Course Outlines

DAN 134 - Fox Trot, Waltz and Tango

1. Basic and beginning moves for Fox Trot, Waltz and Tango
2. Dance frame and partner relationship
3. Principles of leading and following
4. Music identification
5. Rhythm and timing
6. Dance floor awareness

1. Dance the basic and beginning moves for Fox Trot, Waltz, and Tango. (1)
2. Identify and discuss the line of direction for particular dances. (1,6)
3. Lead and follow in all dances. (2,3)
4. Identify and dance to a variety of music. (4)
5. Identify beats of music: slow, quick, syncopated. (4,5)
6. Identify different aspects of dance floor in relation to line of direction. (6)

DAN 136 - Rumba, Cha Cha and Swing

1. Basic and beginning moves fo Rumba, Cha Cha and Swing
2. Dance frame and partner relationship
3. Principles of leading and following
4. Music identification
5. Rhythm and timing
6. Dance floor awareness

1. Dance the basic and beginning moves for Rumba, Cha Cha, and Swing. (1)
2. Lead and follow in all dances. (2,3)
3. Identify and dance to a variety of music. (4,5)
4. Identify beats of music: slow, quick, syncopated. (4)
5. Adjust style to fit dance floor space. (6)

DAN 145 - Dance Choreography

1. Fundamental techniques of jazz, hip-hop and Broadway dance
2. Dance exercises to promote kinesthetic awareness, musicality and clarity of movement
3. Floor exercises to develop strength, flexibility, and muscle coordination
4. Choreography techniques
5. Dance terminology

1. Perform movement exercises that require kinesthetic awareness, balance, flexibility and strength. (2,3)
2. Move and perform with grace and clarity. (1,2)
3. Create simple choreography dances. (4)
4. Critique using the language and terminology of dance. (1,5)

DAN 198 - Dance Topics:

1. Basic rhythm and timing patterns in partner dancing
2. Fundamentals of music for partner dancing
3. Leading and following fundamentals for partner dancing
4. Frame and partner relationships for partner dancing
5. Footwork and steps for the basic patterns in partner dancing
6. Footwork and steps for beginning partner dancing moves
7. Footwork and steps for intermediate partner dancing moves

1. Discuss the basic rhythm and timing of partner dancing music and dance (1,2)
2. Discuss and apply the fundamentals for leading/following in partner dancing (3,4)
3. Dance the basic patterns in time to the dance music (4,5)
4. Lead/follow selected beginning partner dancing moves (6)
5. Lead/follow selected partner dancing intermediate moves (7)
    

DAN 198A - Dance Topics:

1. Basic rhythm and timing patterns in partner dancing
2. Fundamentals of music for partner dancing
3. Leading and following fundamentals for partner dancing
4. Frame and partner relationships for partner dancing
5. Footwork and steps for the basic patterns in partner dancing
6. Footwork and steps for beginning partner dancing moves
7. Footwork and steps for intermediate partner dancing moves

1. Discuss the basic rhythm and timing of partner dancing music and dance (1,2)
2. Discuss and apply the fundamentals for leading/following in partner dancing (3,4)
3. Dance the basic patterns in time to the dance music (4,5)
4. Lead/follow selected beginning partner dancing moves (6)
5. Lead/follow selected partner dancing intermediate moves (7)

DAN 198B - Dance Topics:

1. Basic rhythm and timing patterns in partner dancing
2. Fundamentals of music for partner dancing
3. Leading and following fundamentals for partner dancing
4. Frame and partner relationships for partner dancing
5. Footwork and steps for the basic patterns in partner dancing
6. Footwork and steps for beginning partner dancing moves
7. Footwork and steps for intermediate partner dancing moves

1. Discuss the basic rhythm and timing of partner dancing music and dance (1,2)
2. Discuss and apply the fundamentals for leading/following in partner dancing (3,4)
3. Dance the basic patterns in time to the dance music (4,5)
4. Lead/follow selected beginning partner dancing moves (6)
5. Lead/follow selected partner dancing intermediate moves (7)

DAN 296 - Internship: Dance

1. Organizational overview of assigned placement
2. Integration of job description and organization's requirements
3. Elements of documentation of experience
4. Planning and time management
5. Professional, legal, and ethical issues
6. Communication, critical thinking, and problem solving
7. Specialized equipment, tools, and software required in the placement

1. Exhibit appropriate workplace behaviors and professional ethics.
2. Apply discipline specific knowledge and skills in the professional workplace.
3. Define and utilize technical terms in written and oral communications.
4. Use critical thinking, problem solving, ethical awareness, and effective writing
5. Interpret written and oral instructions.
6. Initiate and complete assigned responsibilities.
7. Maintain documentation required to comply with government employer or nonprofit agency regulations.
8. Use specialized equipment, software, and tools as required.
9. Analyze and interpret data for specified reports.
10. Identify opportunities for improvement in process and documentation related to the workplace.
11. Articulate job description and position in assigned organization.

1. Record of Student Internship workplace hours.
2. Individual Education Plan (IEP) as approved by supervision faculty.
3. A daily journal, or work log of tasks, including dates, descriptive comments, problems and solutions.
4. A reflective paper or project as specified by the supervision faculty.
5. A minimum of two evaluations by the workplace employer or supervisor.
6. Student's self-evaluation of experience.

DAN 299 - Independent Study Dance

1. Applied knowledge and skills
2. Learning objectives and competencies relevant to the discipline area and the community service setting
3. Critical analysis of the service-learning experience
4. Effective leadership, interpersonal, and writing skills
5. Evaluation and improvement of performance

1. Demonstrate the ability to apply discipline-specific knowledge and skills to a community-service setting.
2. Develop the individual educational plan with the faculty liaison and agency/business.
3. Accomplish the specific learning objectives and competencies.
4. Demonstrate critical thinking, problem-solving, ethical awareness, and effective writing skills through discussions, a daily journal and an analytic paper.
5. Exhibit personal development and leadership foundation skills such as: acceptance of responsibility; self-confidence; respect for others and their views; social and interpersonal skills; initiative and follow-through.
6. Formulate a critical perception about civic responsibility, social problems, economic systems, cultural patterns, and policy issues.
7. Conduct a self-appraisal, evaluate the structured service-learning experience, and identify ways students may contribute to the local and regional needs of the community.

ECE 190 - Child Development Associate (CDA) Portfolio Preparation

1. Professional resource file
2. Parent questionnaires
3. CDA competencies

1. Create and present a professional resource file. (1)
2. Develop, distribute and collect parent questionnaires. (2)
3. Compose and defend the six CDA competencies: establish safe, healthy learning environment; advance physical and intellectual competence; support social and emotional development; establish positive family relationships; ensure a well-run, purposeful program; maintain professionalism. (3)

ECE 200 - Introduction to Early Childhood Education

1. History and philosophies of early childhood education
2. Current trends, and state and national initiatives in early childhood
3. Observation of programs in the community
4. Professional opportunities in the field of early childhood education

1. Identify major milestones and philosophies in the history of early childhood education. (1)
2. Explain how child development theories are observable through various curriculum and program models. (1,3)
3. Discuss current issues of professionalism and advocacy in early childhood education. (2,4)
4. Evaluate professional opportunities and establish career goals related to serving children ages birth to age eight. (4)

ECE 201 - Introduction to the Child Care Profession

1. Child development
2. Developmentally appropriate activities
3. Discipline and guidance
4. Child development techniques
5. Health and safety in early care and education settings

1. Describe milestones of physical, social, cognitive and language development in children from birth through age five. (1,2)
2. Plan and implement developmentally appropriate activities for children from birth through age five.(2,4)
3. Explain and incorporate positive child guidance and discipline techniques in early childhood settings. (3,4)
4. Create a plan for caring for young children. (1-5)
5. Prepare a healthy and safe environment for young children; with special consideration for nutrition, licensing requirements and personal safety. (5)

ECE 202 - Early Childhood Curriculum

1. Trends in curriculum design
2. Developmentally appropriate materials and resources
3. Lesson planning in major content areas such as math, technology, art, science, movement, social studies and dramatic play
4. Arizona Early Learning Standards
5. Transition tools and techniques
6. Classroom environment design

1. Evaluate various curriculum models used in current preschool settings. (1)
2. Design developmentally appropriate lesson plans that can be used in an integrated theme or project. (2,3)
3. Articulate the use of early learning standards in lesson planning and in the application of working with children. (1-4)
4. Compile and maintain a professional file that includes web-based resources for lesson planning and transition strategies. (1-3,5)
5. Create a plan for a well-designed environment that links curriculum design to a developmentally appropriate classroom. (1,2,6)

ECE 210 - Infant and Toddler Development

1. Relationship-based model
2. Brain and prenatal development, birth and the newborn
3. Attachment, temperament, and caregiver style
4. Emotional and social development
5. Cognitive and language development
6. Sensory and motor development
7. Relationship-based curriculum

1. Describe relationship-based model with respect to infant and toddler development. (1)
2. Summarize brain and prenatal development, birth and the newborn. (2) 
3. Evaluate and apply various theories of infant and toddler development. (3-6) 
4. Analyze the interplay of physical, cognitive, emotional and social development. (3-6) 
5. Identify the probable effects of parents, family, peers, caregivers, and community on infant and toddler development. (1-6 ) 
6. Explore the power of observational research of infant and toddler developmental functioning in the context of early childhood programs. (1-7) 
7. Design relationship-based activities to promote infant and toddler development. (1,7)

ECE 216 - Playing to Learn

1. Definition, and types of play
2. Literacy learning through music and other domains
3. Assessing play
4. Environment's impact
5. Impact on children's development
6. Support of play by teachers and parents
7. Educating the public about the role of play

1. Identify various kinds of play. (1)
2. Describe the role of play in a child's social, emotional, physical, intellectual and language development. (2,5)
3. Design developmentally appropriate play activities for various ages and stages of young children. (3)
4. Articulate the advantages of play in early childhood classrooms. (4)
5. Identify strategies for integrating play into early childhood classrooms. (6)
6. Cite research and major positions on the role and benefits of play. (2,4,5,7)
7. Experiment with musical instruments and concepts to enhance learning. (2)
    

ECE 220 - School Age Children

1. Theories of child development in children ages 6-12
2. Observation of, and participation in school age programs
3. Physical environments, routines and activities
4. Legislation and advocacy
5. Licensing requirements
6. Literacy development and tutoring techniques
7. Guidance techniques for school age children

1. Observe and describe developmental milestones of children ages 6 to 12. (1,2)
2. Identify legislation and licensing requirements governing school age programs. (4,5)
3. Design and implement physical environments, routines and activities. (3)
4. Apply techniques for tutoring school age children. (6)
5. Define milestones of literacy development for children ages 6-12. (6)
6. Identify and apply guidance techniques for school age children. (7)

ECE 222 - Introduction to the Exceptional Learner

1. Developmental and learning challenges of various exceptional learners
2. Evidence-based causes, classification, and characteristics of a wide variety of exceptional learners
3. Culturally responsive learning environments
4. Development of programs and specific interventions for exceptional learners
5. Legislation, regulations, and landmark litigation related to  the field of special education
6. The Multidisciplinary Evaluation Team (MET) and the integration of parents, school, and community resources

1. Describe the interaction of the development and learning styles of various exceptionalities with respect to challenges functioning in an educational setting. (1,2)
2. Defend the rationale for culturally responsive and appropriately inclusive in order to promote developmental gains and enhance functioning with exceptional learners. (3)
3. Develop individualized learning (differentiated instruction) plans for exceptional learners. (4)
4. Identify evidence-based instructional strategies to promote developmental gains and improve functioning with various exceptionalities. (2,3)
5. Describe the history of special education and  legislation (IDEA, Section 504, and ADA) with respect to current special education standards and practices. (5)
6. Explain the characteristics of the major categories of disabilities identified in IDEA, along with special considerations (sociocultural, medical, etc.). (5)
7. Summarize the importance of collaborating with parents, professionals, and agency representatives to more effectively address the specific needs of various exceptional learners. (6)

1. Five hours of observation in a special education practicum.

ECE 230 - Language and Literacy Experiences

1. Language and literacy processes
2. Bibliographies
3. Reviewing and evaluating children's literature
4. Artistic content
5. Lesson plans utilizing children's literature
6. Story-telling and reading aloud

1. Describe language development leading to literacy. (1)
2. Define and use common literary genres to develop literacy skills. (1-3, 6)
3. Identify criteria for selecting quality children's literature. (2-4)
4. Plan lessons to promote language and literacy learning. (1,5,6).
5. Identify literature for use in biblio-therapeutic contexts (2,3)
6. Create a bibliography of literature for children. (2)

ECE 234 - Child Development

1. Genetics, prenatal, and birth
2. Physical development through childhood
3. Cognitive development through childhood
4. Language development through childhood
5. Emotional development through childhood
6. Social development through childhood
7. Cultural influences on child development

1. Summarize research methods applied to various theoretical perspectives of child development. (2-6) 
2. Describe major developmental themes (e.g. nature-nurture, stability and change, early-late experiences, and continuity - discontinuity) as applied to child development theories. (2-6) 
3. Evaluate various theories of child development. (2-6) 
4. Delineate genetic and prenatal influences on child development. (1)
5. Analyze the interplay of physical, cognitive, emotional and social development. (2-6)
6. Identify the probable effects of parents, family, peers, teachers, and community on child development. (2-6)
7. Conduct research on topics related to child development. (1-7) 
8. Discuss the cultural influences on child development. (7)

1. Demonstrate thoughtful and precise writing skills by completing at least 1,500 words of monitored writing.

ECE 240 - Family and Community Partnerships

1. Communication and listening skills
2. Diversity in parenting and family structures
3. Family and school relationships in multicultural settings
4. Teacher roles
5. Parent-teacher conferences
6. Professionalism and ethics
7. Community resources

1. Apply techniques of active listening and communicating. (1)
2. Define teacher and parent roles in communication. (1-6)
3. Identify familial differences and parenting styles. (2,3)
4. Describe issues of professionalism and ethics in the early childhood field. (4,6)
5. Identify resources and referral systems in the community. (7)
6. Conduct parent/teacher conferences. (5)

ECE 250 - Leadership and Management in Early Childhood Programs

1. Trends in early childhood education public policy and funding
2. Administrative and leadership roles and styles
3. Program planning and policy development
4. Licensing regulations, accreditation options, and state QRIS (Quality Rating and Improvement System)
5. Developing an operating budget
6. Facility and classroom design (including equipment and materials)
7. Hiring, training, supervision, mentoring and professional development
8. Strategies for maintaining a positive organizational climate

1. Identify the administrative and leadership roles and responsibilities of an ECE program director. (1, 2)
2. Discuss the relationship between a program's goals and its structure. (3)
3. Compare the licensing, accreditation, and State QRIS requirements for early childhood programs. (1, 4)
4. Design an early care and education program, including: philosophy, curriculum, policies, staffing, budget and physical environments. (3,4,6)
5. Identify the steps in the budget development process and calculate revenue and expenditures based on program information. (5)
6. Identify methods for effective staff supervision and staff development. (7)
7. Discuss leadership styles and strategies for promoting a positive organizational climate. (2, 8)

ECE 260 - Child Guidance

1. Proactive guidance strategies and models for children
2. Theoretical foundations of child social-emotional development
3. Explore models of child guidance
4. Positive strength-based guidance strategies
5. Relationship-based teaching

1. Describe the impact of social environment on child development. (3,5)
2. Identify issues of individual differences and diversity in child development, with implications for child behavior and guidance. (2,3)
3. Compare and contrast major theories of child guidance. (2,3)
4. Analyze effective proactive guidance practices and strategies. (1,4,5)
5. Devise guidance plans for specific problems/issues of child development. (1,4)
6. Develop a personal theory of guidance based on positive guidance principles and the development of young children. (1,3-5)

ECE 270 - Health, Safety and Nutrition

1. Lifelong health and nutrition habits
2. Lesson planning
3. Signs of child abuse
4. Health and safety issues of early childhood programs
5. Disease control
6. Menu planning
7. Health resources for children and staff

1. Identify the components of a safe and healthy environment. (1,4)
2. Identify and discuss the symptoms of an ill child and procedures for dealing with illness and accidents. (4,5)
3. Implement activities and teaching techniques that promote good health habits and wellness attitudes. (1,2,4)
4. Identify and describe available health resources. (7)
5. Identify characteristics of young children that cause them to be at risk for accidents. (4)
6. List indicators of possible child abuse. (3)
7. Define basic nutrition principles and plan menus for young children. (1,6)
8. Develop a strategies for incorporating health, safety and nutrition education into the curriculum. (2,4,6,7)

ECE 290 - Practicum: Directed Field Experience Birth-Preschool

1. Dependability and team work
2. ECE theories, skills and techniques
3. Developmentally appropriate programs and practices
4. Classroom management strategies
5. Guidance of young children
6. Professionalism
7. Critical analysis and self-evaluation

1. Develop and implement basic lesson plans. (2,3)
2. Devise a classroom management plan that utilizes a variety of developmentally appropriate strategies. (2-5)
3. Utilize interpersonal skills and professionalism as part of a teaching team. (1,6,7)
4. Apply developmentally appropriate guidance skills with young children. (2,5)
5. Develop a plan for improvement based on constructive criticism and self-evaluation. (6,7)

ECE 291 - Advanced Practicum: Supervised Field Experience Birth-Preschool

1. Dependability and team work
2. ECE theories, skills and techniques
3. Developmentally appropriate programs and practices
4. Classroom management strategies
5. Guidance of young children
6. Professionalism
7. Critical analysis and self-evaluation

1. Design, implement, and evaluate lesson plans. (2,3)
2. Implement and evaluate a classroom management plan that utilizes a variety of developmentally appropriate strategies. (4)
3. Utilize interpersonal skills and professionalism as part of a teaching team. (1,6,7)
4. Apply developmentally appropriate guidance skills with young children. (5)
5. Develop a plan for improvement based on constructive criticism and self-evaluation. (6,7)

ECE 296 - Internship: Early Childhood Education

1. Organizational overview of assigned placement
2. Integration of job description and organization's requirements
3. Elements of documentation of experience
4. Planning and time management
5. Professional, legal, and ethical issues
6. Communication, critical thinking, and problem solving
7. Specialized equipment, tools, and software required in the placement

1. Exhibit appropriate workplace behaviors and professional ethics.
2. Apply discipline specific knowledge and skills in the professional workplace.
3. Define and utilize technical terms in written and oral communications.
4. Use critical thinking, problem solving, ethical awareness, and effective writing
5. Interpret written and oral instructions.
6. Initiate and complete assigned responsibilities.
7. Maintain documentation required to comply with government employer or nonprofit agency regulations.
8. Use specialized equipment, software, and tools as required.
9. Analyze and interpret data for specified reports.
10. Identify opportunities for improvement in process and documentation related to the workplace.
11. Articulate job description and position in assigned organization.

1. Record of Student Internship workplace hours.
2. Individual Education Plan (IEP) as approved by supervision faculty.
3. A daily journal, or work log of tasks, including dates, descriptive comments, problems and solutions.
4. A reflective paper or project as specified by the supervision faculty.
5. A minimum of two evaluations by the workplace employer or supervisor.
6. Student's self-evaluation of experience.

ECE 298 - Special Topics: Early Childhood Education

1. Developmental issues
2. Curriculum enhancements
3. Cultural sensitivity
4. Classroom techiques

1. Identify developmental issues and apply techniques in the classroom. (1,4)
2. Create lesson plans using curriculum enhancements. (2)
3. Create a culturally sensitive classroom environment. (3)

ECE 299 - Independent Study Early Childhood Education

1. Applied knowledge and skills
2. Learning objectives and competencies relevant to the discipline area and the community service setting
3. Critical analysis of the service-learning experience
4. Effective leadership, interpersonal, and writing skills
5. Evaluation and improvement of performance

1. Demonstrate the ability to apply discipline-specific knowledge and skills to a community-service setting.
2. Develop the individual educational plan with the faculty liaison and agency/business.
3. Accomplish the specific learning objectives and competencies.
4. Demonstrate critical thinking, problem-solving, ethical awareness, and effective writing skills through discussions, a daily journal and an analytic paper.
5. Exhibit personal development and leadership foundation skills such as: acceptance of responsibility; self-confidence; respect for others and their views; social and interpersonal skills; initiative and follow-through.
6. Formulate a critical perception about civic responsibility, social problems, economic systems, cultural patterns, and policy issues.
7. Conduct a self-appraisal, evaluate the structured service-learning experience, and identify ways students may contribute to the local and regional needs of the community.

ECN 232 - Business Statistical Analysis

1. Descriptive measures
2. Probability
3. Discrete data analysis
4. Continuous data analysis
5. Prediction intervals
6. Hypothesis testing (One population)
7. Hypothesis testing (Two populations)
8. Regression Analysis
    

1. Calculate and interpret parametric and statistical descriptive measures of centrality and dispersion. (1)
2. Apply rules of probability to statistical problems in business. (2)
3. Use discrete probability distributions to solve statistical problems in business. (3)
4. Use continuous probability distributions to solve statistical problems in business. (4)
5. Use statistical methods to construct and interpret confidence intervals. (5)
6. Construct and test a hypothesis using data from a single population. (6)
7. Construct and test a hypothesis using data from two populations. (7)
8. Construct a regression model and interpret computer output of the model. (8)

ECN 234 - Quantitative Methods

1. Introduction to quantitative methods
2. Probability concepts
3. Probability distributions and expected value
4. Forecasting
5. Basic concepts of decision making
6. Elements of decision theory
7. Linear programming
8. The simplex method in linear programming
9. Decision making using sample information
10. Decision making using the normal distribution
11. Network planning with PERT
12. Dynamic programming

1. Identify the key steps to solving a quantitative business problem. (1)
2. Identify the steps involved in constructing a quantitative model. (1,2)
3. Identify the main quantitative models for solving business problems. (3,4,7,8,11,12)
4. Construct a model for solving a business problem. (3,4,7,8,11,12)
5. Combine quantitative models to create new problem-solving models. (6,9,10)
6. Evaluate the outcomes of the problem-solving process in business. (4,5,7-9,11,12)

ECN 235 - Principles of Economics-Macro

1. Concepts, terms and applications
2. Economics diversity
3. Techniques of research
4. Goals and problems
5. Analyses
6. Policy
7. Global issues
8. Current thought

1. Define relevant terms and concepts and apply to problems or issues. (1)
2. Analyze how diversity contributes to various differences in human economic interaction or in world economic views. (2)
3. Explain applicable methods that guide research in economics. (3)
4. Identify macroeconomic goals and problems. (4)
5. Evaluate dominant analyses in macroeconomics. (5)
6. Analyze the use of macroeconomic policy under different economic conditions. (6)
7. Synthesize elements of global economic activity to explain and to predict economic activity in the domestic economy. (7).
8. Synthesize macroeconomic concepts and analyses in the analysis of real-world issues. (8)

ECN 236 - Principles of Economics-Micro

1. Concepts, terms and applications
2. Economics diversity
3. Techniques of research
4. Consumer choice
5. Demand and supply
6. Analyses of market structure
7. Market failure
8. Current thought

1. Define relevant terms and concepts and apply to problems and issues. (1)
2. Analyze how diversity contributes to differences in human economic interaction or in the world economic views. (2)
3. Explain applicable methods that guide research in economics. (3)
4. Use the analysis of choice to explain and predict consumer behavior. (4)
5. Use the models of demand and supply to analyze economic issues. (5)
6. Evaluate the dominant analyses in the microeconomics literature. (6)
7. Identify market failures and explain why these occur. (7)
8. Synthesize microeconomics concepts and analyses in the analysis of real-world issues. (8)
    

ECN 296 - Internship: Economics

1. Organizational overview of assigned placement
2. Integration of job description and organization's requirements
3. Elements of documentation of experience
4. Planning and time management
5. Professional, legal, and ethical issues
6. Communication, critical thinking, and problem solving
7. Specialized equipment, tools, and software required in the placement

1. Exhibit appropriate workplace behaviors and professional ethics.
2. Apply discipline specific knowledge and skills in the professional workplace.
3. Define and utilize technical terms in written and oral communications.
4. Use critical thinking, problem solving, ethical awareness, and effective writing
5. Interpret written and oral instructions.
6. Initiate and complete assigned responsibilities.
7. Maintain documentation required to comply with government employer or nonprofit agency regulations.
8. Use specialized equipment, software, and tools as required.
9. Analyze and interpret data for specified reports.
10. Identify opportunities for improvement in process and documentation related to the workplace.
11. Articulate job description and position in assigned organization.

1. Record of Student Internship workplace hours.
2. Individual Education Plan (IEP) as approved by supervision faculty.
3. A daily journal, or work log of tasks, including dates, descriptive comments, problems and solutions.
4. A reflective paper or project as specified by the supervision faculty.
5. A minimum of two evaluations by the workplace employer or supervisor.
6. Student's self-evaluation of experience.

ECN 299 - Independent Study Economics

1. Applied knowledge and skills
2. Learning objectives and competencies relevant to the discipline area and the community service setting
3. Critical analysis of the service-learning experience
4. Effective leadership, interpersonal, and writing skills
5. Evaluation and improvement of performance

1. Demonstrate the ability to apply discipline-specific knowledge and skills to a community-service setting.
2. Develop the individual educational plan with the faculty liaison and agency/business.
3. Accomplish the specific learning objectives and competencies.
4. Demonstrate critical thinking, problem-solving, ethical awareness, and effective writing skills through discussions, a daily journal and an analytic paper.
5. Exhibit personal development and leadership foundation skills such as: acceptance of responsibility; self-confidence; respect for others and their views; social and interpersonal skills; initiative and follow-through.
6. Formulate a critical perception about civic responsibility, social problems, economic systems, cultural patterns, and policy issues.
7. Conduct a self-appraisal, evaluate the structured service-learning experience, and identify ways students may contribute to the local and regional needs of the community.

EDU 200 - Introduction to Education

1. Personal abilities, characteristics, and motives in teaching
2. Learning theories and applications to teaching
3. Diversity in the classroom
4. Effective teaching methods and strategies
5. Current issues in education
6. Research strategies and resources in education
7. Technology and instruction
8. Philosophical foundations of American education
9. Ethical and legal issues facing teachers
10. Critical thinking, reflective writing, and oral presentation 

1. Evaluate personal potential and options to select teaching as a career via classroom observations and the development of a personal philosophy of education. (1, 2, 4, 6, 8, 10)
2. Apply methods of teaching styles as they relate to student learning styles and design and present appropriate classroom activities intended to achieve specific learning outcomes. (2,4,10)
3. Define and propose methods for addressing diversity in the classroom. (3)
4. Research and discuss major issues and trends in education, including technology, the historical development of education, and areas of legal and ethical concern. (5, 7-9)

EDU 210 - Cultural Diversity in Education

1. Critical thinking concepts
2. Historical and contemporary multicultural relationships in American society and in education
3. Origins of cultures encountered in the classroom
4. Languages and cultural resources encountered in the schools and community
5. Cultural and racial biases that impact teaching and the application of critical thinking skills when assessing these issues
6. Institutional changes needed in schools/society for equal educational opportunities for students
7. Internet as a source for research and learning about the latest pedagogy in multicultural education

1. Describe the elements of the critical thinking process and use the critical thinking process to construct pertinent questions based on current issues in multicultural education. (1)
2. Identify and explain historically how changing demographics (race, ethnicity, and gender) influence public schools and inform perspectives. (2, 4-6)
3. Define and articulate by writing and speaking the concept of multicultural education and its implementation in the public school classroom, create effective solutions to problems related to multicultural education,  and describe the contributions of ethnic/cultural groups represented in the schools and community. (1-3)
4. Articulate how gender, class, and religious differences cut across boundaries of race and ethnicity and apply critical thinking skills when assessing related issues while recognizing that closure is not always reached. (1, 3, 5)
5. Apply critical thinking skills when assessing cultural influences on communication styles, attitudes, values, expectations and perceptions within the community and educational setting, and create effective solutions to such issues.  (1, 4)
6. Design lesson plans using the latest research in multicultural education and apply best practices, including critical thinking, for fostering cultural diversity in the classroom. (1, 7)

EDU 222 - Introduction to the Exceptional Learner

1. Learner development and individual learning differences
2. Learning environments for children with exceptionalities that are culturally safe, inclusive and responsive
3. Curricular content delivery to children with exceptionalities
4. Instructional planning and strategies for children with exceptionalities
5. Foundations of the field of special education and ethical practices
6. Collaboration with family, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies

1. Describe how exceptionalities can interact with development and learning to provide meaningful and challenging learning experiences for individuals with exceptionalities. (1)
2. Create culturally safe, inclusive and responsive learning environments that help individuals with exceptionalities become active and effective learners who develop emotional well-being, positive social interactions, and self-determination skills. (2)
3. Develop individualized learning (differentiated instruction) plans for individuals with exceptionalities. (3)
4. Select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities. (4)
5. Describe the history of special education, the current laws that govern it (IDEA, Section 504, and ADA), and how curriculum standards affect students in special education. (5)
6. Explain the characteristics of the major disability categories as written in IDEA and of gifted and talented students and how socio-economic status, gender, culture, language, and risk factors affect students with special needs. (2,5)
7. Collaborate with others to address the needs of individuals with exceptionalities across a range of learning experiences. (2,5,6)

1. Five hours of observation in a special education practicum.
    

EDU 230 - Language and Literacy Experiences

1. Language and literacy processes
2. Biblographies
3. Reviewing and evaluating children's literature
4. Artistic content
5. Lesson plans utilizing children's literature
6. Storytelling and reading aloud

1. Describe language development leading to literacy. (1)
2. Define and use the common literary genres to develop literacy skills. (1-3,6)
3. Identify criteria for selecting quality children's literature. (2-4)
4. Plan developmentally appropriate lessons to promote language and literacy learning (1,5,6)
5. Identify literature for use in biblio-therapeutic contexts. (2,3)
6. Create a bibliography of literature for children. (2)
    

EDU 239 - Structured English Immersion Provisional Endorsement

1. ELL Proficiency Standards correlated to the K-12 AZ Academic Standards adopted by the AZ Board of Education.
2. Assessment tools
3. SEI law, history, principles, terminology.
4. Role of culture in learning and comprehension
5. SEI theory, methods, and strategies in the core curriculum.
6. Implementation and Integration of SEI.

1. Analyze the content and use of the Arizona English Language Learner Assessment (AZELLA) in guiding instruction. (1,2)
2. Identify and classify the characteristics of the five stages of language acquisition. (3)
3. Analyze program options for English Language Learners. (1)
4. Identify the legal, historical and educational reasons for SEI. (3)
5. Discuss the relevance of state mandated achievement tests for ELL's (2)
6. Identify methods of assessment. (2)
7. List language acquisition theoretical principals. (3)
8. Identify factors that effect second language acquisition. (3,4)
9. Use basic SEI terminology. (3)
10. Describe the difference between effective and sheltered instruction. (5)
11. Identify considerations for students with learning disabilities. (5)
12. Describe the role of culture in learning. (4)
13. Describe affective issues related to English Language Learners and the importance of using grouping strategies. (5)
14. Identify and use multiple strategies to improve student achievement. (5,6)
15. Examine the format and alignment of ELL proficiency standards to the AZ Language Arts Academic Standards. (1,6)
16. Use ELL Proficiency Standards to plan, deliver and evaluate instruction. (2,6)
17. Identify and use the integration of ELL Proficiencies Standards in all content areas. (6)

EDU 240 - Family and Community Partnerships

Description:  

School and family relationships with a focus on communication, ethics, professionalism and problem-solving. Impact of the community, its resources and referral systems. Emphasis on families, diversity, multicultural issues and parent involvement. This course is cross-listed with ECE 240 .

Credits: 3
Lecture: 3
Lab: 0

Course Content:

1. Communication and listening skills 
2. Diversity in parenting and family structures 
3. Family and school relationships in multicultural settings 
4. Teacher roles 
5. Parent-teacher conferences 
6. Professionalism and ethics 
7. Community resources

1. Apply techniques of active listening and communicating. (1) 
2. Define teacher and parent roles in communication. (1-6) 
3. Identify familial differences and parenting styles. (2,3) 
4. Describe issues of professionalism and ethics in the early childhood field. (4,6) 
5. Identify resources and referral systems in the community. (7) 
6. Conduct parent/teacher conferences. (5)

EDU 241 - Full Structured English Immersion Endorsement

1. Law, history, principles, terminology, and the role of culture in learning and comprehension
2. Introduction of Basic Interpersonal Communication Skills (BICS) and cognitive Academic Language Proficiency (CALP) as it relates to student achievement and success
3. English Learners Language (ELL) Proficiency Standards. Format and alignment of the Ell Proficiency Standards. Format and alignment of the ELL Proficiency Standards to the Arizona Language Arts (Listening, Speaking, Reading & Writing) Academic Standards
4. Structured English Immersion (SEI) theory, methods and strategies (differentiated instruction and reciprocal teaching)
5. Formal and informal assessment
6. Analysis of data to differentiate instruction using "snapshots" of longitudinal data
7. Coordination of parent, home and school resources

1. Review of characteristics of the five stages of language acquisition and list theoretical principles. (1)
2. Explain the legal, historical, and educational reasons and soundness of Structured English Immersion (SEI). (1)
3. Explore the differences between BICS and CALP and discover methods for developing higher CALP. (2)
4. Review basic SEI terminology and introduce appropriate new vocabulary. (1,3)
5. Apply the format and the alignment of the English Language Learners (ELL) Proficiency Standards to the K-12 Arizona Academic Standards in Reading & Writing, and the ELL Standards for Listening & Speaking and use the standards to plan, deliver and evaluate instruction. (3)
6. Identify and implement various strategies to improve student achievement in the core curriculum areas. (4)
7. Analyze disaggregated test data to plan differentiated lessons and analyze test data to interpret and produce snapshots of longitudinal data and track student status and progress on the English Language Learners (ELL) proficiency standards using the Sanford English Language Proficiency (SELP). (4,6)
8. Integrate diagnostic, formative, and summative assessments for English Language Learners (ELL) and create multiple methods of assessment. (5)
9. Use assessment results for placement and accommodation for special education and gifted students. (6)
10. Use standardized testing and language proficiency as methods for monitoring student progress. (5)
11. Describe theory, methods and strategies in Differentiated Instruction and Reciprocal Teaching. (4,6)
12. Identify the socio-cultural influences on English Language Learners (ELL), including language shift, identity issues, and the role of culture in learning and discuss the role of bilingualism and home language use. (1)
13. Identify parental and community resources for aiding English acquisition and create ways to cultivate home and school partnerships. (7)
14. Explore SEI theory, methods, strategies and techniques to integrate current curricular materials in English Language Development (ELD) instruction. (4)
15. Analyze and apply vocabulary development approaches in the content areas, plan lessons based on prior knowledge, and adapt and sequence current curricular materials. (7)

EDU 255 - Fundamentals of Educational Technology

1. Instructional design
2. Theoretical concepts in educational technology
3. Photo sharing
4. Video sharing
5. Podcasting
6. Blogs
7. Wikis
8. E-portfolios
9. Collaborative editing
10. Social networking
11. Web conferencing

1. Facilitate student learning and creativity. (2-11)
2. Design and develop digital-age learning experiences and assessment. (2-11)
3. Model digital-age work and learning. (2-11)
4. Model and promote digital citizenship and responsibility. (3-10)
5. Document professional growth and leadership involvement. (8-11)
6. Discuss instructional design theories and applications. (1,2)
7. Identify issues that shape technology's current and future role in restructuring education. (2)
8. Identify learning activities that seamlessly integrate on-line learning environments into instruction. (3-11)
9. Utilize digital media to communicate and work collaboratively. (3-11)
10. Select and use appropriate applications. (2)
11. Design and develop effective learning communities supported by technology. (1,8,9)
12. Implement instructional strategies for applying technology to maximize learning of diverse students. (1,2,8,9)

EDU 296 - Internship: Education

1. Organizational overview of assigned placement
2. Integration of job description and organization's requirements
3. Elements of documentation of experience
4. Planning and time management
5. Professional, legal, and ethical issues
6. Communication, critical thinking, and problem solving
7. Specialized equipment, tools, and software required in the placement

1. Exhibit appropriate workplace behaviors and professional ethics.
2. Apply discipline specific knowledge and skills in the professional workplace.
3. Define and utilize technical terms in written and oral communications.
4. Use critical thinking, problem solving, ethical awareness, and effective writing
5. Interpret written and oral instructions.
6. Initiate and complete assigned responsibilities.
7. Maintain documentation required to comply with government employer or nonprofit agency regulations.
8. Use specialized equipment, software, and tools as required.
9. Analyze and interpret data for specified reports.
10. Identify opportunities for improvement in process and documentation related to the workplace.
11. Articulate job description and position in assigned organization.

1. Record of Student Internship workplace hours.
2. Individual Education Plan (IEP) as approved by supervision faculty.
3. A daily journal, or work log of tasks, including dates, descriptive comments, problems and solutions.
4. A reflective paper or project as specified by the supervision faculty.
5. A minimum of two evaluations by the workplace employer or supervisor.
6. Student's self-evaluation of experience.

EDU 299 - Independent Study Education

1. Applied knowledge and skills
2. Learning objectives and competencies relevant to the discipline area and the community service setting
3. Critical analysis of the service-learning experience
4. Effective leadership, interpersonal, and writing skills
5. Evaluation and improvement of performance

1. Demonstrate the ability to apply discipline-specific knowledge and skills to a community-service setting.
2. Develop the individual educational plan with the faculty liaison and agency/business.
3. Accomplish the specific learning objectives and competencies.
4. Demonstrate critical thinking, problem-solving, ethical awareness, and effective writing skills through discussions, a daily journal and an analytic paper.
5. Exhibit personal development and leadership foundation skills such as: acceptance of responsibility; self-confidence; respect for others and their views; social and interpersonal skills; initiative and follow-through.
6. Formulate a critical perception about civic responsibility, social problems, economic systems, cultural patterns, and policy issues.
7. Conduct a self-appraisal, evaluate the structured service-learning experience, and identify ways students may contribute to the local and regional needs of the community.

ELT 101 - Basic Electricity

1. Basic principles of electricity: the atom, electric current, conductors and insulators, uses in the utility industry
2. Electric circuits: pressure, power, energy, Ohm's Law
3. Building DC circuits
4. Electric systems: generating, transmission, sub-station and distribution systems

1. Describe the uses of AC/DC circuits in the utility industry. (1)
2. Analyze AC/DC circuits using Ohm's Law. (2)
3. Analyze series, parallel, and series-parallel circuits. (3)
4. Describe electric generating stations and sub-stations. (4)
5. Describe the major components and functions of electric distribution systems. (4)

ELT 102 - Electronic Fundamentals

1. Laws of direct current circuits including voltage, resistance, current and power
2. Electrical measuring instruments and safety
3. Series, parallel and series-parallel circuits
4. Electrical connection skills including soldering.
5. Characteristics and laws of alternating-current
6. Transformer theory and operation
7. Reactive circuits including resonance and passive filters
8. Semiconductor theory and operation
9. Diode circuits and power supplies
10. Bipolar and field effect transistor biasing, operation, amplifiers and circuits
11. Thyristor and op amp biasing, operation and circuits

1. Identify the basic principles of DC: voltage, current, resistance and power. (1)
2. Measure DC and AC circuit parameters using safe practices for electronic test equipment. (2)
3. Troubleshoot series, parallel, and series-parallel DC circuits. (3)
4. Demonstrate soldering skills to install and remove electrical components including safe practices for ESD (electro-static discharge) sensitive parts. (4)
5. Describe the principles of AC: voltage, current, frequency, phase angle and power. (5)
6. Describe transformer action and operation including turns ratio, phase and power. (6)
7. Analyze reactive AC circuits including resonance and passive filters. (7)
8. Describe semiconductor doping, diode construction, biasing and operation. (8)
9. Troubleshoot diodes, specialty diode circuits and power supplies. (9)
10. Troubleshoot bipolar and field effect transistor circuits and amplifiers. (10)
11. Troubleshoot thyristor and op amp circuits. (11)

ELT 105 - Digital Fundamentals

1. Number systems, operations and codes
2. Logic gates, combinatorial and sequential logic
3. Architecture, instruction sets and interfacing of microprocessors and microcontrollers
4. Programming an Arduino microcontroller including debugging and troubleshooting

1. Convert numbers between various digital number systems. (1)
2. Troubleshoot logic gates, combinatorial and sequential circuits. (2)
3. Identify and describe the architecture, and explain the basic operation, of microprocessors and microcontrollers. (3)
4. Explain the assembly language instructions of selected microprocessors and microcontrollers. (4)
5. Troubleshoot microprocessor and microcontroller circuits. (4)

ELT 108 - 3D Printer Operation and Maintenance

1. 3D printing technologies
2. 3D material properties and printing methods
3. 3D printer operation
4. 3D printer software and programming
5. 3D printer calibration, maintenance and troubleshooting

1. Describe key 3D printing technologies. (1)
2. Describe key material properties for 3D printability for each printing technology. (2)
3. Describe basic 3D printer operation. (3)
4. Fabricate models using 3D printers. (3)
5. Program 3D printers (4)
6. Maintain 3D printers. (5)
7. Troubleshoot 3D printers. (5)

ELT 111 - DC Electrical Systems

ELT 112 - AC Electrical Systems

1. Characteristics and laws of alternating-current
2. Transformer theory and operation
3. AC test equipment and safety
4. Capacitive and inductive circuits
5. Series and parallel RLC and resonant circuits
6. Single and polyphase motors

1. Describe the principles of alternating current: voltage, current, frequency, phase angle and power. (1)
2. Describe transformer action and operation including turns ratio, phase and power. (2)
3. Demonstrate safe electrical practices for electronic test equipment to measure voltage, frequency and phase angle in AC circuits. (3)                        
4. Analyze capacitive and inductive AC circuits. (4)
5. Troubleshoot series, parallel, and series-parallel RLC and resonant circuits. (5)
6. Troubleshoot single and poly-phase AC motors. (6)

ELT 115 - Conduits and Raceways

1. Conduit and raceway function
2. Conduit systems layout and assembly

1. Describe various types and materials of conduit. (1)
2. Describe the applications of the various types of conduit. (1)
3. Take precise measurements. (2)
4. Design safe, attractive conduit runs. (2)
5. Make clean, precise cuts and bends in the conduit. (2)
6. Demonstrate the use of connectors, hangers, and boxes according to relevant codes. (2)

ELT 126 - Solid State Devices

1. Semiconductor theory and operation
2. Diode power supplies and circuits
3. Bipolar transistor biasing, operation, amplifiers and circuits
4. Field effect transistor biasing, operation, amplifiers and circuits.
5. Thyristor biasing, operation and circuits

1. Describe semiconductor doping, diode construction, biasing and operation. (1)
2. Troubleshoot diode power supplies and specialty diode circuits. (2)
3. Troubleshoot bipolar transistor circuits. (3)
4. Troubleshoot field effect transistor circuits. (4)
5. Troubleshoot thyristor circuits. (5)

ELT 130 - Introduction to Robotics

ELT 140 - Robot Vision

1. Vision system considerations and concepts
2. Vision configuration (software and hardware)
3. Camera setup and calibration
4. Error proofing
5. User frame application and calibration
6. Single and multi-view processes

1. Describe vision system considerations and concepts. (1)
2. Configure a vision system to communicate a between robot and the teaching computer. (2)
3. Calibrate a camera. (3)
4. Demonstrate error proofing. (4)
5. Create an application user frame. (5)
6. Execute a single and multi-view view process. (6)

ELT 141 - Electrical Apparatus

1. Fundamentals of transformer operation and protection
2. Single phase transformer operation and connections
3. Three-phase transformer operation and connections
4. Open Y- and Delta connections
5. Surge arrestor operation and installation
6. Capacitor bank operation and installation

1. Describe the parts, theory of operation, and function of transformers. (1)
2. Explain the differences between conventional and self- protected transformers and describe the appropriate uses of each. (1)
3. Draw the connections and utilize the procedures and techniques used to install single-phase transformers. (2)
4. Draw the connections and utilize the procedures and techniques used to install three-phase transformers. (3)
5. Draw the connections and utilize the procedures and techniques used to install open Y- and Delta transformers. (4)
6. Describe surge arresters and explain their operation, application, and use in the utility industry. (5)
7. Describe capacitor banks and explain their operation, application and installation on power lines. (6)

ELT 150 - Embedded Systems and IoT

1. IoT (Internet of Things) description and technologies
2. Embedded system components, interaction and interfacing
3. Hardware and software for IoT systems
4. IoT operating systems and programming
5. Embedded systems/IoT troubleshooting

1. Define the term "Internet of Things" and the technologies behind IoT: RFID and NFC, wireless networks and WSN, RTLS and GPS, agents and multiagent systems. (1)
2. Define what an embedded system is in terms of its interface. (2)
3. Describe the components of an embedded system. (2)
4. Describe the interactions of embedded systems with the physical world. (2)
5. Identify the core hardware components most commonly used in IoT devices. (3)
6. Describe the interaction between software and hardware in an IoT device. (3)
7. Describe the role of an operating system to support software in an IoT device. (4)
8. Evaluate embedded solutions for IoT situations using (embedded) computer systems interfaced to digital hardware. (4)
9. Troubleshoot embedded/IoT systems. (5)

ELT 162 - Mircroprocessors & Microcontrollers

Description: An introduction to microprocessor, and microcontroller architecture and programming. Topics include, memory, instruction sets, addressing modes, serial/parallel interfacing, and troubleshooting. Real-time applications are studied and verified on protoboards and actual microprocessors.

Credits: 2
Lecture: 1
Lab: 2

Course Content:

1. Architecture and instruction sets of microprocessors and microcontrollers
2. Programming in assembly and high-level languages
3. Microprocessor and microcontroller testing and troubleshooting

 
Learning Outcomes:

1. Identify and describe the architecture, and explain the basic operation of microprocessors and microcontrollers. (1)
2. Explain the assembly language instructions of selected microprocessors and microcontrollers. (2)
3. Build, analyze and troubleshoot microprocessor or microcontroller circuits. (3)

ELT 165 - Programmable Logic Controllers

1. PLC architecture and memory organization
2. PLC instruction set and programming
3. Relay and ladder logic testing and troubleshooting

1. Identify and explain the function of each block within PLC architecture and describe memory of a PLC. (1)
2. Describe the PLC instruction set including addressing modes and write debug programs for a PLC. (2)
3. Identify, explain and draw ladder logic symbols and diagrams and utilize these to troubleshoot a PLC system. (3)

ELT 171 - Process Control Instrumentation

1. Process control
2. Foundations of measurement
3. Instrumentation to perform measurements of pressure, force, weight, motion, flow, level, and temperature
4. Analytical measurement to maximize system efficiency
5. Calibration and testing procedures

1. Describe the fundamental operation of a process control loop including ON/OFF and PID control. (1)
2. Describe how sensors are used to make field measurements and how these interface with a controller. (2)
3. Troubleshoot sensors and their transmitters including: temperature, flow, level, force, motion, weight and pressure. (3)
4. Troubleshoot instrumentation sensors and their transmitters to include: pH, salinity and conductivity. (4)
5. Troubleshoot a process control loop. (5)

ELT 183 - Digital Circuits

1. Number systems, operations and codes
2. Logic gates and combinatorial logic
3. Boolean algebra and logic simplification techniques
4. Flip-flops and related devices
5. Counters and registers
6. Memory and storage
7. Digital-to-analog and analog-to-digital converters

1. Convert numbers between digital number systems including binary, octal and hexadecimal. (1)
2. Troubleshoot logic gates and combinatorial logic circuits. (2)
3. Simplify complex logic circuits using Booelan algebra, sum-of-products and Karnaugh mapping. (3)
4. Troubleshoot flip-flop circuits. (4)
5. Troubleshoot digital counters and registers. (5)
6. Troubleshoot digital memory and storage techniques including data selectors, encoders and decoders. (6)
7. Troubleshoot digital-to-analog and analog-to-digital converters. (7)

ELT 201 - Introduction to Linework I

1. History of linework
2. Technological developments and current practices of linework
3. Pole climbing equipment and tools
4. Pole climbing techniques and safety practices
5. Grounding equipment and tools
6. Cover-up techniques and safety practices

1. Describe the history of the linework industry. (1)
2. Describe technological developments and current linework practices. (2)
3. Describe the equipment and tools used in pole climbing. (3)
4. Utilize safety techniques used in pole climbing. (4)
5. Describe the equipment and tools used in testing and grounding. (5)
6. Use the techniques used in cover-up. (6)

ELT 202 - Field Training I (Lineworker)

1. Climbing equipment and tools
2. Climbing safety and techniques
3. Ropes and rigging
4. Pole framing and setting
5. Building single phase lines

1. Use equipment and tools to climb utility poles. (1)
2. Utilize safe, industry-standard pole climbing techniques. (2)
3. Describe the types of rope used in the utility industry and their characteristics. (3)
4. Tie knots utilized in the utility industry. (3)
5. Employ effective team working skills. (4)
6. Demonstrate how to frame single and double cross arms. (4)
7. Build single- phase lines. (5)

1. Standardized pole climbing assessment.

ELT 211 - Introduction to Linework II

1. Hot sticking equipment and tools
2. Hot sticking techniques and safety practices
3. Lockout /tagout equipment and tools
4. Lockout /tagout techniques and safety practices

1. Describe the equipment and tools used in hot sticking. (1)
2. Employ techniques used in hot sticking. (2)
3. Describe the tools and equipment used in safe lockout/tagout procedures. (3)
4. Describe procedures used in communications for lockout /tagout procedures. (4)
5. Use industry-standard techniques for lockout/tagout. (4)

ELT 212 - Field Training II (Lineworker)

1. Equipment used in the utility industry
2. Live-line work practices
3. Three-phase electrical line construction and installation
4. Pole-top rescues
5. Bucket truck rescues
6. Underground line construction and installation
7. CDL standards

1. Describe safe operating techniques for the equipment used in the utility industry. (1)
2. Describe maintenance practices for keeping equipment in safe operating condition. (1)
3. Install three-phase electrical line systems. (3)
4. Demonstrate maintenance procedures for three-phase systems. (3)
5. Demonstrate procedures for rubber-gloving and hot-sticking power lines. (2, 3)
6. Demonstrate procedures for a safe pole-top and bucket-truck rescue. (4, 5)
7. Install underground power lines. (6)
8. Operate commercial equipment according to CDL standards. (5, 7)

ELT 215 - Basic Helicopter Lineworker Course

1. Equipment
2. Rigging and inspection practices 
3. Transfers from aircraft
4. Weight and Balance calculations
5. Safety practices
6. installations of wire stringing components

1. Apply safety protocols in all power line situations (1-6)
2. Demonstrate competency in climbing and working on wood and steel poles/towers (1-6)
3. Apply rigging techniques to power line applications (1-6)
4. Identify tools, materials, and equipment used in the construction of overhead transmission lines. (1)
5. Install overhead and underground power line equipment and components. (1-6)
6. Demonstrate basic competency in operation of ladder and longline from a helicopter (1-6)

1. Apply safety protocols in all power line situations.
2. Demonstrate basic competency in operation of ladder and longline from a helicopter.

ELT 221 - Communication Systems and Circuits

1. Communication systems
2. Signal analysis
3. Amplitude modulation (AM) transmitters and receivers
4. Single sideband (SSB) systems
5. Frequency modulation (FM) transmitters and receivers
6. Transmission lines, antennas and wave propagation
7. Data communications

1. Describe a basic communication system. (1)
2. Analyze communications signals including time, frequency and spectrum analysis. (2)
3. Troubleshoot AM/FM circuits and systems. (3, 5)
4. Troubleshoot fiber-optic circuits and systems. (4)
5. Troubleshoot transmission lines and antenna systems. (6)

ELT 258 - Electronic Troubleshooting

1. Troubleshooting methodology
2. Power supplies
3. Specialty diode circuits
4. Bipolar and field effect transistor and amplifier circuits
5. Thyristor and control circuits
6. Digital logic circuits

1. Demonstrate the six-step troubleshooting method. (1)
2. Troubleshoot diode power supply circuits. (2)
3. Troubleshoot specialty diode circuits. (3)
4. Troubleshoot bipolar and field effect transistor circuits and amplifiers (4)
5. Troubleshoot thyristor and control circuits. (5)
6. Troubleshoot digital logic circuits. (6)

ELT 272 - Motors and Motor Controls

1. Motor control electronics
2. Motor control drawings and schematics
3. Motor transformers and distribution
4. Motor control devices
5. AC/DC motors
6. Relays, contactors and motor starters
7. Adjustable speed drives

1. Troubleshoot motor control electronics. (1)
2. Analyze motor diagrams and schematics including: symbols, single line and block diagrams, and motor terminal connections and nameplate terminology. (2)
3. Analyze power distribution systems and transformer connections. (3)
4. Troubleshoot motor control devices to include switches, sensors and actuators. (4)
5. Troubleshoot AC/DC motors. (5)
6. Troubleshoot relays, magnetic contactors, and motor starters. (7)
7. Troubleshoot adjustable speed drives. (8)

ELT 295 - Apprenticeship: Electrical Instrumentation

1. Job description and organization requirements
2. Technical skill development
3. Workplace skills and professional ethics
4. Workplace safety

1. Repair and maintain required equipment. (2,4)
2. Adhere to all safety procedures. (1,3,4)
3. Incorporate proper company protocols in the workplace. (1)
4. Apply appropriate workplace behaviors and professional ethics. (3)
5. Use critical thinking, problem solving, ethical awareness and effective writing skills. (1-3)
6. Interpret written and oral instructions. (1,2)
7. Initiate and complete assigned responsibilities. (1)
8. Use specialized equipment, software and tools required. (1,2)

ELT 296 - Internship: Electrical Technician

1. Organizational overview of assigned placement
2. Integration of job description and organization's requirements
3. Elements of documentation of experience
4. Planning and time management
5. Professional, legal, and ethical issues
6. Communication, critical thinking, and problem solving
7. Specialized equipment, tools, and software required in the placement

1. Exhibit appropriate workplace behaviors and professional ethics.
2. Apply discipline specific knowledge and skills in the professional workplace.
3. Define and utilize technical terms in written and oral communications.
4. Use critical thinking, problem solving, ethical awareness, and effective writing
5. Interpret written and oral instructions.
6. Initiate and complete assigned responsibilities.
7. Maintain documentation required to comply with government employer or nonprofit agency regulations.
8. Use specialized equipment, software, and tools as required.
9. Analyze and interpret data for specified reports.
10. Identify opportunities for improvement in process and documentation related to the workplace.
11. Articulate job description and position in assigned organization.

1. Record of Student Internship workplace hours.
2. Individual Education Plan (IEP) as approved by supervision faculty.
3. A daily journal, or work log of tasks, including dates, descriptive comments, problems and solutions.
4. A reflective paper or project as specified by the supervision faculty.
5. A minimum of two evaluations by the workplace employer or supervisor.
6. Student's self-evaluation of experience.

ELT 299 - Independent Study Electronics Technology

1. Applied knowledge and skills
2. Learning objectives and competencies relevant to the discipline area and the community service setting
3. Critical analysis of the service-learning experience
4. Effective leadership, interpersonal, and writing skills
5. Evaluation and improvement of performance

1. Demonstrate the ability to apply discipline-specific knowledge and skills to a community-service setting.
2. Develop the individual educational plan with the faculty liaison and agency/business.
3. Accomplish the specific learning objectives and competencies.
4. Demonstrate critical thinking, problem-solving, ethical awareness, and effective writing skills through discussions, a daily journal and an analytic paper.
5. Exhibit personal development and leadership foundation skills such as: acceptance of responsibility; self-confidence; respect for others and their views; social and interpersonal skills; initiative and follow-through.
6. Formulate a critical perception about civic responsibility, social problems, economic systems, cultural patterns, and policy issues.
7. Conduct a self-appraisal, evaluate the structured service-learning experience, and identify ways students may contribute to the local and regional needs of the community.

EMA 101 - Principles of Emergency Management

1. Historical context of emergency management
2. Natural and technological hazards and risk assessment
3. Mitigation
4. Response
5. Recovery
6. Preparedness
7. Public Information Officer (PIO) and communication
8. International disaster management
9. Terrorist threats
10. Future of emergency management
11. Case studies of past disasters

1. Discuss theories, principles and approaches to emergency management. (1,8,9.11)
2. Identify the importance of a PIO for both internal and external communication. (1,4, 7,8,10)
3. Analyze past disasters and terrorism and their impact on emergency management. (9-11)
4. Identify the importance of policy formation from past events, new threats, and international disasters. (1,8-11)
5. Define and discuss mitigation, response, recovery, preparedness, and communication within the emergency management realm. (1,3-7,10,11)
6. Identify the natural and technological hazards within emergency management. (1,2,10,11)
7. Describe the importance of risk assessment. (2,3,6,8-11)
8. Explain the future of emergency management and the importance of its sustainability. (1,10,11)

EMA 102 - Emergency Planning

1. Aims, purpose and scope of emergency planning
2. Making and using maps
3. Analytical techniques
4. The emergency response plan and its activation
5. The emergency plan in practice
6. Specialized planning
7. Reconstruction planning
8. Training
9. Regulatory requirements

1. Identify short-and long-term planning requirements. (1,5-7,9)
2. Discuss choices of methodology. (3,8)
3. Utilize cartographic techniques. (2,3)
4. Identify the importance of modeling, risk analysis, loss estimation, resource analysis, general and organizational systems analysis, field exercises, and the use of information technology. (1,2,5,6,8)
5. Explain the process of planning, dissemination, testing and revision of the plan and integration of plans in theory and practice. (4,5,8)
6. Identify management styles, alert procedures, warnings, and evacuation. (1,2,4,5)
7. Explain the need for search and rescue, communications, transportation, engineering, shelter, emergency food programs, and the care of vulnerable and secure groups. (1,3-5,9)
8. Describe the planning and need for integration of various elements of emergencies including: medical and psychiatric needs, veterinary plans, plans for schools, crowds, industries and tourism, as well as the special requirements of libraries and archives, mass media, fine art and architecture. (1,2,5,6,8,9)

EMA 110 - Public Administration and Emergency Management

1. Disaster assistance
2. Volunteer management
3. Applying for public assistance
4. Special considerations
5. Project management
6. Preparedness
7. Role of government agencies
8. Role of public, private, and nongovernmental organizations
9. Declarations and designated disaster areas
10. State administrative plan and management of disasters

1. Discuss the evolution of disaster policy and the practice of emergency management in the U.S. (1,9,10)
2. Identify the roles of public, private, and other nongovernmental organizations in emergency management, the development of emergency management standards, and the professionalization of the field. (2-4,7-10)
3. Describe the major issues in the management of governmental and nongovernmental organizations involved in emergency management. (4,5,7,10)
4. Describe the major issues in managing volunteers during disasters. (1,2,4)
5. Explain the design and implementation of disaster preparedness and hazard mitigation policies and programs. (1,4-6,9,10)

EMA 130 - Leadership Models for Emergency Management

1. Organization performance
2. Organizational vision
3. Higher level customer service
4. Empowerment
5. Situational leadership II
6. Self leadership
7. Partnering
8. Situational team leadership
9. Organizational leadership
10. Management of change
11. Servant leadership
12. Leadership point of view

1. Explain the SCORES model. (1-3, 10)
2. Identify the importance of, and compose, an organizational vision. (1-3,9,10)
3. Illustrate the importance of serving customers at a higher level. (3,7,10,11)
4. Identify empowerment and its importance, and how to empower people. (2,4,6,9,11)
5. Describe situational leadership II, self leadership, partnering, situational team leadership, organizational leadership, and servant leadership and their applications. (5-9, 11)
6. Explain the essential skills needed in partnering for performance. (1,2,7,12)
7. Articulate the strategies for managing change including the Eight Change Leadership Strategies. (1,2,4,10)
8. Define the elements of a leadership point-of-view including core values, life purpose, beliefs, and expectations. (2, 10-12)

EMA 140 - Disaster Response and Recovery

1. Sustainability framework for natural and technological hazards
2. Cases of sustainable hazards mitigation
3. Losses, costs, and impacts
4. Interactive structure of hazard
5. Adoption and implementation of mitigation
6. Sustainable hazards mitigation and the tools needed
7. Preparedness, response, and recovery
8. Innovative paths and directions

1. Discuss the origins and development of current approaches to disaster response and how to move beyond existing approaches. (2,3,5,8)
2. Identify the principles, and describe scenarios, of sustainable hazards mitigation. (1,3-7)
3. Discuss death, injury, dollar losses, and other impacts and analyze these hazard losses by state. (2,3,5,8)
4. Articulate issues in loss and impact measurements along with future losses and data needs. (2,3,5,8)
5. Identify the hazardousness of the nation and analyze the systems, (1, 3-7)
6. Explain the influences of the adoption and implementation of mitigation. (2,3,5,8)
7. Identify the tools needed for sustainable hazards mitigation. (6-8)
8. Assess various aspects of preparedness, response, and recovery. (4,6,7)
9. Describe innovative paths and new directions of disaster response and recovery and illustrate how to get to the sustainable response and recovery of the future. (1,5,6,8)

EMA 210 - Disaster Mitigation and Business Continuity

1. Case studies
2. Emergency management principles
3. Crisis management
4. Senior management
5. Communications
6. Recovery
7. Government and the private sector
8. Rules, regulations, and standards
9. Future of emergency management
10. Bridging the gap in disaster mitigation and business continuity

1. Analyze case studies. (1)
2. Identify project initiation and risk assessment measures. (2-4)
3. Analyze business impact and continuity strategies along with emergency response team-training measures, supplies, and equipment needs. (2,3,6,9)
4. Identify the need for a crisis management team. (2-4,7,8)
5. Describe basic concepts for the senior manager. (3-5,8-10)
6. Identify the steps of communicating and supporting a disaster avoidance program. (3-5,7)
7. Ascertain the anatomy of crisis and the countermeasures needed in today's business world. (3,7,8)
8. Discuss the requirements for recovery and the processes necessary to fulfill recovery efforts. (2,3,6,9)
9. Articulate various rules of engagement for government and the private sector. (7,8)
10. Identify rules, regulations, and standards applicable to disaster mitigation. (3,4,7,8)
11. Evaluate measures for bridging the gap in disaster mitigation and business continuity. (3,7-10)

EMA 220 - Ethical Leadership for the Emergency Manager

1. Current issues in leadership ethics
2. Models and theories of leadership
3. Supportive, directive, and participative leadership behaviors
4. Reward and punishment behaviors
5. Boundary spanning
6. Skills, traits, and sources for building social exchanges
7. Perspectives on ethical leadership
8. Diversity in leadership
9. Integration of leadership styles

1. Discuss current issues in leadership ethics. (1)
2. Relate behaviors and processes of leadership. (2,3)
3. Analyze contingency models of leadership. (3)
4. Summarize leader reward and punishment behaviors. (4)
5. Explain boundary spanning and team leadership. (5)
6. Discuss social exchanges and fairness. (6)
7. Explain and analyze ethics within leadership. (7)
8. State the importance of ethics and diversity in leadership. (7,8)
9. Defend the importance of integration. (9)

EMA 225 - Leadership Development for the Emergency Manager

1. Traits, skills, techniques, and situational approaches to leadership
2. Definitions
3. Contingency, path-goal, and leader-member exchange theories
4. Transformational, authentic, and team leadership
5. Psychodynamic approach to leadership
6. Gender and leadership styles
7. Women in leadership
8. Cultural concepts
9. Leadership development for organizational change

1. Articulate various approaches to leadership. (1,2,5)
2. Analyze leadership theories. (1,2,5)
3. Identify various forms of leadership. (2,4,6)
4. Cite case studies of women as leaders and discuss gender influences on leadership. (6,7)
5. Identify cultural influences on leadership. (6,8)
6. Describe leadership development necessary for organizational change. (9)

EMA 230 - Emergency Management for Local Government.

1. Local emergency management post 9/11
2. Origins and evolution
3. Organization
4. The role of emergency management
5. Coordination, managing, and financing
6. Collaborative emergency management
7. Preparedness, mitigation, response, and recovery
8. Role of health and public health sector
9. Legal issues
10. Social vulnerability
11. New information technologies
12. Local, state, and federal funding
13. Emergency management myths/lessons, profession, and the future

1. Summarize modern emergency management. (1,2)
2. Associate administrative functions and business continuity. (3,4)
3. Define intergovernmental context/collaborative emergency management. (5,6)
4. Describe phases of emergency management and the health sector in emergency management. (7,8)
5. Identify tort law, immunities, evolving standards and other legal issues. (9)
6. Diagnose social vulnerabilities and utilize the tools and strategies to build an approach. (10)
7. Illustrate the barriers, tools, applications and challenges of new information technologies. (11)
8. Explain the importance of budgeting. (12)
9. Analyze the future direction of emergency management including its professions. (13)

EMA 240 - Terrorism and Homeland Security for the Emergency Manager

1. Introduction to terrorism
2. History
3. Development
4. Terrorism underpinnings
5. International umbrella groups and terror networks
6. Domestic terrorism
7. Homeland Security and terrorism prevention
8. Law enforcement bureaucracy
9. Civil liberties

1. Define types of terrorism. (1,2,5)
2. Identify the criminological, political, and religious underpinnings of terrorism. (1-4)
3. Analyze the organizational structure and financing of terrorism. (5,6)
4. Identify the role that media plays in regard to terrorism (1,3,6)
5. Discuss the history of modern terrorism and its influence on terrorism today. (2,3,6,7)
6. Identify terrorism tactics and force multipliers. (6,7)
7. Evaluate the structure of domestic terrorism. (6,7)
8. Articulate the structure of Homeland Security, intelligence systems and networks for terrorism prevention. (7)
9. Assess the infrastructure, challenges, and partnerships that make up law enforcement bureaucracy. (7,8)
10. Analyze the relationship of Homeland Security, terrorism prevention, civil liberties, and personal constitutional rights. (8,9)

EMA 245 - Law and Legal Issues for Emergency Management

1. Types and sources of laws
2. Courts and court systems
3. Administrative agencies
4. Criminal law and procedures
5. Civil liabilities and immunity
6. Negligence
7. Contract law and employee issues
8. Labor law and collective bargaining
9. Employee rights and discrimination
10. Sexual harassment and other forms of employment discrimination
11. Fair labor, Family Medical Leave, residency, and drug testing

1. Outline the legal structure applicable to emergency management. (1,2)
2. Summarize the emergency management administrative agencies. (3)
3. Describe the role of criminal justice in emergency management. (4)
4. Analyze civil liabilities and negligence issues. (5,6)
5. List contract and labor law issues. (7,8)
6. Articulate employee rights in emergency management. (9)
7. Describe and recognize harassment and discrimination in emergency management. (9,10)
8. Explain employee labor laws and acts in emergency management. (11)

EMA 250 - Organizational Development and Change

1. Management past and present
2. Environment and organizational culture
3. Ethics and social responsibilities
4. Global dimensions
5. Information and decision making
6. Planning processes and techniques
7. Strategy and strategic management
8. Structure, design, innovation, and organizational change
9. Human resource management
10. Individual behavior, leading and leadership development
11. Motivation theory and practice, teams and teamwork
12. Communication and collaboration
13. Control processes and systems
14. Operations and services management

1. Compare management from past to present. (1)
2. Analyze ethics, social responsibilities, and environment within organizational culture and its effects on global dimensions. (2-4)
3. Summarize the importance of planning. (5-7)
4. Articulate the purpose of re-organizing and the role of human resource management within the process. (8,9)
5. Explain the role that leading plays in behavior, motivation, teamwork, and communication. (10-12)
6. Identify control processes and systems and how they may effect operations and services management. (13,14)

EMS 120 - Basic First Aid, CPR and AED

1. Scene safety for the responder, patient and others
2. General principles of patient assessment and providing first aid
3. Basic wound care
4. Basic CPR/AED for the lay rescuer
5. Environmental emergencies including: bites, stings, heat and cold

1. Manage scene safety including personal protective equipment in the workplace. (1,2)
2. Manage unresponsive adult or child. (4)
3. Apply steps of wound care including, but not limited to: bleeding control management and splinting swollen/deformed extremities. (3)
4. Perform CPR on an adult and use an Automated External Defibrillator (AED) to defibrillate an adult if needed. (4)
5. Show steps of care for the patient suffering from environmental emergencies. (5)

1. Hands-on practical manikin testing and a written test required at the completion of the course. A score of 84% or better required to become certified.

EMS 123 - Cardiopulmonary Resuscitation for the Health Care Provider

1. Scene and personal safety in the workplace
2. Need for cardiopulmonary resuscitation
3. Airway obstruction of the unconscious/conscious adult, child, and infant
4. Respiratory and cardiac arrest in adults, children, and infants
5. Two-person CPR in adults, children and infants
6. Automated external defibrillation in adults, children and infants

1. Manage scene safety including personal protective equipment in the workplace. (1,2)
2. Manage an obstructed airway in an unconscious/conscious adult, child and infant. (3)
3. Manage respiratory and cardiac arrest in adults, children and infants. (4)
4. Manage cardiac arrest using two-person CPR. (5)
5. Use an automated external defibrillator (AED) to defibrillate patients as needed. (6)

1. Hands-on practical manikin testing and a written test required at the completion of the course. A score of 84% or better required to become certified.

EMS 126 - Wilderness First Responder

1. Legal aspects of rendering aid
2. Scene safety and universal precautions
3. Primary and secondary patient assessment
4. Wilderness guidelines for CPR
5. Wilderness medical first aid: shock and bleeding, chest trauma, head and face trauma, spinal injuries, fractures, wound management, burns, cardiac and respiratory emergencies, scuba injuries, venomous bites and stings, drowning, lightning, toxicological emergencies
6. Medical kit
7. Patient packaging
8. Rescue and evacuation
9. Documentation

1. Identify legal issues and laws related to pre-hospital emergency care and action. (1, 4, 9)
2. Assess scene safety and use universal precautions. (2, 5-8)
3. Perform primary and secondary patient assessments in the wilderness setting. (3, 5, 9)
4. Perform CPR in the wilderness setting. (4, 5, 8)
5. Render medical first aid in the wilderness setting. (4, 5, 8, 9)
6. Create an emergency medical kit for wilderness response. (1, 2, 4-7, 9)
7. Prepare a patient for evacuation. (7, 8)
8. Plan and perform a rescue and evacuation. (2, 5, 7-9)
9. Document patient information, vital signs, assessment, plan, and patient monitoring. (1, 5, 9)

EMS 132 - Emergency Medical Technician

1. Cardiopulmonary resuscitation (CPR)
2. EMS history and systems
3. EMS safety and wellness
4. Medical, legal and ethical issues
5. Communication and documentation
6. Basic anatomy, physiology, pathophysiology, patient assessment and triage
7. Lifespan development
8. Airway management, respiration and ventilation
9. Medical emergencies including respiratory, cardiac, stroke, diabetic, anaphylaxis, poisons, diseases, environmental and behavioral, emergency childbirth and associated management principles
10. Bleeding, shock and associated management principles
11. Soft tissue injuries, burns, fractures, head, chest and abdominal injuries, nervous system injuries and associated management principles
12. Special patient populations
13. EMS operations
14. Intravenous monitoring
15. Blood glucose monitoring
16. Epinephrine auto-injector

1. Perform one and two person cardiopulmonary resuscitation (CPR) for the adult, child and infant patient according to the latest American Heart Association, Basic Life Support for Healthcare Provider standards. (1, 5, 7, 8)
2. Manage scene safety including personal protective equipment in the workplace. (2, 12, 13)
3. Determine priorities of care. (1, 2, 4, 5, 7-11)
4. Define the role, scope of practice, legal and ethical responsibilities of an EMT. (2-4)
5. Assess, manage, and stabilize patients of all ages suffering airway obstructions, respiratory arrest and cardiac arrest with the use of CPR, automated external defibrillator, ventilatory assistance and oxygen. (1, 6-9, 12, 16)
6. Assess, manage, and stabilize patients of all ages with medical emergencies and emergency childbirth. (1, 6-10, 12, 14-16)
7. Assess, manage, and stabilize patients of all ages suffering bleeding, shock, soft tissue injuries, burns, fractures, nervous system injuries, head, chest and abdominal injuries. (1, 6- 12, 14, 15)
8. Prepare the patient for transport to an appropriate medical facility with a minimum of aggravation to the patient's illness or injury. (3, 5, 7-14)
9. Prepare a comprehensive patient care report for each patient assessed in the hospital clinical setting. (4, 5)

EMS 140 - Pre-Hospital Trauma Life Support

Description: Management of traumatically injured individuals including sequence of assessment and techniques of resuscitation, stabilization and transport. Organized approach to trauma care for EMTs and nurses who evaluate and stabilize the trauma victim. Stresses conditions which cannot be stabilized in pre-hospital environment and require immediate transport. Designed for healthcare professionals including first responders, EMRs, EMTs, paramedics, RNs or other allied health professionals who hold suitable qualifications for understanding the materials.

Credits: 2
Lecture: 1
Lab: 1.5

Course Content:

1. Infectious disease precautions and equipment
2. Assessment of the trauma scene and patient
3. Fundamentals of basic trauma care.
4. Airway skills and management
5. Thoracic trauma skills and management
6. Head/Spinal trauma skills and management
7. Abdominal/extremity trauma skills and management
8. Shock evaluation and management
9. Burns management
10.  Special trauma populations

1. Conduct an injury assessment in the pre-hospital setting. (2, 3)
2. Maintain the airway patency and adequate ventilatory status of the injured patient. (3, 4)
3. Recognize and treat the signs and symptoms of hypovolemic shock in the injured patient. (2, 3, 5-9)
4. Identify those patients suffering head/spinal injuries that require spinal motion restriction. (2, 3, 6)
5. Manage a suspected lower extremity injury using an appropriate immobilization device. (1, 2, 6, 7)
6. Identify the most common blood borne viral illnesses to which EMS providers are likely to be exposed in the provision of trauma patient care. (1)
7. Select and employ the appropriate trauma treatments for the pre-hospital injured patient. (1-10)

1. Written Pre/post exams
2. Skill competency check off

EMS 211 - Emergency Medical Technician Refresher

Description: New techniques and review of principles in client care, basic life support and transportation of sick and injured. Meets Arizona Department of Health Services refresher training requirements.

Corequisite: On the first day of class, the student will need to submit:

1. One of the following -

a. Current certification from the DHS as an EMT or higher EMCT classification, or
b. Documentation of completion of prior training in an EMT course within the past two (2) years, or
c. Documentation of current National Registry of EMTs at the EMT or higher EMCT classification, or
d. Documentation from National Registry of EMTs requiring the student to complete the EMT refresher course to be eligible for registration in the National Registry of EMTs,

AND

2. Documentation of current certification in adult, pediatric, and infant cardiopulmonary resuscitation through instruction consistent with American Heart Association recommendations for emergency cardiovascular care by EMCTs. This would include applicable courses from the following associations:  American Heart Association (AHA), American Red Cross (ARC), National Safety Council (NSC), Medic First Aid (MFA), American Health and Safety (ASHI) and the Military Training Network (MTN).

 

Credits: 2
Lecture: 2
Course Content:

1. Basic cardiac life support
2. Medical emergencies
3. Emergency childbirth and physical assessment
4. Trauma management
5. Psychological intervention
6. State certification and medical/legal requirements
7. Cardiac rhythms and automatic external defibrillator use
8. Intravenous monitoring, setting up lines

1. Apply updated knowledge and skills pertinent to the field of emergency medical services. (1-5)
2. Describe changes in state certification or medical/legal requirements. (6)
3. Treat cardiac emergencies using an automatic external defibrillator. (7)
4. Monitor intravenous fluids drips, set up IV bags and line, recognize problems and treat minor trouble with IV lines. (8)

EMS 255 - Paramedic Refresher

Description: Review of advanced skills applied by certified emergency paramedics. Study of the anatomy, physiology, pathophysiology, and management of medical, obstetrical, pediatric emergencies, neurological injuries and specific chronic diseases related to the central nervous system, behavioral emergencies, respiratory emergencies, and shock.

Corequisite: On the first day of class, the student will need to submit:

1. One of the following-

a. Current certification from the DHS as an AEMT, EMT-I(99), or Paramedic, or
b. Documentation of completion of prior training in an AEMT level or higher course within the past two (2) years, or
c. Documentation of current National Registry of EMTs at the AEMT or Paramedic classification, or
d. Documentation from National Registry of EMTs requiring the student to complete the ALS refresher course to be eligible for registration in the National Registry of EMTs,

AND

2. Documentation of current American Heart Association certification in Basic Life Support for Healthcare Providers and Advanced Cardiac Life Support

 

Credits: 3
Lecture: 2
Course Content:

1. Medical and neurological patient assessment
2. Shock
3. Respiratory diseases
4. Pediatric advanced life support
5. Obstetrical emergencies
6. Gynecological emergencies
7. Behavioral emergencies
8. Advanced cardiac life support
9. Medical emergencies
10. Pre-hospital trauma life support
11. Neurological emergencies
12. Pharmacology
13. Invasive skills

1. Manage pre-hospital patient emergencies. (4, 8-10, 13)
2. Apply invasive skills approved by the Department of Health Services. (13)
3. Assess the patient with a medical emergency. (1-3, 5-9)
4. Assess a patient with neurological impairment. (1, 11)
5. Assess and manage a pediatric patient with a medical or traumatic emergency. (4)
6. Describe the specific indications, contraindications, dosing and possible side effects for drugs approved for paramedic administration by the Department of Health Services. (4, 8, 12, 13)
7. Describe the impact of prescribed drugs on patient care including drug interactions and side effects. (9,12)
8. Explain the pathology of shock and apply patient management strategies for each type of shock. (2)
9. Predict the pathophysiology and management of patients with differing medical and trauma emergencies. (9, 10, 13)

EMS 261 - Paramedicine I

1. Roles, responsibilities and the well-being of a paramedic
2. Medical/legal/ethical aspects of paramedicine
3. EMS role in public health
4. Crime scene awareness
5. EMS dispatch, deployment, operations and command
6. Emergency vehicle operations
7. Hazardous materials and tactical response
8. Vehicle rescue and extrication
9. Disaster and domestic preparedness
10. Anatomy, physiology, and life span development
11. Pathophysiogical principles
12. Pain management
13. Intravenous access and fluid administration
14. Basic and advanced airway management
15. Communication and documentation
16. Assessment: history taking and physical exam
17. Trauma systems and Pre-hospital Trauma Life Support (ITLS) guidelines
18. Mechanism of injury, pathophysiology and management of trauma patients

1. Identify the roles, responsibilities, medical, legal and ethical issues that impact EMS providers. (1,2)
2. Defend the importance of personal wellness in EMS providers. (1)
3. Describe primary injury prevention activities and explain ways to prevent fatalities, disabilities and escalating health care costs. (1,3)
4. Identify the various elements of EMS operations. (4-6)
5. Schematize response priorities for HazMat, tactical, disaster, and vehicle rescue incidents. (7-9)
6. Describe anatomy, physiology and life span development. (10)
7. Apply pharmacologic treatments in the management of medical and trauma patients. (12)
8. Use appropriate venous and intraosseous access and medication administration techniques (13)
9. Manage a patient airway using basic, advanced and surgical technique and utilize procedures to oxygenate and ventilate. (14)
10. Record and communicate patient information, verbally and in writing. (15)
11. Formulate a patient treatment plan based upon patient assessments, applying communication techniques, pathophysiological principles, medical history, physical exam and mechanisms of injury. (11,15-18)
12. Relate Pre-hospital Trauma Life Support guidelines to identify mechanisms of injury, assess and manage the trauma patient. (18)
     

EMS 262 - Paramedicine II

1. Paramedic pharmacology, pharmacokinetics and pharmacodynamics
2. Intravenous access and medication administration
3. Structure and function of the respiratory system
4. Management of, and pharmacological interventions for, respiratory emergencies
5. Structure and function of the heart and cardiovascular system
6. Management of, and pharmacological interventions for, cardiovascular emergencies
7. Cardiac monitor and defibrillator operations
8. Standard 4-lead and 12-lead electrocardiogram (ECG) interpretation
9. Current American Heart Association (AHA) protocols for Advanced Cardiac Life Support (ACLS)

1. Apply pharmacologic treatments in the management of medical and trauma patients. (1)
2. Use appropriate venous and intraosseous access and medication administration techniques. (2)
3. Identify and describe anatomy and physiology of the respiratory and cardiovascular systems. (3, 4)
4. Apply principles of anatomy, physiology, pathophysiology and assessment skills in the identification and treatment of cardiac and respiratory emergencies. (5, 6)
5. Evaluate and interpret 4- and 12-lead ECG tracings from a variety of patients and formulate appropriate treatment plans. (7, 8)
6. Apply standardized AHA algorithms and current science in the assessment and management of adult and pediatric patients. (9)

EMS 263 - Paramedicine III and Clinical Practicum

1. Overview of medical emergencies and treatments involving all body systems, cutaneous, toxicologic, hematologic, psychiatric disorders and infectious disease
2. Current AHA protocols for Pediatric Advanced Life Support (PALS)
3. Gynecological and obstetrical patients
4. Childbirth and neonatal care
5. Chronically ill and special patient populations
6. Introduction to the clinical and field practicum experience
7. Clinical and field practicum documentation and record keeping (Attendance meeting or exceeding the AZ Department of Health Services required 140 hours of hospital clinical attendance)
8. Comprehensive assessments on patients of varying pathologies in the hospital setting
9. Patient care documentation skills

1. Apply principles of anatomy, physiology, pathophysiology and assessment skills in the identification and treatment of medical emergencies. (1)
2. Apply standardized AHA algorithms and current science in the assessment and management of adult and pediatric patients. (2,3)
3. Identify and differentiate between various gynecological and obstetrical emergencies. (3)
4. Prepare for, and choose, appropriate techniques to manage normal and complicated pregnancy and childbirth. (4,5)
5. Determine and provide appropriate post-partum car for mothers and neonates. (4)
6. Recognize and respond to physical and emotional needs of patients with disabilities, chronic, terminal and mental illness. (5)
7. Utilize all clinical and field practicum documentation and record keeping. (6,7) (Continued in EMS 264 and 265. 140 hours hospital and 400 hours ride along)
8. Perform paramedic level assessments of patients with a variety of pathologies in the hospital clinical setting. (8)
9. Properly document and record all hospital clinical participation and patient care using platforms provided, paper, electronic and web based. (8,9)

EMS 264 - Paramedicine IV and Field Practicum

1. Vehicular practicum
2. Team Lead role in the vehicular environment, including etiquette, task delegation, scene management and debriefing
3. EMS patient care and preceptor documentation, paper and electronic formats
4. Patient care and Team Leader compliance standards set forth by AZ Department of Health Services (DHS), National Registry of Emergency Medical Technicians (NREMT), Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (COAEMSP) and Yavapai College.

1. Describe and perform the functions of a Team Lead in a variety of pre-hospital emergency situations. (1,2)
2. Complete required documentation for any patient contact and skills performed in the field. (1-3)
3. Create a user profile and record patient care information into FISDAP currently utilized online format. (3)
4. Adhere to DHS protocols, American Heart Association's Advanced Cardiac Life Support and Pediatric Advanced Life Support algorithms, and specific local medical control guidelines in the administration of pre-hospital emergency medical services. Meet the minimum performance standards for Team Leader set forth by AZ Department of Health Services (DHS), National Registry of Emergency Medical Technicians (NREMT), COAEMSP accreditation and Yavapai College. (1, 4)

EMS 296 - Internship: Emergency Medical Services

1. Organizational overview of assigned placement
2. Integration of job description and organization's requirements
3. Elements of documentation of experience
4. Planning and time management
5. Professional, legal, and ethical issues
6. Communication, critical thinking, and problem solving
7. Specialized equipment, tools, and software required in the placement

1. Exhibit appropriate workplace behaviors and professional ethics.
2. Apply discipline specific knowledge and skills in the professional workplace.
3. Define and utilize technical terms in written and oral communications.
4. Use critical thinking, problem solving, ethical awareness, and effective writing
5. Interpret written and oral instructions.
6. Initiate and complete assigned responsibilities.
7. Maintain documentation required to comply with government employer or nonprofit agency regulations.
8. Use specialized equipment, software, and tools as required.
9. Analyze and interpret data for specified reports.
10. Identify opportunities for improvement in process and documentation related to the workplace.
11. Articulate job description and position in assigned organization.

1. Record of Student Internship workplace hours.
2. Individual Education Plan (IEP) as approved by supervision faculty.
3. A daily journal, or work log of tasks, including dates, descriptive comments, problems and solutions.
4. A reflective paper or project as specified by the supervision faculty.
5. A minimum of two evaluations by the workplace employer or supervisor.
6. Student's self-evaluation of experience.

EMS 299 - Independent Study Emergency Medical Services

1. Applied knowledge and skills
2. Learning objectives and competencies relevant to the discipline area and the community service setting
3. Critical analysis of the service-learning experience
4. Effective leadership, interpersonal, and writing skills
5. Evaluation and improvement of performance

1. Demonstrate the ability to apply discipline-specific knowledge and skills to a community-service setting.
2. Develop the individual educational plan with the faculty liaison and agency/business.
3. Accomplish the specific learning objectives and competencies.
4. Demonstrate critical thinking, problem-solving, ethical awareness, and effective writing skills through discussions, a daily journal and an analytic paper.
5. Exhibit personal development and leadership foundation skills such as: acceptance of responsibility; self-confidence; respect for others and their views; social and interpersonal skills; initiative and follow-through.
6. Formulate a critical perception about civic responsibility, social problems, economic systems, cultural patterns, and policy issues.
7. Conduct a self-appraisal, evaluate the structured service-learning experience, and identify ways students may contribute to the local and regional needs of the community.

EGR 102 - Introduction to Engineering

1. Engineering as a careerand profession
2. Ethics
3. Analysis and problem solving
4. Design processes
5. Project management and teamwork skills

1. Describe the engineering profession. (1)
2. Describe engineering ethics, including professional practice and licensure. (1,2)
3. Use technical communication skills when presenting the results of group projects. (3)
4. Explain engineering analysis and design processes. (3-4)
5. Analyze data collected during laboratory procedures from a variety of engineering disciplines. (3,5)
6. Design a simple engineering device, write a design report, and present the design. (4,5)

EGR 180 - CAD (Computer Aided-Drawing) with SolidWorks

1. Engineering graphics
2. Parametric modeling
3. Geometric constructs
4. Dimensioning and tolerancing
5. Working drawings

1. Define engineering graphics and explain its history. (1)
2. Decribe and show the basic parametric modeling procedure. (2)
3. Create 2D sketches in SolidWorks using dynamic viewing commands and parametric dimensions. (2)
4. Illustrate the different extrusion options in SolidWorks and utilize geometric relations to display and modify parametric relations. (3)
5. Define dimensioning nomenclature and create drawing layouts from solid models. (4)
6. Set up the tolerancing option in SolidWorks to meet ANSI and ISO standard fits. (4)
7. Use the assembly modeling methodology to place parts using SolidWorks SmartMates. (5)
8. Create exploded assemblies and assembly drawings in SolidWorks. (5)
    

ENG 085 - College Literacy Skills

1. Vocabulary development 
2. Organizational patterns 
3. Main ideas and supporting details 
4. Summarizing 
5. Reading rate and strategies 
6. Critical reading for purpose, tone, and bias 
7. Critical reading for fact and opinion, inferences and conclusion 

1. Employ various strategies to define vocabulary, including context, word parts, and dictionary use. (1) 
2. Identify organizational patterns in reading. (2) 
3. Identify main ideas and major and minor supporting details in readings. (3) 
4. Write effective summaries. (4) 
5. Apply appropriate reading rates and strategies for college-level material. (5) 
6. Identify author's purpose, tone, and bias. (6) 
7. Distinguish between fact and opinion and logical inferences and conclusions. (7) 

ENG 091 - College Writing Success Skills

1. Research skills and documentation 
2. Conventions of standard written English 
3. Time management and organization 
4. Personal responsibility and goal setting 
5. College environment navigation skills 
6. Persuasive reasoning 

1. Locate, evaluate, integrate, and document information. (1) 
2. Apply conventions of standard written English. (2) 
3. Create and implement a time management and personal organizational system. (3) 
4. Define personal responsibility and explain how it affects academic performance. (4) 
5. Create academic plans for the semester and year. (4) 
6. Identify academic resources and support services important for academic success. (5) 
7. Use persuasive reasoning. (6) 

ENG 092 - Writing Success Lab I

1. Documentation 
2. Grammar fundamentals (fragments, subordination, coordination) 
3. Revision strategies 

1. Incorporate in-text citations and create a works cited page. (1) 
2. Identify and correct common grammatical errors. (2) 
3. Identify strategies for revision and apply revision strategies the student's writing. (3)