Course Descriptions

SONO 105 - Acoustical Physics I

• Demonstrate basic mathematical concepts including algebraic relationships, formulas, variables, graphing, scientific notation, units of measurement, and metric unit conversion.
• Describe sound waves, propagation of ultrasound through tissue, reflection, refraction, and scattering.
• Explain transducer technology, and discuss the advantages and limitations of the various types.
• Discuss the basic features of medical sonographic
• equipment, including operator controls and image processing.
• Describe the role of advanced scanning features, including harmonics, coded excitation, and compounding.

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SONO 112 - Abdominal Sonography I

• Recognize and identify the sonographic appearance of normal anatomic structures, including anatomic variants and normal Doppler patterns:

a.             Thyroid

b.             Liver

c.             Biliary system

d.             Pancreas

e.             Urinary tract

f.              Adrenal glands

g.             Spleen

h.             Prevertebral vessels

i.              Peritoneal cavity, including potential spaces

• Recognize, identify, and appropriately document the abnormal sonographic and Doppler patterns of disease processes, pathology, and pathophysiology of the anatomy listed.

• Modify scanning protocols based on sonographic findings and differential diagnosis:

a.             History and physical examination

b.             Related imaging, laboratory, and functional testing procedures

c.             Clinical differential diagnosis

d.             Role of ultrasound in patient management

• Recognize and identify sonographic and Doppler patterns in clinical diseases that may occur in the following categories: Iatrogenic, Degenerative, Inflammatory, Traumatic, Neoplastic, Infectious, Obstructive, Congenital, Metabolic, Immunologic.

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SONO 123 - Obstetric/Gynecology Sonography I

• Recognize and identify the sonographic appearance of normal anatomic structures of the female pelvis, including anatomic variants and normal Doppler patterns:

a.            Reproductive system

b.            Pelvic muscles

c.             Suspensory ligaments

d.            Peritoneal spaces

e.            Pelvic vasculature

• Recognize and identify the sonographic appearance of normal maternal, embryonic, and fetal anatomic structures during the first, second, and third trimesters:

a.            Sectional anatomy

b.            Pertinent measurement techniques

c.             Doppler applications

• Recognize, identify, and appropriately document the sonographic appearance of gynecologic disease processes, pathology, and pathophysiology:

a.            History and physical examination

b.            Related imaging, laboratory, and functional testing procedures

c.             Differential diagnosis

d.            Role of ultrasound in patient management

• Identify abnormal sonographic patterns: Iatrogenic, Degenerative, Inflammatory, Traumatic, Neoplastic, Infectious, Obstructive, Congenital, Metabolic, Immunologic, Contraceptive devices, Infertility procedures and Doppler applications.    

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SONO 200 - Independent Study in Diagnostic Medical Sonography

• Develop, in conjunction with the faculty member, an independent study syllabus with a specific outline for the content of the course (topic area/s). The syllabus will be filed in the sonography office
• Develop in a student-faculty conference a contract to designate activities which will address the topic area/s. This contract will include the objectives for the course, applicable sonography competencies, procedures for completing the course, the amount of time required to complete the course (based on number of credit hours), course text (if needed) and any supplemental reference or resource materials associated with the course, method of evaluation to be used, and the beginning and ending dates of the course, as well as dates designated for completion of assignments

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SONO 204 - Introduction to Sectional Anatomy

• Recognize and identify the sonographic appearance of normal anatomic structures including anatomic variants:

a.            Liver

b.            Biliary system

c.             Pancreas

d.            Urinary tract

e.            Adrenal glands

f.             Spleen

g.            Thyroid

h.            Female pelvis

• Demonstrate and characterize the sonographic patterns of normal abdominal pelvic anatomy from ultrasound images using ultrasound terminology.
• Document and acquire abdominal anatomy with ultrasound images following the nationally accepted scanning protocols set forth by the American Institute of Ultrasound in Medicine (AIUM).          

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SONO 205 - Acoustical Physics and Instrumentation II

• Demonstrate a basic mathematical concepts including algebraic relationships, formulas, variables, graphing, scientific notation, units of measurement, and metric unit conversion.
• Discuss the basic features of medical sonographic equipment, including operator controls and image processing.
• Recognize and describe image artifacts and techniques to minimize or eliminate them.
• Explain how pulsed Doppler, color flow imaging, and amplitude imaging is achieved.
• Describe the importance of performance, safety, and output measurements and standards.

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SONO 210 - Breast Sonography

• Recognize and identify the sonographic appearance of normal anatomic structures, including anatomic variants and normal Doppler patterns of the breast.
• Recognize, identify, and appropriately document the abnormal sonographic and Doppler patterns of disease processes, pathology, and pathophysiology of the breast anatomy.
• Modify scanning protocols based on sonographic findings and differential diagnosis:

a.             History and physical examination

b.             Related imaging, laboratory, and functional testing procedures

c.             Clinical differential diagnosis

d.             Role of ultrasound in patient management

• Recognize and identify sonographic and Doppler patterns in clinical diseases that may occur in the following categories:     Iatrogenic, Degenerative, Inflammatory, Traumatic, Neoplastic, Infectious, Obstructive, Congenital, Metabolic, Immunologic

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SONO 224 - Seminar-Diagnostic Medical Sonography

• Review the content specific to general sonography as outlined in the SDMS NCER Review book.
• Apply accrued knowledge and test-taking skills to pass the final mock registry.
• Create a professional resume and portfolio in order to use it to enter the workforce.

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SONO 229 - Pediatric Echocardiography

• Recognize and characterize normal and pathologic pediatric heart anatomy by echocardiography.
• Evaluate congenital and acquired heart diseases and surgical repairs by echocardiography using 2-D and 3-D imaging.

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SONO 232 - Abdominal Sonography II

• Recognize and identify the sonographic appearance of normal anatomic structures, including anatomic variants and normal Doppler patterns:
• Prevertebral vessels, Peritoneal cavity, including potential spaces, Gastrointestinal tract, Noncardiac chest, Neck, Breast, Scrotum, Prostate, Anterior abdominal wall, Extremities, Brain and spinal cord, Musculoskeletal
• Demonstrate the abnormal sonographic and Doppler patterns of disease processes, pathology, and pathophysiology of the anatomy listed above.
• Modify scanning protocols based on sonographic findings and differential diagnosis using the following information:

o             History and physical examination

o             Related imaging, laboratory, and functional testing procedures

o             Clinical differential diagnosis

o             Role of ultrasound in patient management

• Document sonographic and Doppler patterns in these clinical disease conditions: Iatrogenic, Degenerative, Inflammatory, Traumatic, Neoplastic, Infectious, Obstructive, Congenital, Metabolic, Immunologic

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SONO 243 - Obstetric/Gynecology Sonography II

• Recognize, identify, and appropriately document the sonographic appearance of obstetric abnormalities, disease, pathology, and pathophysiology of the following:

o             Placenta

o             Congenital/genetic anomalies

o             Growth abnormalities

o             Amniotic fluid

o             Viability

o             Multiple gestation

o             Fetal monitoring

o             Maternal factors

o             Postpartum

o             Fetal therapy

• Modify scanning protocols based on sonographic findings and differential diagnosis using the following information:

o             History and physical examination

o             Related imaging, laboratory, and functional testing procedures

o             Differential diagnosis

Role of ultrasound in patient management

o             Use of three-dimensional obstetric sonography

• Recognize, identify, and appropriately document the abnormal sonographic characteristics in pregnancy for the following:

o             Placenta

o             Congenital/genetic anomalies

o             Growth abnormalities

o             Amniotic fluid

o             Viability

o             Multiple gestation

o             Postpartum

• Demonstrate the role of the sonographer in performing obstetrical and gynecological interventional/invasive procedures.

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SONO 245 - Adult Echocardiography I

• Recognize and identify the sonographic appearance of normal anatomic structures of the adult heart, including anatomic variants and normal Doppler patterns.
• Recognize and identify the sonographic appearance of normal embryonic, and cardiac anatomic structures:

a.            Sectional anatomy

b.            Pertinent measurement techniques

c.             Doppler applications

• Recognize, identify, and appropriately document the sonographic appearance of cardiac disease processes, pathology, and pathophysiology:

a.            History and physical examination

b.            Related imaging, laboratory, and functional testing procedures

c.             Differential diagnosis

d.            Role of ultrasound in patient management

• Identify abnormal sonographic patterns: Iatrogenic, Degenerative, Inflammatory, Traumatic, Neoplastic, Infectious, Obstructive, Congenital, Metabolic, Immunologic, and Doppler applications.    
• Describe the echocardiographic changes that may be expected in patients with abnormal ECG’s.
• Evaluate wall motion abnormalities in accordance with the recommendations of the American Society of Echocardiography.

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SONO 246 - Vascular Sonography I

• Recognize and identify the sonographic appearance of normal vascular  anatomic structures, including anatomic variants and normal Doppler patterns.
• Recognize and identify the sonographic appearance of normal embryonic, and vascular  anatomic structures:

a.            Sectional anatomy

b.            Pertinent measurement techniques

c.             Doppler applications

• Recognize, identify, and appropriately document the sonographic appearance of vascular disease processes, pathology, and pathophysiology:

a.            History and physical examination

b.            Related imaging, laboratory, and functional testing procedures

c.             Differential diagnosis

d.            Role of ultrasound in patient management

• Identify abnormal sonographic patterns: Iatrogenic, Degenerative, Inflammatory, Traumatic, Neoplastic, Infectious, Obstructive, Congenital, Metabolic, Immunologic, and Doppler applications.    
• Describe the current treatment options for patients with cerebrovascular and peripheral venous disease.

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SONO 248 - Adult Echocardiography II

• Recognize and identify the sonographic appearance of:

• Dilated Cardiomyopathy

• Hypertrophic Cardiomyopathy

• Diseases of the Aorta

• Valvular Stenosis

• Valvular Regurigation

• Ventricular and Atrial Masses

• Recognize, identify, and appropriately document the abnormal sonographic and Doppler appearance of disease processes, pathology, and pathophysiology of the anatomy of prosthetic valves and congenital anomalies.
• Perform scanning protocols using Stress Echocardiography.
• Identify abnormal findings and differential diagnosis such as:

• Hypokinesis

• Akinesis

• Dyskinesis

• Recognize and identify Echocardiographicpatterns in clinical disease that may occur in the following categories:

• Left to right heart shunts

• Cushing defects

• Tetrollogy of Fallot

• Bicuspid Aortic Valve

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SONO 256 - Vascular Sonography II

• Identify the major arteries of the upper and lower extremities and the branches of the abdominal aorta and ifferentiate between arterial and venous wall anatomy at the microscopic level.
• Recognize, identify, and appropriately document the abnormal sonographic and Doppler appearance of disease processes, pathology, and pathophysiology of the vascular system.
• Differentiate normal and abnormal Doppler spectral waveforms for the vascular system.
• Describe the correlating imaging modalities used for confirmation of abdominal vascular disease.
• Describe and perform the imaging protocols and techniques used for preoperative mapping of the veins and arteries.

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SONO 261 - Sonography Practicum I

• Utilize oral and written communication.
• Maintain clinical records.
• Interact with the interpreting physician with oral or written summary of findings as permitted by clinical affiliate.
• Recognize significant clinical information and historical facts from the patient and the medical records, which may impact on the diagnostic examination.
• Comprehend and employ appropriate medical terminology,
• abbreviations, symbols, terms, and phrases.
• Provide basic patient care and comfort.
• Maintain infection control and utilize universal precautions.
• Anticipate and be able to respond to the needs of the patient.
• Identify life-threatening situations and implement emergency care as permitted by clinical affiliate.
• Demonstrate human gross and sectional anatomy while scanning.
• Evaluate anatomic structures in the region of interest.
• Recognize the sonographic appearance of normal tissue structures.
• Acquire proficiency in evaluating sonograms for image quality employing more advanced criteria.
• Demonstrate physiology, pathology, and pathophysiology while scanning.
• Effectively utilize instrumentation techniques to produce optimum diagnostic images of a more complex nature.
• Obtain and evaluate pertinent patient history and physical findings.
• Extend standard diagnostic testing protocol as required by patient history or initial findings.
• Select the appropriate techniques(s) for examination(s) being performed.
• Adjust instrument controls to optimize image quality.
• Perform linear, area, circumference, and other related measurements from sonographic images or data.
• Recognize and compensate for acoustical artifacts.
• Utilize hard-copy devices to obtain pertinent documentation of examination findings.
• Minimize patient exposure to acoustical energy.
• Demonstrate the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations.
• Employ professional judgment and discretion.
• Protect the patient’s right to privacy
• Maintain confidentiality.
• Perform within the scope of practice.
• Successfully complete all clinical competencies.

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SONO 262 - Sonography Practicum II

• Utilize oral and written communication.

• Maintain clinical records.

• Interact with the interpreting physician with oral or written summary of findings as permitted by clinical affiliate.

• Comprehend and employ appropriate medical terminology, abbreviations, symbols, terms, and phrases.

• Provide basic patient care and comfort.

• Maintain infection control and utilize universal precautions.

• Anticipate and be able to respond to the needs of the patient.

• Identify life-threatening situations and implement emergency care as permitted by clinical affiliate.

• Demonstrate knowledge and understanding of human gross and sectional anatomy.

• Recognize the sonographic appearance of normal tissue structures.

• Demonstrate knowledge and understanding of physiology, pathology, and pathophysiology.

• Obtain and evaluate pertinent patient history and physical findings.

• Select the appropriate technique(s) for examination(s) being performed.

• Adjust instrument controls to optimize image quality.

• Perform linear, area, circumference, and other related measurements from sonographic images or data.

• Utilize hard-copy devices to obtain pertinent documentation of examination findings.

• Minimize patient exposure to acoustical energy.

• Protect the patient’s right to privacy.

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SONO 263 - Sonography Practicum III

• Utilize oral and written communication.

• Maintain clinical records.

• Interact with the interpreting physician with oral or written summary of findings as permitted by clinical affiliate.

• Comprehend and employ appropriate medical terminology, abbreviations, symbols, terms, and phrases.

• Provide basic patient care and comfort.

• Maintain infection control and utilize universal precautions.

• Anticipate and be able to respond to the needs of the patient.

• Identify life-threatening situations and implement emergency care as permitted by clinical affiliate.

• Demonstrate knowledge and understanding of human gross and sectional anatomy.

• Recognize the sonographic appearance of normal tissue structures.

• Demonstrate knowledge and understanding of physiology, pathology, and pathophysiology.

• Obtain and evaluate pertinent patient history and physical findings.

• Select the appropriate technique(s) for examination(s) being performed.

• Adjust instrument controls to optimize image quality.

• Perform linear, area, circumference, and other related measurements from sonographic images or data.

• Recognize and compensate for acoustical artifacts.

• Utilize hard-copy devices to obtain pertinent documentation of examination findings.

• Minimize patient exposure to acoustical energy.

• Demonstrate knowledge and understanding of the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations.

• Employ professional judgment and discretion.

• Protect the patient’s right to privacy.

• Maintain confidentiality.

• Perform within the scope of practice, under direct supervision.

• Successful completion of all clinical competencies.

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SONO 264 - Sonography Practicum IV

• Document and acquire abdominal anatomy with ultrasound images following the nationally accepted scanning protocols set forth by the American Institute of Ultrasound in Medicine (AIUM).
• Utilize oral and written communication.
• Maintain clinical records.
• Interact with the interpreting physician with oral or written summary of findings as permitted by clinical affiliate.
• Recognize significant clinical information and historical facts from the patient and the medical records, which may impact on the diagnostic examination.
• Comprehend and employ appropriate medical terminology, abbreviations, symbols, terms, and phrases.
• Provide basic patient care and comfort.
• Maintain infection control and utilize universal precautions.
• Anticipate and be able to respond to the needs of the patient.
• Identify life-threatening situations and implement emergency care as permitted by clinical affiliate.
• Demonstrate knowledge and understanding of human gross and sectional anatomy.
• Evaluate anatomic structures in the region of interest.
• Recognize the sonographic appearance of normal tissue structures.
• Acquire proficiency in evaluating sonograms for image quality employing more advanced criteria.
• Demonstrate physiology, pathology, and pathophysiology while scanning.
• Effectively utilize instrumentation techniques to produce optimum diagnostic images of a more complex nature.
• Obtain and evaluate pertinent patient history and physical findings.
• Extend standard diagnostic testing protocol as required by patient history or initial findings.
• Select the appropriate technique(s) for examination(s) being performed.
• Adjust instrument controls to optimize image quality.
• Perform linear, area, circumference, and other related measurements from sonographic images or data.
• Recognize and compensate for acoustical artifacts.
• Utilize hard-copy devices to obtain pertinent documentation of examination findings.
• Minimize patient exposure to acoustical energy.
• Demonstrate the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations.
• Employ professional judgment and discretion.
• Protect the patient’s right to privacy.
• Maintain confidentiality.
• Perform within the scope of practice.
• Successfully complete all clinical competencies.

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SONO 265 - Sonography Practicum V

• Utilize oral and written communication.

• Maintain clinical records.

• Interact with the interpreting physician with oral or written summary of findings as permitted by clinical affiliate.

• Recognize significant clinical information and historical facts from the patient and the medical records, which may impact on the diagnostic examination.

• Comprehend and employ appropriate medical terminology, abbreviations, symbols, terms, and phrases.

• Provide basic patient care and comfort.

• Maintain infection control and utilize universal precautions.

• Anticipate and be able to respond to the needs of the patient.

• Identify life-threatening situations and implement emergency care as permitted by clinical affiliate.

• Demonstrate knowledge and understanding of human gross and sectional anatomy.

• Evaluate anatomic structures in the region of interest.

• Recognize the sonographic appearance of normal tissue structures.

• Demonstrate knowledge and understanding of physiology, pathology, and pathophysiology.

• Obtain and evaluate pertinent patient history and physical findings.

• Extend standard diagnostic testing protocol as required by patient history or initial findings.

• Review data from current and previous examinations to produce a written/oral summary of technical findings, including relevant interval changes, for the interpreting physician’s reference.

• Recognize examination findings that require immediate clinical response and notify the interpreting physician of such findings.

• Demonstrate knowledge and understanding of acoustical physics, Doppler ultrasound principles, and ultrasound instrumentation.

• Select the appropriate technique(s) for examination(s) being performed

• Adjust instrument controls to optimize image quality.

• Perform linear, area, circumference, and other related measurements from sonographic images or data.

• Recognize and compensate for acoustical artifacts.

• Utilize hard-copy devices to obtain pertinent documentation of examination findings.

• Minimize patient exposure to acoustical energy.

• Demonstrate knowledge and understanding of the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations.

• Employ professional judgment and discretion.

• Protect the patient’s right to privacy.

• Maintain confidentiality.

• Perform within the scope of practice.

• Adhere to the professional codes of conduct/ethics.

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SONO 266 - Sonography Practicum VI

• Utilize oral and written communication.
• Maintain clinical records.
• Interact with the interpreting physician with oral or written summary of findings as permitted by clinical affiliate.
• Recognize significant clinical information and historical facts from the patient and the medical records, which may impact on the diagnostic examination.
• Comprehend and employ appropriate medical terminology, abbreviations, symbols, terms, and phrases.
• Provide basic patient care and comfort.
• Maintain infection control and utilize universal precautions.
• Anticipate and be able to respond to the needs of the patient.
• Identify life-threatening situations and implement emergency care as permitted by clinical affiliate.
• Demonstrate human gross and sectional anatomy while scanning.
• Evaluate anatomic structures in the region of interest.
• Recognize the sonographic appearance of normal tissue structures.
• Demonstrate knowledge and understanding of physiology, pathology, and pathophysiology.
• Obtain and evaluate pertinent patient history and physical findings.
• Extend standard diagnostic testing protocol as required by patient history or initial findings.
• Review data from current and previous examinations to produce a written/oral summary of technical findings, including relevant interval changes, for the interpreting physician’s reference.
• Recognize examination findings that require immediate clinical response and notify the interpreting physician of such findings.
• Demonstrate acoustical physics, Doppler ultrasound principles, and ultrasound instrumentation.
• Select the appropriate technique(s) for examination(s) being performed.
• Adjust instrument controls to optimize image quality.
• Perform linear, area, circumference, and other related measurements from sonographic images or data.
• Recognize and compensate for acoustical artifacts.
• Utilize hard-copy devices to obtain pertinent documentation of examination findings.
• Minimize patient exposure to acoustical energy.
• Demonstrate the interaction between ultrasound and tissue and the probability of biological effects in clinical examinations.
• Employ professional judgment and discretion.
• Protect the patient’s right to privacy.
• Maintain confidentiality.
• Perform within the scope of practice.
• Adhere to the professional codes of conduct/ethics.

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ECON 103 - The Evolution of Economic Societies

• Identify major economic issues with which societies have dealt from the prehistoric to the present, generally the allocation of scarce resources.
• Apply basic economic principles, such as the importance of property rights and economies of scale, to past and present economic systems.
• Use common economic measures and determine the extent to which they apply to former and present societies, such as GDP and Unemployment.
• Analyze the contributions of selected economic philosophers to the science of economics, such as Adam Smith and Karl Marx.
• Examine important economic turning points in world history, such as the rise of agriculture and the industrial revolution.
• Analyze the transition from non-market societies toward free markets.
• Examine the successes of free markets for economic growth, such as England during the Industrial Revolution.
• Examine the difficulties free markets face, such as depressions and public goods.
• Identify alternatives to free markets and the difficulties they face, such as lack of incentives under communism.

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ECON 105 - Basic Economics

• Distinguish between macroeconomics and microeconomics.
• Explain the economic way of thinking.
• Develop methods of verbal description, tabular presentation, and graphical exposition for economic variables.
• Compare and contrast economic systems based upon economic criteria.
• Analyze demand, supply, and markets.
• Identify and indicate the function(s) of the major economic institutions of the world.
• Apply national income accounting concepts.
• Develop and analyze a macroeconomic model of the economy.
• Determine appropriate fiscal, as well as monetary, policy for the attainment of economic objectives.
• Integrate the theories of consumer and producer behavior.
• Utilize principles of profit maximization for perfectly competitive as well as imperfectly competitive firms.
• Apply the theory of comparative advantage to international trade.
• Identify and analyze current economic issues.

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ECON 201 - Principles of Economics I

• Apply basic economic concepts such as scarcity, opportunity cost, and comparative advantage to everyday life situations.
• Use the market model to explain how prices are set, quantities are bought and sold and how resources are allocated.
• Analyze the basic structure of capitalism and contrast with alternative economic systems.
• Measure unemployment and inflation.
• Analyze functions of money and the U.S. banking system. 
• Use the model of aggregate supply and demand to examine unemployment and inflation and how these can be affected by government policy. 
• Identify the primary purposes, limitations, and controversies regarding the use of fiscal and monetary policies. Use the model of aggregate supply and demand to examine unemployment and inflation and how these can be affected by government policy.
• Identify the factors of economic growth for both developed and less developed countries.
• Examine globalization and its impact on the economy.
• Measure gross domestic product (GDP) and analyze its shortcomings.

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ECON 202 - Principles of Economics II

• Apply basic cost, production, and profit concepts to business.
• Analyze market structures and their effect on business behavior.
• Apply basic economic concepts such as scarcity, opportunity cost, and marginal analysis to everyday life situations.
• Analyze the model of supply and demand to determine prices and quantities.
• Apply the concept of elasticity to business pricing and public policy decisions.
• Analyze government price and quantity controls.
• Identify the situations where unregulated markets fail and ways government can correct these market failures.
• Use economic principles to make business decisions such as what price to charge, how much to sell, and how many employees to hire to maximize profits.

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EDUC 050 - Praxis I Reading/Writing Test Preparation

• Understand the structure, format, and content of the Praxis I Reading and Writing tests.
• Apply reading comprehension strategies and techniques.
• Recognize common grammatical errors at the sentence level.
• Plan, organize and write a 30-minute essay.
• Complete practice tests under simulated conditions.
• Apply writing and reading comprehension test taking strategies.

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EDUC 051 - Praxis I Mathematics Test Preparation

• Understand the structure, format, and content of the Praxis I Mathematics tests.
• Apply mathematical problem solving strategies and techniques.
• Recognize simple skill level questions and complete them correctly.
• Complete practice tests under simulated conditions.
• Use the class time to review for gotten mathematics skills and to correct any misconceptions.
• See their mathematics as a complete integrated system.
• Apply test taking strategies to earn a passing score as well as to alleviate test anxiety.

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EDUC 101 - Foundations of Education

• Examine current events and trends in education and describe how they affect students, families, schools and the community.
• Articulate key concepts regarding how children learn. 
• Identify and describe best educational practices related to diverse populations in the classroom.
• Compare and contrast global education practices.
• Identify key events, leaders and movements in the history of education.
• Compare and contrast the essential philosophies of education, and begin to develop a personal philosophy of education.
• Identify various funding sources for schools and ongoing controversies related to school funding.
• Describe the impact of federal laws and Supreme Court decisions related to education in K - 12 schools throughout the United States.

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EDUC 102 - Field Experience in Education

• Describe and implement the components of a positive teacher disposition, including the reliability, communication, initiative, behavior, and responsiveness expected of pre-service and in-service teachers.
• Observe, reflect on and interpret the educational philosophy, teaching style, and classroom management of the observed teacher(s).
• Examine and refine personal educational philosophy, teaching style and classroom management techniques for the future classroom.
• Identify the demands and rewards of teaching
• Identify key factors affecting a positive school climate.
• Observe and record the variety of methods teachers employ to address the individual needs of students in the classroom.
• Recognize the value of classroom organization and lesson development.
• Observe and record typical characteristics of students in the observed age range.
• Demonstrate an understanding of the diverse needs of student populations in MCPS.
• Implement appropriate teaching techniques with small groups or individual students at the request of the mentor teacher.

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EDUC 115 - Child Health, Safety, and Nutrition

• Describe the NAEYC standards on the health, safety, and nutrition of young children.
• List environmental factors that affect children’s health, safety, and nutrition.
• Discuss effects of health, safety, and nutrition on children’s learning and development.
• Use health assessment tools to assess a child’s health status.
• Identify symptoms of communicable diseases and chronic health conditions affecting children’s health.
• Describe control measures for reducing illnesses and effective management of common diseases.
• Develop a safety checklist of indoor and outdoor environments.
• Demonstrate emergency care and first aid treatment for given situations.
• Practice teaching strategies for promoting good eating habits and personal hygiene for young children.
• Plan meals and snacks that meet nutritional requirements for young children.
• Develop a list of resources that assist families in locating community services for health, safety, and nutrition.
• Write lesson plans for teaching health, safety, and nutrition concepts.

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EDUC 119 - Introduction to Early Childhood Education

• Demonstrate an understanding of historical development of Early Childhood Education and of the philosophies of major historical figures.
• Examine the ethical and policy issues and current trends in Early Childhood Education.
• State the Early Childhood Professional Code of Ethics by National Association for the Education of Young Children (NAEYC).
• Compare and contrast the variety of curriculum models and programs in Early Childhood Education.
• Develop and write his/her own philosophy of Early Childhood Education.
• Demonstrate an understanding of diverse populations in Early Childhood Education.
• Describe the principles of Developmentally Appropriate Practice in Early Childhood Education, set by National Association for the Education of Young Children.
• Identify the steps and guidelines of developing a teacher education portfolio.
• Discuss professional roles and responsibilities of an early childhood educator.
• Describe the NAEYC guidelines for establishing collaborative relationships with families and community.
• Write journal reflections on the teaching practices, professional values and standards observed in the real early childhood classroom settings.
• Identify advocacy skills for children and early childhood profession.

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EDUC 135 - Child Growth and Development

• Discuss the major principles of several theories of child development and learning.
• Identify ways teachers can use each theory to enhance children’s development and learning.
• Articulate four areas of development and individual difference in children’s growth and learning.
• Outline the milestones of physical growth and motor development of children from birth to eight years of age.
• Explain the cognitive development of children from birth to eight years of age.
• Outline the milestones of language development of children from birth to eight years of age.
• Describe the social and emotional development of children from birth to eight years of age.
• List developmental characteristics and needs of children.
• Describe the multiple influences on children’s development and learning.
• Identify methods of child study and use the observation methods to observe children effectively.
• Identify the essential adult role in children’s learning and development.
• Observe, document, and evaluate a child’s learning and development in a real classroom setting.

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EDUC 136 - Curriculum Planning in Early Childhood Education

• Name and describe the variety of programs in early childhood education.
• Identify teachers’ roles and responsibilities and the essentials of successful teaching.
• Explain ideals and principles of the NAEYC Code of Ethical Conduct.
• Outline guidelines for establishing positive relationships with families and community.
• Create a safe, healthy, and multicultural environment for children.
• Use skills of room arrangement, transitions, and interactions to manage an encouraging classroom.
• Describe the values of play and a teacher’s role in children’s play.
• Write weekly lesson plans to promote physical and motor, social, emotional, and cognitive development in young children.
• Plan and demonstrate circle time and small group activities for promoting learning outcomes for all young children.
• Articulate key points of the NAEYC standards of developmentally appropriate programs.
• Use NAEYC standards to evaluate teaching practices, curriculum, and professional values observed in the real early childhood settings.

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EDUC 153 - Infant and Toddler Development and Curriculum Planning

• Outline the major milestones of physical, social, emotional, and intellectual development from birth to age three.
• Explain the major theories and new research conclusions of infant/toddler development and learning.
• Describe appropriate caregiver behavior in response to temperaments, needs, and interest of infants/toddlers.
• List the health, safety, and nutritional needs of infants/toddlers and identify appropriate practice for meeting their needs.
• Organize appropriate learning environment for infants/toddlers such as physical setting, routines, materials.
• Demonstrate appropriate interaction skills for working with infants/toddlers
• Write and implement activity plans.
• Identify community resources to assess infants/toddlers/ special needs and to support parents.

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EDUC 154 - School-Age Child Care

• Identify characteristics of school-age children and families.
• Discuss and evaluate program concerns and standards.
• List and describe teachers’ roles and essentials of successful teaching.
• Apply principles of children’s physical growth and development to teaching practices.
• Identify ways teachers can use cognitive theories to enhance children’s development.
• Summarize the major principles of psychosocial developmental theories and identify effective strategies for enhancing children’s social and emotional development.
• Apply guidance techniques to children’s behavior.
• Organize the physical environment and schedule for before-and after- school and summer programs.
• Demonstrate appropriate interaction skills for working with children (e.g. listening, talking, and playing).
• Write effective curriculum plans and design a group project for an age appropriate learning activity.
• Develop a comprehensive folder containing community resources for curriculum planning and for parent support.
• Summarize the principles of developmentally appropriate teaching practices established by the National Association for the Education of Young Children.
• Observe and evaluate teaching practices and children?s learning in a school-age classroom setting.

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EDUC 170 - First Start: Care of Infants and Toddlers with Disabilities

• Discuss how young children learn and develop in their social, emotional, and language areas.
• Describe a variety of disabling conditions and chronic illnesses that can afflict infants and toddlers.
• Identify special needs of infants and toddlers with disabilities and chronic conditions.
• Apply appropriate care procedures in the areas of infection control and hand washing, skin care and diapering, nutrition and feeding, and First Aid for common child care incidents.
• Organize a safe, secure, and loving environment according to the NAEYC standards.
• Apply behavior management strategies in guiding infants and toddlers with special needs.
• List resources of professionals, organizations, and community agencies that serve children with special needs.
• Discuss NAEYC standards, legal issues, parental issues, and professional attitudes towards children with disabilities and chronic conditions.

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EDUC 180 - Children’s Literature

• State National Association for the Education of Young Children (NAEYC) Standards on children’s language and literacy development.
• Design a literature-rich environment that encourages emergent literacy and language development.
• Identify children’s books to be used with various ages of children and subject areas.
• Plan a story time activity based on a specific theme using picture books, finger plays, action rhymes, music, and other activities that enhance the books.
• Present the story time activity using appropriate teaching skills.
• Identify genres of children’s literature and know good examples of each.
• Evaluate the various genres of children’s literature according to established criteria.

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EDUC 201 - Introduction to Special Education

• Identify legislation and laws in special education including the Individuals with Disabilities Education Act, the Americans with Disabilities Act, and the Rehabilitation Act.
• Explain the importance of inclusion in today’s classrooms and identify the key characteristics of inclusive education.
• Practice collaborative skills, communication skills, and teaching strategies to accommodate students with various needs.
• Describe the key components of an Individualized Education Program and the rational (IDEA principles) under each component.
• List and explain characteristics of the 12 categories under IDEA.
• Discuss appropriate accommodations for students under all 12 disability categories based on specific student characteristics.
• Outline the importance of culture and language as it relates to disabilities.
• Identify the key components of universal design as it relates to students with disabilities and inclusive education.
• Conduct in-depth research on a disability topic and present it to colleagues and the College community.
• Demonstrate understanding of appropriate accommodations for students with various disabilities.

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EDUC 202 - Field Experience in Special Education

• Describe and implement the components of a positive teacher disposition, including the reliability, communication, initiative, behavior, and responsiveness expected of pre-service and in-service teachers.
• Identify the demands and rewards of working with students with disabilities in the general education classroom and/or other special education environments.
• Discuss modification and accommodation strategies for several types of disabilities.
• Compare and contrast the principles of mainstreaming and inclusion.
• Observe how students with disabilities are integrated into the overall school.
• Identify ways that policies and regulations are implemented in the actual classroom.
• Demonstrate an understanding of the importance of collaboration between special and general educators in affecting student learning.
• Begin to plan ways to individualize behavior management in the classroom.
• Implement appropriate teaching techniques with small groups or individual students at the request of the mentor teacher.

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EDUC 208 - Observation and Assessment of Young Children

• State the goals, benefits and guidelines of assessing young children.
• Describe a variety of appropriate assessment tools and procedures.
• Develop the skills of observing, documenting, and assessing children’s ideas, actions, and work.
• Observe, record, and assess young children’s development and learning while they participate in play and activities.
• Compile a portfolio that displays evidence of a child’s learning from various types of assessment.
• Analyze and interpret assessment results to enhance programs and to promote children’s learning and development.
• State the importance of collaboration with families and other professionals as it relates to assessment.
• Identify ways of collaborating with parents as partners in the assessment and development of curriculum.
• Know public policies and national standards pertaining assessment.

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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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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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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.
• Explain the process of hazard emergency management.
• Define related terminology, such as, disaster, incident command, mitigation, and preparedness.
• Explain the local, state, and federal roles with specific emphasis on integrative services.
• Discuss the critical aspects of the team integration.
• Explain the social, political, and economic implications of a disaster.
• Describe the role the insurance industry fulfills in mitigation resource.
• Delineate steps citizens can take to protect themselves in emergency situations.
• Identify the various resources available to respond to and deal with a variety of emergency situations.
• Describe the four phases of emergency management.

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EMGT 103 - Emergency Response and Recovery

• Identify and define a Mass Fatalities Incident.
• Identify requirements of a mass fatality plan.
• Determine local, state, and federal responsibilities.
• Identify local and other resources.
• Determine recovery procedures.
• List the resources for critical stress incident debriefing.
• Describe the set-up and purpose of a family assistance center.
• Identify the “stakeholders” of the plan.
• List available resources and identify contact persons.
• Describe a step-by-step approach to deal with a mass fatality incident.
• Describe the events and lessons learned from Hurricane Katrina.

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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.
• Design an Emergency Operations Center considering the special needs of its occupants.
• Define the advantages of Unified Command and define the kinds of situations which may call for a Unified Command organization.
• 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.
• Discuss the role that building design and construction professionals can and should play in reducing the potential for damage to the built-environment from the impact of natural and human hazards.
• Illustrate how natural hazards relate to the Earth’s dynamic equilibrium.
• Understand and discuss both the limitations of building codes and the opportunity of practicing hazard mitigation through codes and standards.
• Discuss the laws and regulations that support the regulatory environment for the practice of emergency management and hazard mitigation in the United States.
• Discuss the potential costs of a disaster scenario.
• Identity potential biases in risk perception.
• Identify methods and sources that support determination of risk and vulnerability.
• Evaluate the effectiveness of proposed hazard mitigation measures.
• Assess the potential causes of damage to a building, structure or facility as a prerequisite to identifying mitigation measures to reduce the potential for damage.

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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

• Answer the question, “Why plan?”
• Conduct a capability assessment.
• Describe Emergency Operations Plan format and content.
• Describe legal requirements for writing a plan.
• Develop and present a personal action plan.
• Identify actions in hazards analysis and capability assessment.
• Identify social and economic impact of disasters.
• Identify types of community support and member of the planning team.
• Implement continuity plans for both the government and businesses.
• Prioritize community hazards in order of severity.
• State the rationale for a “team” approach.
• Write a professional emergency plan.

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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 202 - Terrorism and Emergency Management

• Compare and contrast historical and contemporary terrorism.
• Compare and contrast various foreign and domestic terrorist organizations.
• Define a typical terrorist and the various forms of terrorism.
• Discuss forms and strategies of counterterrorism
• Identify and describe terrorist tactics
• List and define terrorist ideologies.
• Define and explain the typologies of terrorism.
• Define and distinguish types of weapons of mass destruction.
• Explain the characteristics and goals of terrorism.
• Discuss personal activities one can employ to overcome terrorist threats.

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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 205 - Public Health in Emergency Management

• Identify public health responsibilities during and after emergencies and outline strategies for response.
• Describe how emergency response services are coordinated among responding agencies.
• Analyze and critique response plans of local jurisdictions.
• Identify roles of different public health professionals and specialists in emergency response.
• Discuss strategies for limiting the psychosocial impact of disaster.
• Describe different approaches to design and evaluation of public health responses to disaster.
• Describe the role of public health services.
• Delineate the components of the U.S. public health infrastructure and how each contributes to emergency preparedness and management.
• Describe the impact of the post 9/11 funding of public health disaster preparedness and the implications for future planning.

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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 220 - Introduction to Homeland Security

• Define and discuss the roles of the various components of Homeland Security.
• Identify the basic environment and foundations of Homeland Security.
• Delineate the role of decision making in shaping Homeland Security Management.
• Identify internal strengths and weaknesses for defensive and preventative management actions and disaster preparedness.
• Evaluate the impact of terrorism in the United States.
• Explain the reasoning behind the concept of a national-based homeland security agency.
• Discuss the relationships between the local, state, and federal security functions.
• Critique the need for and impact of preemptive strikes against terrorist enemies.
• Analyze how terrorism has changed over time.

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EMGT 240 - Leadership in Emergency Management

• Assess his or her own styles of exercising leadership and power as they relate to his or her role in emergency management.
• Integrate knowledge about the different styles of leadership and influence and understand their impact on behavior in an emergency management context.
• Articulate the theoretical base of leadership and organizational behavior.
• Discuss various decision-making models and communicate the implications of these models for emergency management.
• Assess personal characteristics associated with various leadership styles in himself or herself and others.
• Recognize individual differences in personal values and styles and form generalizations about their impact on leadership behavior in emergency management situations.
• Develop solutions for organizational problems in terms of work motivation and group dynamics.

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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

• Apply principle of mechanics, idealization and do unit conversion.
• Add and resolve forces in 2D and 3D space, calculate force vectors either in terms of Cartesian components or magnitude/direction.
• Compute moment about an axis in 2D and 3D and to reduce a simple distributed loading to a resultant force having a specified location.
• Draw a free-body diagram of a rigid body and write and solve the equations of the equilibrium of the rigid body.
• Apply equilibrium concept/techniques to solve simple 2D structural problems and use method of joint and method of section to truss structure.
• Identify the internal forces in a member of structure and draw shear-moment diagrams of a beam.
• Know the concept of the friction and how to manipulate the friction force.
• Comprehend the concept of centroid and determine its location for a discrete system and a continues body of arbitrary shape in 2D.
• Define the moment of inertia of for area for a simple area in 2D.

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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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ENGL 001 - Basic English I

• Demonstrate the recursive writing process (pre-writing, outlining, drafting, revising, proofreading, and editing).
• Incorporate feedback from instructors and tutors effectively when revising writing assignments.
• Write and edit sentences that observe the conventions of standard American English) grammar, usage, mechanics, and punctuation).
• Write sentences that correctly use a variety of structures and combining techniques.
• Write (both in and out of class) unified, coherent paragraphs of 150+ words (containing a topic sentence in each paragraph).
• Write (both in and out of class) multi-paragraph essays of 450+ words (containing an introduction with a clear these statement, 2+ coherent body paragraphs, and a conclusion).
• Fulfill assignment expectations and meet all requirements (such as topic, organization, and length).
• Use rhetorical strategies, based on audience and purpose, to develop paragraphs and essays.
• Recognize the thesis statement (main idea) and the major supporting points in student and professional essays.
• Demonstrate the ability to use word processing software to write, revise, and edit documents according to a prescribed.
• Use time management and organizational strategies (both in and out of class) to meet deadlines for reading and writing assignments.

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ENGL 002 - Basic English II

• Demonstrate the recursive writing process (pre-writing, outlining, drafting, revising, proofreading, and editing).
• Incorporate feedback from instructors and tutors effectively when revising writing assignments.
• Write (both in and out of class) multi-paragraph essays of 450+ words (containing an introduction with a clear these statement, 2+ coherent body paragraphs, and a conclusion).
• Fulfill assignment expectations and meet all requirements (such as topic, organization, and length).
• Use rhetorical strategies, based on audience and purpose, to develop paragraphs and essays.
• Recognize the thesis statement (main idea) and the major supporting points in student and professional essays.
• Demonstrate the ability to use word processing software to write, revise, and edit documents according to a prescribed.
• Use time management and organizational strategies (both in and out of class) to meet deadlines for reading and writing assignments.

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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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