Course Descriptions

EDUC 210 - Curriculum Seminar-Science and Mathematics for Young Children

• Identify the goals of major science and math set by the professional organizations such as NSTA and NAEYC.
• Create developmentally appropriate curriculum plans integrating math and science education.
• Discover the processes of math and science education for young children.
• Examine methods of assessment on the learning outcomes of science and math.
• Plan and demonstrate developmentally appropriate math activities for number concept, patterns, geometry, measurement, and data analysis.
• Create a unit based upon Process-Oriented-Inquiry.
• State the importance of learner differences and parental involvement.
• Develop a repertoire of activities, materials, methods, and resources for use in early childhood classrooms.
• Organize an appropriate learning environment to promote children’s learning.

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EDUC 212 - Curriculum Seminar: Creative Arts for Young Children

• Identify developmental factors that influence children’s expression of creativity.
• Explain aesthetics and its role in creative thinking.
• Describe the importance of developmentally appropriate practice in designing creative activities.
• Manipulate open-ended art materials just as children do in order to understand the process of children’s learning.
• Organize an appropriate environment to support creative art experiences of young children.
• Examine how technology plays a role in creativity.
• Plan and present activities of math, science, social studies, music, physical motor, and language arts.
• Apply teaching methods to activity planning and presentation.

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EDUC 224 - Social-Emotional Development in Young Children

• Describe the influences on children’s social-emotional development.
• State the age characteristics of children’s social-emotional development.
• Explain the role of teachers and families in fostering children’s social and emotional competence.
• Apply the principles and techniques of developmentally appropriate guidance approach in observation and written report.
• Observe and analyze children’s mistaken behaviors in the real early childhood settings.
• Plan and organize an encouraging classroom to support children’s social-emotional development.
• Construct an emotion-centered curriculum.
• Develop an activity plan for teaching social skills.
• Demonstrate effective communication skills with children and families.
• Describe ways of establishing a positive relationship with children and families.
• Use steps of problem-solving procedures to handle mistaken behaviors.
• Summarize ideas of involving families and the community in enhancing children’s social-emotional development.
• Use the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct to analyze and resolve ethical dilemmas.

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EDUC 227 - Administering Early Childhood Programs

• Identify public policy issues, state and county regulations, and the accreditation standards set by the National Association for the Education of Young Children (NAEYC) and the Maryland State Department of Education (MSDE).
• Develop management skills for opening an early childhood center or school, including facility operation, fiscal planning, budget preparation, and budget oversight.
• Analyze assessment and evaluation tools for curriculum improvement and staff performance.
• Evaluate personnel policies and procedures required to recruit, hire, retain, manage, and oversee staff.
• Write professional development plans for classroom teachers and center or school administrators.
• Explain the administrator’s role in advocacy, including current issues, concerns, and challenges facing children, teachers, parents, and the early childhood profession.
• Describe policies and procedures related to health, safety, and nutrition.
• Develop program mission, philosophy, and policies regarding program, staff, parents, and community members.

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EDUC 230 - Early Childhood Leadership

• Discuss values, beliefs, and theory that shape leadership behaviors.
• Identify effective leadership traits, dispositions, roles, and styles.
• Demonstrate effective verbal and written communication skills.
• Follow steps and procedures of problem-solving and decision-making process.
• Discuss the techniques and benefits of establishing and maintaining positive relationships with families, staff, and community.
• Describe conditions and ideas for conducting successful meetings.
• Apply effective strategies in organization, time-management, and priorities.
• Discuss change theory and identify techniques for creating positive change and on-going improvement in early childhood programs.
• Examine ways to create a climate of trust, collaboration, and inclusion in a center or school.
• Evaluate the administrator’s role in addressing current issues and challenges facing education professionals, parents, and policymakers.

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EDUC 233 - Practicum in Early Childhood Education

• Explain NAEYC’s five core standards and supportive skills.
• Plan and implement developmentally appropriate small group and circle time activities.
• Plan and implement developmentally appropriate weekly lesson plans.
• Implement emergent and individualized curriculum for all children in the classroom.
• Demonstrate appropriate interaction with children according to the standards set by the National Association for the Education of Young Children
• Apply developmentally appropriate teaching strategies for classroom management.
• Demonstrate effective communication skills with children, family and co-workers.
• Use the NAEYC standards to observe and evaluate early childhood programs.
• Write weekly journals to reflect and evaluate teaching experiences, practice, and values in relation to NAEYC standards.
• Demonstrate knowledge, skills, and dispositions in relation to NAEYC’s core standards.
• Develop a teacher portfolio that contains statement of NAEYC’s five core standards, and documentations of teaching practices and children’s learning outcomes.

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EDUC 240 - Integration Seminar in Early Childhood Leadership and Management

• Apply National Association for the Education of Young children (NAEYC) code of ethical conduct to deal with ethical issues.
• Explore and develop technology skills required in center or school management.
• Analyze NAEYC accreditation criteria and indicators in leadership and management.
• Use NAEYC accreditation criteria to evaluate the early childhood programs.
• Examine NAEYC and Maryland State Department of Education (MSD) accreditation system processes necessary to attain accreditation status.
• Identify current problems, issues, and challenges in leadership and management and their implication for administrators.
• Use the Program administration Scale (PAS) to measure and improve the quality of administrative practices of early care and education programs.
• Integrate and apply the knowledge and skills acquired in EDUC 227  and EDUC 230  to develop and implement the early care and education programs based upon NAEYC accreditation standards.

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EDUC 243 - Processes and Acquisition of Reading

• Explain the contribution of oral language to reading and writing development.
• Identify the process of language development and the effects of second language learning.
• Explain language structures and discuss the components of language.
• Describe the interrelationship among orthographic, phonological, semantic, and contextual processing in word recognition, reading fluency, and comprehension.
• Identify the impact of phonemic awareness and how the brain responds to reading and language acquisition.
• Describe stages of reading development and the characteristics of beginning, proficient, and advanced readers.
• Differentiate the intrinsic and extrinsic causes of reading difficulty and describe the characteristics of students with reading difficulties.
• Relate current brain research to the acquisition of reading.
• Identify specific aspects of instruction that facilitate language and literacy development.
• Discuss how children’s literature contributes to oral language development.
• Examine how observation, documentation, interpretation, evaluation, and planning result in appropriate instruction based on children’s strengths and needs.

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EDUC 244 - Elementary Instruction of Reading

• Identify and describe scientifically-based best instructional practices and recognize when such approaches should be applied or implemented.
• Describe and support rationales for planning decisions based on observation, interpretation, and evaluation of real or simulated situations.
• Select and analyze text for a ‘three tier’ model (core, supplemental, intervention) for organizing classroom instruction for students who are culturally and linguistically diverse or may have special needs.
• Identify instructional routines and strategies for teaching the five major components of reading instruction (phonological and phonemic awareness; phonics, spelling, and word study; fluency development; vocabulary; and comprehension) suitable for various age and ability groups.
• Develop or add instructional routines for fluency development to lesson plans and provide a rationale for planning decisions, based on real or simulated situations.
• Describe word study routines found in systematic approaches.
• Distinguish how text selection may influence the literacy development process.
• Select decodable, ‘leveled,’ and appropriate texts that support successful strategic research-based instruction that lead to literacy development.
• Use screening and diagnostic data to include fluency-based measures of letter recognition, phonological skill, whole word recognition, spelling, passage reading, knowledge of phonic correspondences, and comprehension.
• Identify research-validated intervention approaches for students who are culturally and linguistically diverse or may have special needs.
• Compare and contrast explicit, systematic instruction with implicit, incidental, opportunistic instruction.
• Design, adapt, and modify lessons according to recommendations from scientifically-based reading research that are balanced between skill practice and composition with considerations for the needs of English Language Learners and students with exceptionalities.
• Demonstrate the implementation of a lesson to teach the components of literacy development to include sound-symbol correspondence, recognition and production, and ultimately blending and reading words.

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EDUC 245 - Materials for Reading Instruction

• Compare and contrast various programs based on criteria identified in scientifically-based reading research.
• Determine the merits of a given program and how to utilize the program with an identified population.
• Align instruction with recommendations from reading research such as ‘The Consumer’s Guide for Evaluating Core Reading Programs.’
• Select an objective from the Voluntary State Curriculum and outline a series of scaffolded activities using appropriate text and instructional strategies.
• Evaluate children’s literature to develop an annotated resource guide.
• Develop a multi-level text set (approximately ten books) to support a content area topic.
• Create a literacy center, thematic unit, multi-media presentation to provide differentiated instruction in alignment with identified purposes.
• Critique and categorize a variety of materials to determine their appropriateness in addressing student needs and diverse perspectives.
• Select materials for establishing a print-rich classroom environment.

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EDUC 246 - Assessment for Reading Instruction

• Explain an assessment protocol, with test scores and resulting classifications, with accuracy and clarity while also focusing on what the results mean for teaching and learning.
• Incorporate technology such as spreadsheets, word processing, or computer-generated reports into written communications about assessment results.
• Rewrite a technical report into language appropriate to a given audience such as parents, students, colleagues, and administrators.
• Identify potential misuses of testing with students with handicapping conditions, second language issues, or other special circumstances.
• Define and use assessment terminology.
• Explain why an assessment is or is not valid and/or reliable and explain how this knowledge would inform assessment-related decisions.
• Complete an observational checklist, student interview, or survey about a child’s reading behavior and reading habits.
• Administer a screening assessment.
• Complete a record review and a parent interview on one or more students with reading problems.

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EDUC 256 - Principles of Educational Assessment

• Define and explain the relationship among teaching, assessment, testing, measurement and evaluation.
• Identify the common purposes of assessment and uses of assessment data.
• Identify goals and learning targets of instruction and relate testing domains to instruction and curriculum.
• Explain the concepts of reliability and validity and the relationship/application to educational assessment.
• Discuss current research findings relative to the assessment of learning.
• Discuss contemporary trends, issues and laws relative to the assessment of instruction, including NCLB and IDEA.
• Identify specific techniques and tools appropriate for the assessment of learning.
• Develop constructed and selected response test items and performance assessments.
• Compare and contrast common assessment tools, including teacher-made tests, commercial materials and standardized tests.
• Identify factors that may influence assessment results, including factors related to the examiner, the examinee, and the specific assessment tool.
• Explain the role and importance of diversity, both ethnic and ability-based, in assessment of learning.
• Identify ethical responsibilities in the collection and use of assessment data.

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EDUC 260 - Methods of Teaching for Elementary Education

• Describe a variety of teaching strategies, explaining those learning theories that support the use of these strategies.
• Explain the relationship of current research to best teaching practices.
• Select models and techniques appropriate to what is being taught and that meets the needs and abilities of diverse student populations.
• Demonstrate a lesson that utilizes the theoretical principles of an instructional approach.
• Plan and reflect upon instruction, with attention to planning, implementation, management, and assessment.
• Create a cohesive, productive learning community that focuses on student engagement and achievement.
• Evaluate teaching models for their effectiveness in responding to individual learner strengths, needs, and capabilities.
• Identify and discuss those factors that significantly affect the culture of the classroom.
• Reflect critically on topics related to the teaching-learning process.
• Develop a set of definitions, guidelines, and procedures regarding the nature of the teaching-learning process that will serve as a basis for planning, assessment, management, and decision-making.

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EDUC 265 - Methods of Teaching Secondary Students

• Discuss the realities and dynamics of teaching in Maryland secondary schools today.
• Define a learning environment that is conducive to learning and teaching.
• Explain the relevance of curriculum to instructional planning and the organization of instruction.
• Create goals and objectives coordinated with secondary curriculum and selected content using taxonomies of thinking levels.
• Develop lesson plans and unit plans that specify appropriate goals, activities, and content.
• Explain the application of learning theory in the selection of instructional strategies.
• Demonstrate the effective use of a variety of instructional methods and the ability to match these methods to diverse learners.
• Demonstrate effective clarity techniques: clear explanations, directions, communicating high expectations, questioning, and managing the classroom.
• Identify the appropriate use of reinforcement and corrective feedback in the secondary classroom.
• Identify content-reading strategies that promote the development of reading skills in the content area.
• Demonstrate the ability to evaluate instructional outcomes with different kinds of assessment tools.
• Discuss current research findings relative to teaching methodology, classroom management techniques, and research-based practices of secondary teachers.

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ELAI 990 - English Language Advanced Integrated Skills

  Six hours each week. Formerly EL 104, AELW 940.

6 semester hours

SIX EQUIVALENT CREDIT HOURS. NOT APPLICABLE TO A DEGREE OR CERTIFICATE. MAY NOT BE USED TO SATISFY DEGREE REQUIREMENTS. NOT INCLUDED IN GPA CALCULATION.

Course Outcomes:
Upon course completion, students will be able to:

• Apply reading skills to understand the content of college level texts.
• Use target academic vocabulary appropriately.
• Use critical thinking skills to paraphrase, summarize, synthesize and respond to information from multiple readings including charts and graphs orally and/or in writing.
• Demonstrate control of a variety of sentence structures, with academic vocabulary and collocations appropriate for college-level writing.
• Produce a variety of multi-paragraph compositions of at least 400 words, both inside and outside of class, with well-developed explanations, descriptions, examples, and details with unity and coherence.
• Use sources to support ideas by using signal phrases, direct quotes, and paraphrased language when incorporating the words or ideas of others.
• Identify, locate and edit errors in grammar and punctuation.
• Use a variety of listening skills to comprehend lectures and other video/audio sources.
• Speak easily and articulately, self- correcting pronunciation and speech patterns for successful communication in academic settings.

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ELAR 970 - English Language Academic Reading I

• Recognize language features and sentence structures to help in reading comprehension.
• Use core reading strategies (e.g., mapping, outlining, and, paraphrasing) to show understanding of basic academic texts.
• Use target high frequency general and academic vocabulary and collocations appropriately.
• Recognize the basic components of an academic text, including stated and implied main ideas, major and minor supporting details, transition/signal words, and patterns of organization.
• Paraphrase and summarize, to explain both direct and implied ideas in basic academic texts, charts and graphs.
• Explain the relationships within and between sentences and paragraphs in a variety of text types.
• Use reference sources (with support) such as basic electronic dictionaries, thesauri and other to comprehend readings.
• Perform (with support) basic browser functions to access sources.

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ELAR 980 - English Language Academic Reading II

  Five hours each week. Formerly RD 103, AELR 930.

5 semester hours

FIVE EQUIVALENT CREDIT HOURS. NOT APPLICABLE TO A DEGREE OR CERTIFICATE. MAY NOT BE USED TO SATISFY DEGREE REQUIREMENTS. NOT INCLUDED IN GPA CALCULATION.

Course Outcomes:
Upon course completion, students will be able to:

• Differentiate language and sentence structures in college-level texts.
• Apply a variety of critical reading strategies to show understanding of and critically respond to college-level texts.
• Use target high frequency general and academic vocabulary and collocations appropriately.
• Carefully examine components academic texts including  stated and implied main ideas, major and minor supporting details, transition/signal words, and patterns of organization.
• Paraphrase and summarize, to explain explicit and inferential ideas in academic texts, charts and graphs.
• Independently use reference sources such as basic electronic dictionaries, thesauri and other to comprehend readings.
• Use basic electronic dictionaries, thesauri and other reference sources (independently) to comprehend readings.
• Independently perform basic browser functions to access sources.

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ELAS 970 - English Language Academic Speaking/Listening I

• Determine the pronunciation of new words with the help of phonetic systems in textbooks, digital sources and dictionaries.
• Demonstrate listening comprehension of lectures, group discussions, and other aural materials.
• Participate in conversation applying communication skills as group members and presenters.
• Recognize and pronounce the sounds of American English, including linked and reduced phrases to increase his/her ability to be understood and fluency in spoken English
• Recognize appropriate patterns of stress, rhythm, and intonation and use these patterns to increase intelligibility in English.
• Recognize appropriate patterns of stress, rhythm, and intonation and use these patterns to increase his/her ability to be understood in English.
• Perform (with support) basic functions on digital devices.

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ELAS 980 - English Language Academic Speaking/Listening II

  PREREQUISITE(S): ELAS 970  or AELS 910 with a grade of C or better or placement by testing required by the College of non-native speakers of English. PRE- or COREQUISITE(S): ELAR 970 , ELAW 970 , or placement by testing required by the College for non-native speakers of English. Five hours each week. Formerly EL 110, AELS 920.

5 semester hours

FIVE EQUIVALENT CREDIT HOURS. NOT APPLICABLE TO A DEGREE OR CERTIFICATE. MAY NOT BE USED TO SATISFY DEGREE REQUIREMENTS. NOT INCLUDED IN GPA CALCULATION.

Course Outcomes:
Upon course completion, students will be able to:

• Use targeted American English idioms and academic vocabulary with control of basic spoken English grammar.
• Demonstrate competency in academic listening and note-taking appropriate for college-level courses.
• Participate effectively and appropriately in class as group members and presenters by discussing basic points and opinions.
• Use communication strategies to identify and explain misunderstandings in collaborative communication.
• Fluently and accurately use targeted academic vocabulary in oral communication.
• Independently create presentations and supporting documents using digital media.

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ELAS 990 - English Language Academic Speaking/Listening III

  PREREQUISITE(S): ELAS 980  with a minimum grade of C or placement by testing required by the College of non-native speakers of English. PRE- or COREQUISITE(S): ELAR 980  or ELAW 980 , or placement by testing required by the College for non-native speakers of English. Five hours each week. Formerly EL 111, AELS 930.

5 semester hours

FIVE EQUIVALENT CREDIT HOURS. NOT APPLICABLE TO A DEGREE OR CERTIFICATE. MAY NOT BE USED TO SATISFY DEGREE REQUIREMENTS. NOT INCLUDED IN GPA CALCULATION.

Course Outcomes:
Upon course completion, students will be able to:

• Discuss, in a clear and organized manner, a wide range of academic topics.
• Identify the organizational structure of college-level lectures.
• Demonstrate note-taking competency.
• Perform speaking tasks demonstrating fluency and control of English grammar.
• Use lecture notes to participate in group discussions, oral presentations, and written tasks.
• Use new academic vocabulary in appropriate oral and written contexts.

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ELAW 970 - English Language Academic Writing I

  PREREQUISITE(S): AELW 910 with a grade of C or better or placement by testing required by the College of non-native speakers of English. Five hours each week. Formerly EL 102, AELW 920.

5 semester hours

FIVE EQUIVALENT CREDIT HOURS. NOT APPLICABLE TO A DEGREE OR CERTIFICATE. MAY NOT BE USED TO SATISFY DEGREE REQUIREMENTS. NOT INCLUDED IN GPA CALCULATION.

Course Outcomes:
Upon course completion, students will be able to:

• Use Standard English grammar and mechanics in writings.
• Use high frequency general and academic vocabulary and collocations to explain ideas in writing.
• Use different types of clauses and phrases to add specific details and to show relationships between ideas.
• Paraphrase ideas in basic academic readings.
• Use the writing process to produce well-organized content-based paragraphs of at least 200 words, both in timed in-class assignments and take-home assignments.
• Proofread and edit words and sentences for grammatical accuracy.
• Produce short responses to comprehension questions about basic academic content.
• Use technology (e.g., word processing software) to produce paragraph length documents.
• Perform basic functions on digital devices, including browser navigation and email, to interact and collaborate with classmates or instructors in writing.

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ELAW 980 - English Language Academic Writing II

• Write sentences and paragraphs using appropriate grammar, vocabulary, and sentence structures .
• Write clear, coherent compositions and responses to texts, using a variety of academic grammar structures and vocabulary.
• Paraphrase ideas from sources to support ideas in writing.
• Use the writing process to produce well-organized content-based paragraphs and multi-paragraph compositions both in timed in class assignments and outside of class.
• Proofread and edit for grammatical accuracy, unity and coherence.
• Paraphrase and write summary/responses to readings, appropriately acknowledging sources.
• Independently use digital devices to produce and edit multi-paragraph documents and to interact and collaborate with professors and classmates.

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EMGT 101 - Principles of Emergency Management

• Discuss the historical context of emergency management.
• Analyze natural and technological hazards and risk assessment.
• Describe the components of the emergency management system.
• Identify the various resources available to respond to and deal witih a variety of emergency situations.
• Describe the four phases of emergency management.

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EMGT 103 - Emergency Response and Recovery

• Determine local, state, and federal responsibilities.
• Identify local and other resources.
• Determine recovery procedures.
• Describe the set-up and purpose of a family assistance center.
• Identify the “stakeholders” of the plan.

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EMGT 104 - Incident Management System and EOC Interface

• Identify the roles of EOC and ICS during an emergency operation.
• Describe the circumstances in which multi-agency coordination systems are established. 
• Describe how the NIMS Command and Management component supports the management of emergency incidents.
• Describe the incident/event management process for supervisors and expanding incidents as prescribed by the Incident Command System (ICS).
• Develop an Incident Action Plan (IAP) for a simulated incident.
• List the major elements included in the incident briefing.

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EMGT 105 - Hazard Mitigation and Preparedness

• Analyze why there are more and bigger disasters.
• Distinguish between hazards and disasters.
• Explain the concepts of mitigation and recovery.
• Identity potential biases in risk perception.
• Identify methods and sources that support determination of risk and vulnerability.

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EMGT 106 - Technology in Emergency Management

• Demonstrate technology applications and their role in emergency planning, response, recovery, and mitigation.
• Define the nature and extent of current and emerging technology and its use in emergency management.
• Demonstrate technology applications relevant to the four phases of emergency management.
• Define problems and issues associated with the introduction and use of technology applications in emergency management.
• Identify strategies for addressing issues and problems in using technology in emergency management.

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EMGT 200 - Emergency Planning

• Quantify the value of planning for emergencies.
• Identify actions required for hazards analysis and capability assessment.
• Discuss the social and economic impact of disasters.
• Identify types of community support available and how to determine who is a member of the planning team.  
• Prioritize community hazards in order of severity.

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EMGT 201 - Critical Incident and Disaster Stress Management for Emergency Responders

• Define disaster, disaster mental health services, and post traumatic stress disorder (PTSD).
• Identify assessment criteria critical to trauma mitigation.
• Differentiate the factors influencing the traumatized individual’s response capacity regarding their developmental stage.
• Describe physical, cognitive, emotional, behavioral, and spiritual symptoms of trauma survivors.
• Identify factors associated with disaster stress, extreme stress reactions, disaster experiences associated with PTSD, and prevalence of PTSD post disaster.
• Describe the immediate and long term impact of a critical event on emergency responders.
• Identify causes of trauma in the current political and social climate.
• Identify specific groups for intervention.
• Distinguish factors that influence the impact of trauma on the individual.
• Identify public tragedy, what makes a tragedy public, and the effects on civilians and first responders.
• Identify factors that influence the impact of trauma on society.
• Utilize Critical Incident Stress Debriefing (CISD).

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EMGT 203 - Resource Management - Managing Volunteers and Donations

• Identify disaster preparedness needs and issues in the community.
• Implement a resource management system during an emergency.
• Develop a plan for working with community volunteer agencies, professional groups, or business and industry in a disaster.
• Define and apply the five management functions of a volunteer program.
• Produce a resource manual for a department or business.
• Develop strategies for implementing the donations management function at the local level.
• Determine the resources needed to manage a jurisdiction’s disaster.
• Develop an action plan for recruiting, interviewing, training, supervising, and evaluating volunteers.
• Describe the need for collaboration in disaster preparedness.
• Describe techniques used to evaluate a volunteer program.
• Define community collaboration.

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EMGT 204 - Emergency Management Public Education Programs

• Analyze emergency preparedness history, philosophy, strategy, programs, and consequences of a lack of preparedness.
• Conduct community vulnerability analysis incorporating the capacity and resources, as well as the needs, of the most vulnerable groups
• Identify specific ‘stakeholders’ in the community and assess relations with the public safety agency.
• Develop a community-based action plan increasing resilience.
• Analyze plans for responding to special populations and the general public during disasters.
• Identify root causes of social vulnerability that tend to place some groups more at risk
• Design simple performance evaluation criteria.
• Deliver emergency management public education programs to target populations.

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EMGT 206 - Public Health Preparedness

• Define public health emergencies
• Differentiate between seasonal and pandemic influenza
• Discuss strategies for limiting the psychosocial impact of disaster
• Develop personal/family emergency preparedness plans

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EMGT 210 - Health Care Emergency Management

• Describe the need for and responsibilities of healthcare emergency management.
• Identify the activities performed by healthcare emergency management.
• Describe the incident command system structure and its application to the healthcare environment.
• Conduct a hazard vulnerability assessment.
• Describe the process of planning a hospital-based drill or exercise.

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EMGT 230 - Community Emergency Response Teams

• Describe the types of hazards most likely to affect their homes and communities.
• Describe the function of CERT’s and their role in immediate response.
• List steps to prepare for a disaster.
• Conduct triage under simulated conditions.
• Describe the most common techniques for searching a structure. 

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EMGT 240 - Capstone Emergency Management

• Assess his or her own styles of exercising leadership and power as they relate to his or her role in emergency management.
• Assess personal characteristics associated with various leadership styles in himself or herself and others.
• Develop new and/or reinforce previously learned skills and knowledge related to their program of study in a work setting.
• Summarize internship or project experiences and relate them to program coursework.

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ENEE 140 - Introduction to Programming Concepts for Engineers

• Demonstrate an understanding of the programming and software development flow: write, compile, debug, document, execute, and maintain programs in a high level language.
• Distinguish among the basic components of a high level programming language: data types, data structures, operators, conditional statements, loops, functions, arrays, and formatted data input and output.
• Demonstrate the skills to self-teach other programming languages in the future.

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ENEE 150 - Intermediate Programming Concepts for Engineers

• Explain how to develop robust and extensible software through effective software engineering practices.
• Write programs to incorporate object-oriented design and complex data structures.
• Demonstrate the skills to self-teach other software development concepts in the future.

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ENEE 207 - Electric Circuits

• Identify common electric circuit components and configurations.
• Apply basic circuit laws and techniques to design and analyze moderately complex linear electronic circuits under sinusoidal steady state conditions.
• Apply basic circuit laws and techniques to analyze transient response in first and second-order circuits.
• Analyze and design simple circuits with operational amplifiers.
• Analyze transistor operation under biased, small signal conditions.
• Evaluate and approximate the frequency response of circuits under sinusoidal steady-state conditions.
• Use basic test and measurement equipment to evaluate the performance of simple circuits. Understand basic limitations, inaccuracies, and tolerances of test equipment, components, and procedures.
• Use simulation tools to design circuits and analyze performance.
• Use good techniques for drawing circuits and wiring diagrams, breadboarding circuits, and troubleshooting circuits.

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ENEE 222 - Elements of Discrete Signal Analysis

• Utilize basic linear algebra tools for practical modeling of signals and systems modeling.
• Demonstrate understanding of important concepts, such as fourier series/transforms, used in frequency analysis of discrete-time signals.
• Demonstrate a basic knowledge of digital filters and their implementation in signal processing.
• Program effectively in MATLAB.

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ENEE 244 - Digital Logic Design

• Use different number systems to perform number conversions and simple binary arithmetic.
• Differentiate among of the concepts of complements, signed binary numbers, and binary codes.
• Define basic theorems of Boolean algebra.
• Simplify Boolean functions using algebraic manipulation and Karnaugh Maps.
• Implement Boolean functions using various logic gates (AND/OR, NAND, NOR, XOR, XNOR).
• Analyze and design a combination circuit using basic gates; Construct a simple combination circuit using adders, subtractors, multipliers, encoders, decoders, or multiplexers.
• Design a synchronous sequential circuit using basic flip flops.
• Analyze a sequential circuit, i.e., derive the state equation, state table, and state diagram of a sequential circuit.
• Demonstrate understanding of registers, synchronous and asynchronous counters, and memory elements.
• Implement a Boolean function using programmable logic devices including PROM, PAL, and PLA.

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ENEE 245 - Digital Circuits and Systems Laboratory

• Use simulation, test, and measurement equipment necessary to evaluate the functionality and performance of simple circuits
• Demonstrate an understanding of basic limitations, inaccuracies, and tolerances of the test equipment, components, and proceduresa
• Design digital circuits and systems to efficiently, reliably, and economically achieve desired resultsa
• Master techniques for modeling circuits and systems through structural and gate-level networks, and breadboarding designs; trouble shooting circuits and systems.
• Use hardware description languages and simulation tools to design circuits and systems and analyze their performance.
• Document experiments using an industry recognized report format.

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ENES 100 - Introduction to Engineering Design

• Describe the engineering design procedures.
• Apply the principles of engineering graphics to create engineering sketches.
• Design and assemble a machine or a structure to perform a specific task in a team effort.
• Apply the basic laws of physics to the design project.
• Translate the design equation into a computer spreadsheet (Excel) and perform a graphic analysis.
• Select the most cost effective design solution which can be completed within the time constraint.
• Demonstrate knowledge of the operation of a parametric computer-aided design system (Pro/Engineer) and use it to create parts. assemblies, and drawings.
• Prepare a design report using a word processor (Word) and present the design project using a presentation tool (PowerPoint).

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ENES 102 - Statics

• Describe mathematically position, force, and moment vectors in two and three dimensions. 
• Reduce a simple distributed loading to a resultant force or wrench at a specified location.
• Draw a free-body diagram of a rigid body and write and solve the equations of the equilibrium.
• Evaluate forces in trusses, frames and simple machines including frictional forces.
• Identify the internal forces in a member of structure and draw shear-moment diagrams of a beam.
• Calculate centers of mass, and moment of inertia for particular structures

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ENES 104 - Introduction to Engineering Professions

• Explain the role of the engineer in contemporary society.
• Explain different engineering disciplines.
• Explain professional ethics in engineering and how to take responsibility when ethical issues arise in engineering practice.
• Write an effective resume for future use.
• Become acquainted with various professional engineering societies such ASME, IEEE, AIChE, and ASCE and get involved in the engineering activities.
• Plan, study, and prepare for a career in engineering.
• Explain the current state of engineering applications from faculty and practicing engineers through seminars and field trips.
• Develop a list of engineering resources for practice, research, and employment.

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ENES 120 - Biology for Engineers

• Identify different types of cells, list their parts, and describe their structural components and the differences between them.
• Identify and describe the functions of different types of bio-molecules.
• Describe mechanisms underlying the working of molecular biological processes including enzyme catalysis, metabolic pathways, membrane trafficking, gene expression and signal transduction.
• Quantitatively analyze biological processes including enzyme catalysis, metabolic pathways, gene expression and signal transduction.
• Use Excel, MATLAB and other computational tools to quantitatively analyze biological processes.
• Describe selected experimental techniques in contemporary biology and the underlying concepts.
• Enhance teamwork, communication and peer review skills through assigned projects.

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ENES 206 - MATLAB for Engineers

• Use basic commands and graphics in MATLAB.
• Apply MATLAB in solving algebra and calculus problems.
• Create simple MATLAB programs in engineering applications.

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ENES 220 - Mechanics of Materials

• Define basic concepts of stress, strain and their relations based on linear elasticity.
• Analyze material behaviors due to different types of loading.
• Calculate stresses and deformations of a bar due to an axial loading under uniform and non-uniform condition.
• Compute stresses and deformation of a torsional bar
• Draw shear-moment diagram of a beam and find the maximum/shear and their locations
• Calculate normal and shear stresses on any cross-section of a beam.
• Construct and apply Mohr’s circle to find the principal stresses, maximum shear, corresponded angles and stresses in any inclined plane.
• Define stresses on a structure under combined loading.
• Solve the deflection of a beam under combined loads by using method of moment-area and superpositions.
• Explain stability and buckling phenomena for a slender member under an axial compressive force.

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ENES 221 - Dynamics

• Compute the kinematic vectors of a particle using fixed, rotating, and moving coordinates.
• Determine the forces required to create general motion of a particle.
• Find the energy at any state and the change in energy between states for systems of particles.
• Use the equations of motion to describe the rate of change of the linear momentum of a system of particles.
• Compute the kinematic vectors of a rigid body using fixed, rotating, and moving coordinates in two dimensions.
• Use calculus to find the moment of inertia of a rigid body.
• Determine the forces and moments required to create general motion of a rigid body.
• Find the energy at any state and the change in energy between states for systems of rigid parts.
• Use the equations of motion to describe the rate of change of the angular momentum of a system of rigid parts and particles.

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ENES 232 - Thermodynamics

• Identify the concept of a thermodynamic system as well as the properties used to describe such systems
• Describe the concept of energy balance for a closed system
• Calculate thermodynamic properties that characterize the solid, liquid and vapor phases of a pure substance as well as mixtures of these phases in thermodynamics equilibrium.
• Describe the concept of a control volume and be able to calculate the mass and energy balance for a control volume under steady-state and transient conditions.
• Analyze various statements of the Second Law and be able to identify factors that make thermodynamic processes irreversible.
• Calculate the Carnot efficiency of a thermodynamic cycle using the concept of an absolute temperature scale.

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ENES 240 - Scientific and Engineering Computation

• Explain the advantages and limitations of numerical methods.
• Enhance programming skills using MATLAB environment to implement algorithms.
• Solve non-linear equations and a set of linear equations using different numerical techniques.
• Apply least square regression for polynomial and function fit for a given data set.
• Amply numerical differentiation and integration to engineering problems.
• Use numerical techniques to solve non-linear differential equations.
• Use MATLAB as a tool for solving more complicated problems in science and engineering.

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ENES 272 - Introduction to Computer Aided Design

• Explain the power and precision of computer-aided design, modeling and drafting.
• Use the techniques, skills and modern engineering tools necessary for engineering practice. 
• Use CAD to design a system, component, or process to meet desired specifications within realistic constraints such as safety, manufacturability and sustainability.
• Use CAD to complete and present a group project within a given timeframe.

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ENGL 101 - Introduction to College Writing

• Demonstrate the recursive writing process (pre-writing, outlining, drafting, revising, and editing).
• Generate an idea that allows an essay and each of its paragraphs to be unified.
• Use thesis, either clearly stated or implied, as the organizing principle for writing essays.
• Use computers to draft, write, edit, and revise papers according to a standard manuscript format.
• Apply the writing process under a time constraint to respond to a variety of academic situations.
• Incorporate appropriate feedback from peers and instructors when revising essays and provide effective peer feedback .
• Assess his or her own writing progress and recognize areas for improvement .
• Select and prepare appropriate writing assignments to be included in final portfolios.
• Write a minimum of 4 essays of three pages or more (approximately 750-1,000 words), including an in-class essay independent of external feedback and of a length appropriate to the timed setting.
• Write a self-assessment essay of 3 or more pages (approximately 1,000 words).
• Develop unified essays using personal observations, critical thought, and readings.
• Develop logical and coherent college-level essay structure.
• Use rhetorical strategies, based on audience and purpose, to develop academic essays with a balanced expository exploration of a topic.
• Write essays that demonstrate facility with grammar and mechanics.
• Summarize and analyze college-level readings.
• Articulate and support a position in response to readings.
• Develop own ideas in relation to words and ideas of others.
• Integrate information into essays by quoting, paraphrasing and summarizing, based on assigned readings.
• Demonstrate standard citation and documentation procedures.
• Write with academic integrity; recognize and avoid plagiarism.

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ENGL 101A - Introduction to College Writing

• Demonstrate the recursive writing process (pre-writing, outlining, drafting, revising, and editing).
• Generate an idea that allows an essay and each of its paragraphs to be unified.
• Use thesis, either clearly stated or implied, as the organizing principle for writing essays.
• Use computers to draft, write, edit, and revise papers according to a standard manuscript format.
• Apply the writing process under a time constraint to respond to a variety of academic situations.
• Incorporate appropriate feedback from peers and instructors when revising essays and provide effective peer feedback .
• Assess his or her own writing progress and recognize areas for improvement .
• Select and prepare appropriate writing assignments to be included in final portfolios.
• Write a minimum of 4 essays of three pages or more (approximately 750-1,000 words), including an in-class essay independent of external feedback and of a length appropriate to the timed setting.
• Write a self-assessment essay of 3 or more pages (approximately 1,000 words).
• Develop unified essays using personal observations, critical thought, and readings.
• Develop logical and coherent college-level essay structure.
• Use rhetorical strategies, based on audience and purpose, to develop academic essays with a balanced expository exploration of a topic .
• Write essays that demonstrate facility with grammar and mechanics.
• Summarize and analyze college-level readings .
• Articulate and support a position in response to readings.
• Develop own ideas in relation to words and ideas of others.
• Integrate information into essays by quoting, paraphrasing and summarizing, based on assigned readings.
• Demonstrate standard citation and documentation procedures.
• Write with academic integrity; recognize and avoid plagiarism.

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ENGL 102 - Critical Reading, Writing, and Research

• Write multiple-page essays and workplace documents that demonstrate critical thinking - including an 8-10 page research paper - that meet college-level standards for content, organization, style, grammar, mechanics, and format as well as accepted conventions of writing in the workplace.
• Write effective, sound, well-supported arguments using a variety of rhetorical techniques and conventions.
• Manage the research and writing process effectively and show evidence of effective planning for research project methods and resource use.
• Identify and respond effectively to a range of audiences in written and oral assignments.
• Formulate a thesis to anchor development of an argument appropriate to audience and purpose.
• Identify valid issues for research.
• Formulate research questions that aid in exploration and analysis.
• Use traditional library and online research skills to locate and evaluate college-level research materials as well as types of sources appropriate to research and writing.
• Integrate outside information into essays.
• Use appropriate standard documentation procedures in essays.
• Recognize and avoid plagiarism.
• Analyze readings for implied and direct meaning and for tone, audience, and purpose.
• Synthesize a variety of viewpoints to develop an individual argument position.
• Develop and analyze arguments using logic and other appeals.
• Identify and avoid flawed logic or logical fallacies.
• Participate constructively in discourse that may be controversial in nature.

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ENGL 103 - Critical Reading, Writing, and Research in the Work Place

• Write multiple-page essays and workplace documents that demonstrate critical thinking - including an 8-10 page research paper - that meet college-level standards for content, organization, style, grammar, mechanics, and format as well as accepted conventions of writing in the workplace.
• Write effective, sound, well-supported arguments using a variety of rhetorical techniques and conventions.
• Manage the research and writing process effectively and show evidence of effective planning for research project methods and resource use.
• Identify and respond to a range of audiences, including those encountered in a workplace environment, effectively in written and oral assignments.
• Formulate a thesis to anchor development of an argument appropriate to audience.
• Analyze readings for implied and direct meaning and for tone, audience, and purpose.
• Synthesize a variety of viewpoints to develop an individual argument position.
• Develop and analyze arguments using logic and other appeals.
• Identify flawed logic or logical fallacies.
• Participate constructively in discourse that may be controversial in nature, including discourse encountered in collaborative writing groups in the workplace.
• Use computer technology and appropriate software applications to produce documentation, quantitative data presentations, and functional graphical presentations appropriate to various academic and professional settings.
• Identify valid issues for research compatible with relevant business purposes and practices.
• Formulate research questions that aid in discovery and analysis
• Use traditional library and online research skills to locate and evaluate college- level research materials as well as types of sources appropriate to research and writing in the workplace.
• Integrate outside information into essays
• Use appropriate standard documentation procedures
• Recognize and avoid plagiarism.

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ENGL 110 - Principles of English Grammar

• Identify and use basic sentence patterns.
• Identify and practice appropriate use of clauses and phrases.
• Eliminate common sentence errors (sentence fragments, run-on sentences, comma splices, misplaced modifiers, and dangling modifiers),
• Use subordination, coordination, and parallel structure.
• Use punctuation correctly.
• Use verbs correctly.
• Use the correct form of pronouns.

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ENGL 115 - College Vocabulary Development

• Analyze the structure of words including prefix, suffix and root meanings.
• Use a system for learning and retaining new college-level vocabulary.
• Use efficient dictionary skills.
• Use explicit and implicit context clues in the reading material surrounding unknown words.
• Distinguish between connotation and denotation of a word.
• Use specific memory devise that facilitate retention and recall of new words.
• Demonstrate an improved college level vocabulary.

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ENGL 122 - Introduction to World Mythology

• Identify the characteristics of mythic literature.
• Define and apply various literary terms in discussions of representative texts.
• Summarize, respond to, explicate, and analyze mythic texts.
• Demonstrate critical reading of texts and use a style appropriate for academic discourse.
• Demonstrate an understanding of the political, socio-cultural or historical contexts of a variety of mythic literature.
• Demonstrate the ethical use of sources without necessarily using standard documentation procedures.

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ENGL 190 - Introduction to Literature

• Identify and appreciate a variety of literary genres including fiction, poetry, and drama.
• Define and apply key literary terms and concepts to discussions and analyses of literary texts.
• Summarize, respond to, explicate, and analyze literary texts.
• Express well supported opinions about literary texts using a style appropriate for academic discourse.
• Apply instructor-provided sources, such as those that give historical, biographical, critical, and social contexts, to literary interpretation and analysis.
• Summarize, quote, and paraphrase instructor-provided sources according to conventions of writing about literature.
• Attribute sources ethically using procedures such as signal phrases and in-text citations.
• Explain how literature contributes to individual intellectual development.
• Utilize technology in assignments.

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ENGL 200 - Special Topics in Literature

• Identify and explain the historical, political and cultural importance of (insert location/region of study/author/period or genre)
• Analyze and evaluate texts representing (insert location/region of study/author/period or genre
• Recognize and assess a variety of literary techniques and traits specific to (insert location/region of study/author/period or genre)
• Articulate the impact the literary works of (insert location/region of study/author/period or genre)
• Appreciate the aesthetic qualities of literature from (insert location/region of study/author/period or genre)

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ENGL 201 - Introduction to World Literature I

• Identify the characteristics of world literary traditions, authors, genres, and themes from antiquity to the mid-17th century.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of world literature from antiquity to the mid-17th century.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 202 - Introduction to World Literature II

• Identify the characteristics of world literary traditions, authors, genres and themes from mid-17th century to the present.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of world literature from mid-17th century to the present.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 205 - Masterpieces of Asian Literature

• Identify the characteristics of Asian literary traditions, authors, genres, and themes.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of Asian literature.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 208 - Women in Literature

• Identify the characteristics of literary traditions, authors, genres and themes of literature by and about women.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of literature by and about women.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 211 - Survey of American Literature I

• Identify the characteristics of American literary traditions, authors, genres and themes from its beginnings through the mid-19th century.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of American literature from its beginnings through the mid-19th century.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 212 - Survey of American Literature II

• Identify the characteristics of American literary traditions, authors, genres and themes from the mid-19th century to the present.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of American literature from the mid-19th century to the present.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 213 - Survey of British Literature I

• Identify the characteristics of British literary traditions, authors, genres and themes from the 9th century through the mid-18th century.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of British literature from the 9th century through the mid-18th century.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 214 - Survey of British Literature II

• Identify the characteristics of British literary traditions, authors, genres and themes from the mid-18th century to the present.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of British literature from the mid-18th century to the present.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 220 - The American Novel

• Identify the characteristics of the American novel’s traditions, authors, and themes from the Colonial period to the present.
• Use various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, analyze, and evaluate literary texts.
• Demonstrate critical reading of texts and use a style appropriate for academic discourse by writing multi-page papers.
• Show an understanding of the political, socio-cultural, or historical contexts of the American novel from the Colonial period to the present.
• Synthesize connections between individual texts and a variety of literary interpretations.

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ENGL 223 - Introduction to Asian American Literature

• Respond to, analyze, and evaluate literary texts
• Use various literary terms to discuss, interpret, and analyze representative texts
• Synthesize connections between individual texts and a variety of literary interpretations
• Demonstrate critical reading of texts and use a style appropriate for academic discourse by writing multi-page papers
• Show an understanding of the cultural, historical, political, and social contexts of Asian American literature
• Demonstrate knowledge of and appreciation for the diversity of themes and styles in Asian American literature
• Identify the characteristics and trends of Asian American literary traditions, authors, genres, and themes

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ENGL 226 - Survey of African American Literature I

• Identify the evolving characteristics of African-American literary traditions, authors, genres, and themes from their beginnings to the Harlem Renaissance.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of African-American literature from its beginnings to the Harlem Renaissance.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 227 - Survey of African American Literature II

• Identify the evolving characteristics of African-American literary traditions, authors, genres, and themes from the Harlem Renaissance to the present.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of African-American literature from the Harlem Renaissance to the present.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 230 - Introduction to Modern Drama

• Identify the evolving characteristics of the modern drama’s literary traditions, authors, and themes from the mid-18th century to the contemporary period.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of modern drama from the mid-18th century to the contemporary period.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 231 - Introduction to Modern Poetry

• Identify the evolving characteristics of the modern poetry’s literary traditions, authors, and themes from the mid-18th century to the contemporary period.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply the political, socio-cultural or historical contexts of modern poetry from the mid-18th century to the contemporary period.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 233 - The Short Story

• Identify the characteristics of literature of a particular tradition, author, genre, period or theme
• Use various literary terms appropriately to discuss, interpret and analyze representative texts
• Respond to, analyze and evaluate literary texts
• Write multi-page papers that demonstrate critical reading of texts and use a style appropriate for academic discourse
• Show an understanding of the political, socio-cultural or historical contexts of a particular literary tradition, genre, author, period or theme

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ENGL 235 - Film and Literature

• Identify the fundamentals of film making and analysis to study film as a genre in the literary tradition.
• Use various literary and cinematic terms to discuss, interpret, and analyze representative texts.
• Respond to, analyze, and evaluate films as literary texts.
• Demonstrate critical reading of texts and use a style appropriate for academic discourse by writing multi-page papers.
• Show an understanding how the political, socio-cultural, and historical contexts of literature translate into film making and analysis.
• Synthesize connections between individual texts and a variety of literary and cinematic interpretations.

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ENGL 241 - American Literature of Nature and the Environment

• Identify the characteristics of American nature and environmental literature.
• Use various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, analyze, and evaluate literary texts.
• Demonstrate critical reading of texts and use a style appropriate for academic discourse by writing multi-page papers.
• Show an understanding of the political, socio-cultural, or historical contexts of American nature and environmental literature.
• Synthesize connections between individual texts and a variety of literary interpretations.

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ENGL 245 - The Bible as Literature

• Identify the characteristics of Biblical literary traditions, authors, genres and themes.
• Apply various literary terms to discuss, interpret, and analyze representative texts.
• Respond to, explicate, analyze, and evaluate literary texts.
• Express well supported opinions of texts and use a style appropriate for academic discourse using formal writing of three pages or more.
• Understand and apply of the political, socio-cultural or historical contexts of the Bible.
• Synthesize connections between individual texts and a variety of literary interpretations, including secondary critical texts.
• Cite sources in essays using standard documentation procedures.
• Utilize technology in assignments.

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ENGL 248 - Literature of the Holocaust

• Identify the characteristics of the literature of the Holocaust
• Use various literary terms to discuss, interpret, and analyze the reading material used in this course
• Respond to, analyze, and evaluate literary texts
• Synthesize connections between individual texts and a variety of literary interpretations
• Demonstrate critical reading strategies and use a style appropriate for academic discourse by writing multi-page research papers, reading responses, and critiques
• Show an understanding of the political, social-cultural, or historical contexts of the literature of the Holocaust.
• Recognize bias and propaganda vs. objective information from both textual material and internet sources

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ENGL 258 - Techniques of Proofreading and Editing

• Use techniques to find errors in documents.
• Correct errors in documents.
• Use different approaches to edit a document depending on the document, the deadline, and the writer’s interests.
• Work successfully with writers.
• Identify different levels of edit and determine which is appropriate.

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ENGL 259 - Organization and Development of Technical Documents

• Produce a document of substantial length.
• Conduct a needs assessment for a document.
• Identify different roles participants play in producing a document.
• Identify trends in technical communication.
• List writing standards for successful technical documents.
• List design standards for successful technical documents.
• Budget, schedule, and track the production of a technical document.

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ENGL 264 - Introduction to Creative Writing of Fiction

• Identify, define, and apply key literary terms, concepts, and techniques.
• Evaluate his/her own work and the work of his/her classmates, and provide constructive criticism in a collaborative workshop setting.
• Recognize and understand the techniques of established writers and apply them to his/her own work.
• Demonstrate proficiency in the writing process as it pertains to creative writing through drafting, revising and presenting individual work.
• Show an understanding of fiction that reflects a diversity of writers whose work has contributed to the genre.

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ENGL 265 - Advanced Creative Writing of Fiction

• Apply key literary concepts and techniques to improve his/her own writing.
• Evaluate his/her own work and the work of his/her classmates, and provide constructive criticism in a collaborative workshop setting.
• Recognize and understand the techniques of established writers and apply them to his/her own work.
• Demonstrate advanced proficiency in the writing process as it pertains to creative writing through drafting, revising and presenting individual work.
• Show an understanding of fiction that reflects a diversity of writers whose work has contributed to the genre.
• Show an understanding of the process involved in preparing a work for publication.
• Identify and apply advanced elements of narrative including techniques for more sophisticated characterization, dialog and pacing.
• Identify techniques specific to novella and novel writing.

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ENGL 272 - Introduction to Creative Writing of Poetry

• Identify, define, and apply key literary terms, concepts, and techniques.
• Evaluate his/her own work and the work of his/her classmates, and provide constructive criticism in a collaborative workshop setting.
• Recognize and understand the techniques of established writers and apply them to his/her own work.
• Demonstrate proficiency in the writing process as it pertains to creative writing through drafting, revising and presenting individual work.
• Show an understanding of poetry that reflects a diversity of poets whose work has contributed to the genre.

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ENGL 273 - Advanced Creative Writing of Poetry

• Apply key literary concepts and techniques to improve his/her own writing.
• Evaluate his/her own work and the work of his/her classmates, and provide constructive criticism in a collaborative workshop setting.
• Recognize and understand the techniques of established writers and apply them to his/her own work.
• Demonstrate advanced proficiency in the writing process as it pertains to creative writing through drafting, revising and presenting individual work.
• Show an understanding of poetry that reflects a diversity of poets whose work has contributed to the genre.
• Analyze and evaluate poetry for style and thematic patterns.

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FILM 110 - Introduction to Film

• Define art in general and define narrative film as art.
• Differentiate between the seven types of narrative structure genre in film.
• Demonstrate an understanding of the basic concepts of shooting and editing a film and the work of the director, cinematographer, and editor.
• Analyze films displaying an understanding of genre and how the work artists involved in making a film affects the narrative structure.
• Demonstrate an understanding of the basic dramatic conventions of theatre arts.

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FILM 210 - Screenwriting

• Demonstrate an understanding of the basic format of screenwriting and learn to use a screenwriting software program.
• Write several short scenes telling a story with dialogue only.
• Write several short scenes telling a story with camera directions only.
• Write a ten minute script incorporating dialogue, camera, and sound.

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FILM 220 - Basic Movie Production

• Prepare a step outline, a reading script, a shooting script, and/or storyboards to shoot a movie.
• Demonstrate the ability to operate a camera, to shoot a movie recording the visual image and sound, and to apply the basics of camera technique and sound recording to tell a story.
• Use the basics of actor movement and line reading to tell a story.
• Outline the basics of picture and sound editing and use these techniques in edited film projects.
• Demonstrate the ability to tell a story with moving images and sound by producing two short narrative fiction and/or documentary movies in digital video format.

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FILM 230 - Movie Making Independent Study: Editing

• Demonstrate editing skills while working with Final Cut Pro, a non-linear professional editing system and demonstrate the ability to edit the footage into a finished movie project.
• Demonstrate the ability to develop an idea into movie format by writing a script for the project.
• Demonstrate the ability to produce a movie by 1) developing a shooting schedule and budget and 2) organizing and scheduling a production crew consisting of camera, lighting, and sound crews completing the shoot on schedule.
• Demonstrate the ability to direct a movie by creating a shooting script and/or storyboard’s for the movie and working with the crew and actors to capture the student’s vision on videotape.

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FILM 240 - Movie Making Independent Study: Production

• Demonstrate new editing skills in advanced Final Cut Pro software while working with a non-linear professional editing system and demonstrate the ability to edit the footage into a finished movie project.
• Demonstrate the ability to develop an idea into movie format by writing a script for the project.
• Demonstrate the ability to produce a movie by developing a shooting schedule and budget; organizing and scheduling a production crew consisting of camera, lighting, and sound crews; and completing the shoot on schedule.
• Demonstrate the ability to direct a movie by creating a shooting script and/or storyboard’s for the movie and working with the crew and actors to capture the student’s vision on videotape.

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FIRE 101 - Principles of Emergency Services

• Illustrate and explain the history and culture of the fire service.
• Discuss and describe the scope, purpose, and organizational structure of fire and emergency services
• Identify fire protection and emergency-service careers in both the public and in the private sector.
• Analyze the basic components of fire as a chemical chain reaction, the major phases of fire, and examine the main factors that influence fire spread and fire behavior.
• Describe the common types of fire and emergency services facilities, equipment, and apparatus.
• Compare and contrast effective management concepts for various emergency situations.
• Differentiate between fire service training and education and explain the value of higher education to the professionalization of the fire service.
• List and describe the major organizations that provide emergency response service and illustrate how they interrelate.
• Define the role of national, State and local support organizations in fire and emergency services.
• Identify the primary responsibilities of fire prevention personnel including, code enforcement, public information, and public and private protection systems.
• Recognize the components of career preparation and goal setting.   
• Describe the importance of wellness and fitness as it relates to emergency services.

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FIRE 102 - Fire Behavior and Combustion

• Identify physical properties of the three states of matter.
• Categorize the components of fire.
• Recall the physical and chemical properties of fire.
• Describe and apply the process of burning.
• Define and use basic terms and concepts associated with the chemistry and dynamics of fire.
• Describe the dynamics of fire.
• Discuss various materials and their relationship to fires as fuel.
• Demonstrate knowledge of the characteristics of water as a fire suppression agent.
• Articulate other suppression agents and strategies.
• Compare other methods and techniques of fire extinguishments.

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FIRE 103 - Building Construction for Fire Protection

• Describe building construction as it relates to firefighter safety, buildings codes, fire prevention, code inspection and firefighting strategy and tactics.
• Classify major types of building construction in accordance with a local/model building code.
• Analyze the hazards and tactical considerations associated with the various types of building construction.
• Explain the different loads and stresses that are placed on a building and their interrelationships.
• Identify the function of each principle structural component in typical building design.
• Differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each.
• Classify occupancy designations of the building code.
• Identify the indicators of potential structural failure as they relate to firefighter safety.
• Identify the role of GIS as it relates to building construction.

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FIRE 104 - Principles of Fire and Emergency Services Safety & Survival

• Define and describe the need for cultural and behavioral change within the emergency services relating to safety, incorporating leadership, supervision, accountability and personal responsibility.
• Explain the need for enhancements of personal and organizational accountability for health and safety.
• Define how the concepts of risk management affect strategic and tactical decision-making.
• Describe and evaluate circumstances that might constitute an unsafe act.
• Explain the concept of empowering all emergency services personnel to stop unsafe acts.
• Validate the need for national training standards as they correlate to professional development inclusive of qualifications, certifications, and re-certifications.
• Defend the need for annual medical evaluations and the establishment of physical fitness criteria for emergency services personnel throughout their careers.
• Explain the vital role of local departments in national research and data collection systems.
• Illustrate how technological advancements can produce higher levels of emergency services safety and survival.
• Explain the importance of investigating all near-misses, injuries, and fatalities.
• Discuss how incorporating the lessons learned from investigations can support cultural change throughout the emergency services.
• Describe how obtaining grants can support safety and survival initiatives.
• Formulate an awareness of how adopting standardized policies for responding to emergency scenes can minimize near-misses, injuries and deaths.
• Explain how the increase in violent incidents impacts safety for emergency services personnel when responding to emergency scenes.
• Recognize the need for counseling and psychological support for emergency services personnel, their families, as well as, identify access to local resources and services.
• Describe the importance of public education as a critical component of life safety programs.
• Discuss the importance of fire sprinklers and code enforcement.
• Explain the importance of safety in the design of apparatus and equipment.

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FIRE 105 - Fire Prevention

• Define the national fire problem and role of fire prevention.
• Identify and describe fire prevention organizations and associations.
• Define laws, rules, regulations, and codes and identify those relevant to fire prevention of the authority having jurisdiction.
• Define the functions of a fire prevention bureau.
• Describe inspection practices and procedures.
• Identify and describe the standards for professional qualifications for Fire Marshal, Plans Examiner, Fire Inspector, Fire and Life Safety Educator, and Fire Investigator.
• List opportunities in professional development for fire prevention personnel.
• Describe the history and philosophy of fire prevention.

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FIRE 201 - Fire Protection Systems

• Explain the benefits of fire protection systems in various types of structures.
• Describe the basic elements of a public water supply system including sources, distribution networks, piping and hydrants.
• Explain why water is a commonly used extinguishing agent.
• Identify the different types and components of sprinkler, standpipe and foam systems.
• Review residential and commercial sprinkler legislation.
• Identify the different types of non-water based fire suppression systems.
• Explain the basic components of a fire alarm system.
• Identify the different types of detectors and explain how they detect fire.
• Describe the hazards of smoke and list the four factors that can influence smoke movement in a building
• Discuss the appropriate application of fire protection systems.
• Explain the operation and appropriate application for the different types of portable fire protection systems.

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FIRE 202 - Fire Protection Hydraulics and Water Supply

• Apply the application of mathematics and physics to the movement of water in fire suppression activities.
• Identify the design principles of fire service pumping apparatus.
• Analyze community fire flow demand criteria.
• Demonstrate, through problem solving, a thorough understanding of the principles of forces that affect water, both at rest and in motion.
• List and describe the various types of water distribution systems.
• Discuss the various types of water pumps.

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FIRE 203 - Principles of Fire and Emergency Service Administration

• Acknowledge career development opportunities and strategies for success.
• Recognize the need for effective communication skills both written and verbal.
• Identify and explain the concepts of span and control, effective delegation, and division of labor.
• Select and implement the appropriate disciplinary action based upon an employee’s conduct.
• Explain the history of management and supervision methods and procedures.
• Discuss the various levels of leadership, roles, and responsibilities within the organization.
• Describe the traits of effective versus ineffective management styles.
• Identify the importance of ethics as it relates to fire and emergency services.
• Identify the roles of the National Incident Management System (NIMS) and Incident Management System (ICS).

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FIRE 220 - Strategy and Tactics

• Discuss fire behavior as it relates to strategies and tactics.
• Explain the main components of pre-fire planning and identify steps needed for a pre-fire plan review.
• Identify the basics of building construction and how they interrelate to pre-fire planning and strategy and tactics.
• Describe the steps taken during size-up.
• Examine the significance of fire ground communications.
• Identify the roles of the National Incident Management system (NIMS) and Incident Command System (ICS) as it relates to strategy and tactics.
• Demonstrate the various roles and responsibilities in ICS/NIMS.

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FIRE 221 - Principles of Code Enforcement

• Explain the code enforcement system and the fire inspector’s role in that system.
• Describe the codes and standards development and adoption processes.
• Describe the difference between prescriptive- and performance-based codes.
• Describe the legal authority and limitations relevant to fire code inspections.
• Describe the importance of thorough documentation.
• Recognize ethical practices for the code enforcement officer.
• Explain the application and interrelationship of codes, standards, recommended practices, and guides.
• Describe the differences in how codes apply to new and existing structures.
• Identify appropriate codes and their relationship to other requirements for the built environment.
• Describe the political, business, and other interests that influence the code enforcement process.
• Identify the professional development process for code enforcement practitioners.

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