of early salvage and proper overhaul techniques as applied to a structural fire;
17. explain the overall tactical operations applied to a structural fire;
18. extinguish a working interior fire in a structure following standard  operating procedures;
19. describe the hazards that electricity poses to firefighters and cite specific electrical emergencies;
20. describe radiological hazards faced by firefighters and the methods for monitoring exposure levels.

This course has additional learning outcomes; please see the course syllabus for a full list of outcomes.

Prerequisite(s): FSC 138  and EMS 131  or Consent of Fire Science Coordinator

FSC 233 - Introduction to Wildland Fire Behavior/Fire Fighter and Human Factors in the Wildland

1. list the five major organizational activities within the Incident Command System (ICS) and explain their function;
2. give the titles, and explain the duties of Command and General Staff members;
3. match organizational units to appropriate operations, planning, logistics, and admin/finance sections;
4. match supervisory titles with appropriate levels within the organization;
5. describe the terms used to name major incident facilities, and state their functions;
6. describe what an Incident Action Plan (IAP) is and how it is used in an incident;
7. describe how span of control functions within the incident organization and the use of resources;
8. describe the common responsibilities associated with the incident or event assignments;
9. describe several applications for the use of ICS;
10. describe the need for proper incident resource management;
11. describe three ways of managing resources and the advantages of each;
12. explain the purpose of resource typing;
13. describe the three resource status conditions used at an incident, and the purpose and limits of each;
14. explain how resource status is changed, how notification of changes is made, and how status is maintained at an incident or event;
15. list various kinds of resources which may be encountered in incidents in which the student is or may become involved;
16. identify and discuss the three sides of the fire triangle;
17. identify the environmental factors of fuel, weather, and topography that affect the start and spread of wildland fire;
18. describe the contributing factors that indicate the potential for increased fire behavior that may compromise safety;
19. explain what the Lookouts, Communication, Escape routes, and Safety zones (LCES) system is and how it relates to the standard firefighting orders;
20. construct a fire-line to required standards using various methods.

This course has additional learning outcomes; please see the course syllabus for a full list of outcomes.

FSC 234 - Fire Investigation

1. identify the main elements determining fire behavior;
2. recognize the proper methods of investigating and documenting a structural fire;
3. recognize laboratory services available to assist the fire investigator;
4. develop the mental processes of fire and arson analysis;
5. describe the main elements that determine fire behavior;
6. define the methods of heat transfer;
7. describe the classification of building construction;
8. describe the elements of construction most important to a fire investigator;
9. identify the relationship between point of origin and fire cause;
10. cite the primary cause of accidental fires;
11. cite the primary motivator of fire-setters;
12. describe the methods of photography and sketching commonly used by fire investigators;
13. describe the proper methods of investigating and documenting a structural fire;
14. describe the primary legal aspects of fire investigation;
15. know the laboratory services available to assist the fire investigator;
16. know the mental processes of fire and arson analysis.

FSC 235 - Fire Protection Systems

1. identify the different types, uses, and benefits of fire protection systems found in various types of structures;
2. summarize the basic elements of a public water supply system as it relates to fire protection systems;
3. explain the operation and appropriate application for the different types of portable fire protection systems;
4. identify the different types and components of sprinkler, standpipe, and foam systems;
5. discuss residential and commercial sprinkler legislation;
6. compare the basic components and detectors in a fire alarm system;
7. describe the hazards of smoke, and list the four factors that can influence smoke movement in a building.

FSC 238 - Strategy and Tactics

1. discuss fire behavior as it relates to strategies and tactics;
2. explain the main components of pre-fire planning, and identify steps needed for a pre-fire plan review;
3. identify the basics of building construction and how they interrelate to pre-fire planning, strategy, and tactics;
4. describe the steps taken during size-up;
5. examine the significance of fire ground communications;
6. identify the roles of the national incident management system (nims) and incident management system (ics) as it relates to strategy and tactics;
7. demonstrate the various roles and responsibilities in ics/nims.

FSC 239 - Principles of Fire and Emergency Service Administration

1. acknowledge career development opportunities and strategies for success;
2. recognize the need for effective communication skills, both written and verbal;
3. identify and explain the concepts of span of control, effective delegation, and division of labor;
4. select and implement the appropriate disciplinary action based upon an employee’s conduct;
5. explain the history of management and supervision methods and procedures;
6. discuss the various levels of leadership, roles, and responsibilities within the organization;
7. describe the traits of effective versus ineffective management styles;
8. identify the importance of ethics as it relates to fire and emergency services;  
9. identify the roles of the national incident management system (nims) and the incident management system (ics).

FSC 240 - Legal Aspects of Emergency Services

1. define the different types of laws;
2. discuss Federal, State, and local laws and liabilities applicable to emergency services;
3. explain the purpose of national codes and standards;
4. discuss applicable court decision that have influenced emergency services;
5. recognize the legal issues and concerns affecting emergency services.

FSC 241 - Building Construction for Fire Protection

1. describe building construction as it relates to firefighter safety, buildings codes, fire prevention, code inspection, firefighting strategy, and tactics;
2. classify major types of building construction in accordance with a local/model building code;
3. analyze the hazards and tactical considerations associated with the various types of building construction;
4. explain the different loads and stresses that are placed on a building and their interrelationships;
5. identify the function of each principle structural component in typical building design;
6. differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each;
7. classify occupancy designations of the building code;
8. identify the indicators of potential structural failure as they relate to firefighter safety;
9. identify the role of gas as it relates to building construction.

FSC 243 - Wildland Fire Chain Saws

1. define and apply chain saw safety standards as required by Occupational Safety and Health Agency (OSHA) and agency handbooks, manuals, directives, and owner’s manual;
2. identify and demonstrate basic chain saw operation, troubleshooting, maintenance, and safety features;
3. demonstrate the tactical application of chain saws in fireline construction and mop-up operations.

FSC 253 - Wildland Fire Observation and Origin Scene Protection, Portable Pumps and Water Use, Basic Air Operations

1. list various causes of wildland fires and their cause indicators;
2. perform the basic procedures and techniques needed to provide witness/observer information to fire investigators;
3. identify and protect wildland fire origin areas;
4. demonstrate knowledge and skills to design, set-up, operate, troubleshoot and shut down portable water delivery systems;
5. identify aircraft types and capabilities;
6. identify aviation management and safety for flying in and working with agency aircraft;
7. identify tactical and logistical uses of aircraft, and requirements for helicopter takeoff and landing areas.

FSC 289 - Internship I

1. receive a well developed contract will state specific student outcomes, developed by the Department Chair and/or Fire Science Coordinator the faculty of record, based on developed course content. The contract will also include a work program designed to meet those outcomes.

FIT 102 - Pilates

1. utilize the terminology of basic Pilates technique;
2. demonstrate correct form when executing basic Pilates exercises;
3. execute proper breathing techniques while performing various exercises;
4. improve initial levels of core muscular strength, endurance, and flexibility;
5. and improve posture and balance with good spinal alignment.

FIT 103 - Cardio-Fitness Workout

1. evaluate personal fitness level with pre and post course testing;
2. demonstrate improved cardiovascular fitness, local muscular strength, and endurance;
3. demonstrate the ability to adhere to an exercise program;
4. demonstrate their knowledge of good nutrition and wellness practices;
5. establish realistic fitness and wellness goals;
6. construct a plan for lifelong fitness and wellness.

FIT 111 - Beginning Yoga

1. demonstrate increased flexibility, improved coordination and balance;
2. discuss the history and philosophy of yoga practice;
3. demonstrate a variety of asanas covered through the course of the semester;
4. and demonstrate a variety of yoga breathing techniques.

FIT 202 - Pilates II

1. utilize the terminology of basic Pilates technique;
2. demonstrate correct form when executing basic Pilates exercises;
3. execute proper breathing techniques while performing various exercises;
4. improve initial levels of core muscular strength, endurance, and flexibility;
5. and improve posture and balance with good spinal alignment.

FIT 210 - Yoga II

1. demonstrate increased flexibility, improved coordination and balance;
2. discuss the history and philosophy of yoga practice;
3. demonstrate a variety of asanas covered through the course of the semester;
4. demonstrate a variety of yoga breathing techniques;
5. and demonstrate knowledge of various yoga styles and philosophies.

FNR 101 - Introduction to Forestry and Conservation

1. explain environmental issues facing humanity and forests;
2. describe philosophies in forestry that balance human needs and conservation;
3. describe a range of land management activities related to forestry and conservation;
4. examine how ecosystem functions are affected by land management decisions and climate change;
5. conduct basic ecological research based on the scientific method;
6. demonstrate forestry basics of tree identification, measurements, and site evaluation;
7. discuss the pros and cons of different management strategies aimed at conservation;
8. identify local ecosystems (i.e. life zones) and dominant flora and fauna;
9. express and refine their own views on conservation and forestry issues.

FNR 211 - Conservation Practice and Evaluation

1. describe a diverse array of measurement techniques that are useful for describing forest stand structure, ecosystem properties and processes, and ecosystem rehabilitation effectiveness for multiple functions;
2. develop and apply allometric equations to estimate stand biomass;
3. estimate and predict forest stand carbon stocks;
4. develop and use transect protocols for estimating survival of reforestation efforts;
5. implement standard protocols for determining insect biodiversity;
6. explain standard forest health monitoring protocols such as FIA, Browns transects, USFS stand exams, and LTER/ForestGeo);
7. demonstrate proficiency in a variety of conservation treatments as described in Catalog Description;
8. describe ecosystem health issues and design treatments to improve ecosystems to desired conditions.

FNR 215 - Communication in Conservation

1. describe the value of various forms of communication in promoting land management and conservation efforts;
2. develop spatial narratives and deep maps for describing place and conservation efforts for several specific conservation projects that students will be involved with;
3.  develop proficiency in diverse writing styles;
4. synthesize a range of philosophical and ethical texts and describe their application in land management;
5. promote future conservation efforts through combining philosophical text, historical texts, personal narratives into vision statements that inspire nature-culture interactions.

FRE 101 - Beginning French I

1. interpret written French that contains learned vocabulary;
2. derive meaning from written material where context and/or extralinguistic background knowledge are supportive;
3. write simple fixed expressions in French, all the symbols in the alphabetic or syllabic system;
4. initiate and respond verbally to simple statements, ask and answer questions, and participate in simple conversations;
5. express basic needs in the spoken and written language;
6. demonstrate comprehension of words and phrases from simple spoken questions, statements, high frequency commands, and courtesy formulae;
7. recognize non-verbal cultural norms;
8. describe the cultural practices and characteristics of the areas where French is spoken.