DRMA 154 - Improvisation 1

1. Demonstrate introductory skills in improvisation by applying those skills to character development.
2. Demonstrate thematic problem solving through theatre games and exercises.
3. Demonstrate in-the-moment creativity by staying alert during games and assessing the changes needed for character development as the story progresses.
4. Demonstrate good habits of social interaction and cooperation by working with others to create on the spot games and scenarios.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

DRMA 155 - Improvisation 2

1. Demonstrate intermediate skills in improvisation by applying those skills to character development.
2. Demonstrate leadership skills by taking the lead in games and scenarios.
3. Demonstrate in-the-moment creativity by staying alert during games and assessing the changes needed for character development as the story progresses.
4. Demonstrate theatrical cooperation through the development of camaraderie by participating in theatre games.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

DRMA 156 - Improvisation 3

1. Demonstrate advanced skills in improvisation by applying those skills to scenario and game development.
2. Demonstrate leadership skills by assisting with conceptual exercises.
3. Demonstrate creativity and fairness by participating as a referee in improvisational games.
4. Demonstrate camaraderie by setting an example of team work while encouraging newer students to fully participate.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

DRMA 157 - Audition Techniques for Stage and Film

1. Select appropriate audition material for him/herself in classical, contemporary, comedic and dramatic styles.
2. Demonstrate the appropriate audition technique for theatre in front of the class, and follow audition techniques for film by being filmed on camera.
3. Demonstrate the ability to maintain contacts with theatre and film industry professionals by making written or telephonic contact with casting directors or producers.
4. Demonstrate proper auditioning behavior by auditioning for industry professionals within a classroom setting.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

DRMA 158 - Stage Combat

1. Demonstrate safe techniques of stage combat.
2. Demonstrate story-telling through the inclusion of stage combat within an acting scene.
3. Demonstrate proficiency in hand-to-hand combat and weapons combat (daggers, epee blades, etc.) through drills and examination.
4. Demonstrate responsibility to a fight partner by recognizing safety concerns and correcting those concerns before proceeding with combat.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

DRMA 211 - Rehearsal and Performance 4

1. Participate in the audition process in order to understand the manner in which one is cast in a production.
2. Focus on leading roles or stage management in order to learn the necessity and importance of full participation from every member of the company for the success of the whole.
3. Demonstrate a commitment to the rehearsal process by attending all rehearsals one is called to, as well as all costume fittings, and stage management requests.
4. Attend weekend or weeknight performances of the rehearsed production for public presentation and demonstrate responsibility by proper personal preparation, warm-ups, make-up application and performance.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

DRMA 212 - Rehearsal and Performance 5

1. Participate in the audition process in order to understand the manner in which one is cast in a production.
2. Focus on leading roles or stage management in order to learn the necessity and importance of full participation from every member of the company for the success of the whole.
3. Demonstrate a commitment to the rehearsal process by attending all rehearsals one is called to, as well as all costume fittings, and stage management requests.
4. Attend weekend or weeknight performances of the rehearsed production for public presentation and demonstrate responsibility by proper personal preparation, warm-ups, make-up application and performance.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

DRMA 213 - Rehearsal and Performance 6

1. Participate in the audition process in order to understand the manner in which one is cast in a production.
2. Focus on leading roles or stage management in order to learn the necessity and importance of full participation from every member of the company for the success of the whole.
3. Demonstrate a commitment to the rehearsal process by attending all rehearsals one is called to, as well as all costume fittings, and stage management requests.
4. Attend weekend or weeknight performances of the rehearsed production for public presentation and demonstrate responsibility by proper personal preparation, warm-ups, make-up application and performance.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

DRMA 298 - Independent Study-Drama

1. Demonstrate the ability to organize and execute an individual study in a theatre topic by submitting a detailed outline to chosen project.
2. Demonstrate self-discipline by adhering to project due dates and weekly progress reports.
3. Demonstrate research skills by creating a Bibliography and Works Cited page for the written document due by quarter’s conclusion.
4. Demonstrate public presentation skills by presenting the outcomes of his/her research before an invited audience.

1. Demonstrate a knowledge of historical genres and styles beyond current trends in Performing Arts.
2. Demonstrate responsibility by one or more of the following: attendance, assignment completion, final project or performance completion.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED& 100 - Child Care Basic STARS Training

1. Identify ways to create partnerships and provide resources for all families. Describe developmental characteristics and behaviors of infants, toddlers, preschoolers, and young children.
2. Plan for learning through play and active involvement for children in care programs.
3. Implement techniques for keeping children healthy and safe in the child care/home care setting.
4. Identify incidences of child abuse and neglect.
5. Describe techniques for meeting the nutritional and physical needs of all children.
6. Identify appropriate guidance techniques.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED& 105 - Introduction to Early Childhood Education

1. Explain current theories and ongoing research in early care and education.
2. Describe the role of play in early childhood programs.
3. Compare early learning program models.
4. Explain the importance of developing culturally responsive partnerships with families.
5. Identify appropriate guidance techniques used in early care and education settings.
6. Describe the observation, assessment, and teaching cycle used to plan curriculum for all young children.
7. Apply the professional code of ethics for early care and education to resolve dilemmas.
8. Describe major historical figures, advocates, and events shaping today’s early childhood education.
    

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood educaiton.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED& 107 - Health, Safety and Nutrition

1. Describe federal and state mandated health, safety, and nutrition practices.
2. Identify indicators of illnesses/ infectious diseases and steps to prevent the spread of them.
3. Outline safety procedures for providing emergency care and daily care.
4. Evaluate program safety policies.
5. Describe food programs and practices that support the development of children.
6. Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities.
7. Describe the responsibilities of mandated reporters.
8. Develop strategies for working with culturally, linguistically, and ability diverse families in accessing health, nutritional, and dental services.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood educaiton.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 112 - Technology in Education

1. Demonstrate basic understanding of operating a computer.
2. Select age appropriate software for children.
3. Implement computer-generated curriculum materials.
4. Demonstrate computer file management.
5. Demonstrate the impacts of the internet on a classroom.
6. Make a presentation supported by computer software.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED& 120 - ECE Practicum 1-Nurturing Relationships

1. Describe the characteristics of nurturing relationships built between teachers and children.
2. Practice ideals of professionalism in work with children, families and peers.
3. Recognize cultural responsiveness when observing professionals and programs.
4. Identify practices that promote health, safety, growth and development of children.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 124 - Early Childhood Education Practicum 2

1. Assess professional strengths and weaknesses.
2. Self-evaluate student-child interaction based on provided criteria.
3. Implement changes in interaction based on self-evaluation.
4. Refine short and long term professional goals.
5. Improve work skills in the field of Early Childhood education.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 125 - Introduction to Child Development Associates

ECED 126 - Child Development Associate Practicum 1

ECED 127 - Child Development Associate Practicum 2

ECED& 132 - Infants and Toddlers-Nurturing Care

1. Discuss developmental milestones from birth to 36 months.
2. Articulate the influences of individual development, temperament and cultural norms in the context of important, ongoing relationships.
3. Design a plan to support reciprocal, culturally sensitive partnerships with families.
4. Select positive guidance techniques that are appropriate and effective with infants and toddlers.
5. Critique infant and toddler early learning environments.
6. Articulate environmental influences on the learning processes of infants and toddlers during authentic play activities.
7. Plan a developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED& 134 - Family Childcare Management

1. Describe strategies for complying with Family Childcare Minimum Licensing Requirements.
2. Describe strategies for meeting the developmental needs and guiding the behavior of all children in multi-age groups.
3. Identify strategies for family childcare business management including tax planning and record keeping.
4. Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families.
5. Develop strategies for creating reciprocal, culturally responsive relationships with families.
6. Articulate knowledge and skills that define Family Childcare Providers as professionals.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED& 139 - Administration of Early Learning Programs

1. Crosswalk program policies and practices with licensing and professional standards.
2. Create a plan for appropriate staff, food, equipment, materials and programming for specific age groups and settings.
3. Prepare a balanced budget.
4. Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff. 
5. Describe a variety of strategies for building relationships with all families.
6. Review tools used to evaluate program effectiveness and identify areas for improvements.
7. Apply the NAEYC Code of Ethics in resolving an administrative dilemma (case study).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 145 - Foster Parent Scope

ECED 152 - Multicultural Books

1. Identify characteristics of appropriate multicultural books for young children based on illustrations, story line, lifestyles and relationships between people.
2. Discuss the effect that books have on a child’s self-image.
3. Apply developmental information to compilation of an annotated multicultural/anti-bias booklist for P-5 classrooms.
4. Plan, present and evaluate appropriate literacy units using multicultural and anti-bias tools.
5. Adapt multicultural literacy activities for special needs preschool through elementary classrooms.
6. Plan a classroom environment that supports and reflects a child’s cultural identity.
7. Describe ways to encourage reading in the family.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 155 - Exploring Science and Math

1. Explain the concept of science literacy and how it develops.
2. Explain Piaget’s theory of cognitive development as it relates to developing preoperational and concrete operational math concepts.
3. Distinguish appropriate science and math experiences for young children.
4. Apply developmental information to compilation of a science and math activity file integrating activities across the curriculum.
5. Plan, create, present and evaluate appropriate curriculum units using integrated activities.
6. Adapt curriculum activities for young children and children with special needs.
7. Describe appropriate questioning techniques that guide children’s exploration.
8. Plan a classroom environment that supports a child’s interest in science and math.
9. Utilize the three major components (content, processes and attitude) in science.
10. Present math lessons involving the five operations.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED& 160 - Curriculum Development in Early Childhood Education

1. Explain major early childhood curriculum theories and current trends in curriculum design for early learning environments.
2. Apply principles of developmentally, individually and culturally appropriate practice when designing, implementing and evaluating curriculum.
3. Evaluate integrated learning experiences supportive of children’s development and learning incorporating national, state and local standards.
4. Design curriculum that supports children’s language/communication, cognitive, social/emotional, fine/gross motor and creative development.
5. Design curriculum that is inclusive and represents the diversity of children and families.
6. Plan developmentally appropriate activities and schedules, which promote all children’s growth and learning.
7. Observe, document and assess individual and group needs, interests, and skills for the purpose of curriculum planning and on-going modifications of plans.

1. Design, set up and manage safe, healthy environments, spaces, equipment and materials which invite learning.
2. Discuss the dynamics of family structure.
3. Involve parents and community agencies in early childhood development.
4. Develop, plan, and implement developmentally appropriate curriculum for early education.
5. Modify curriculum, instructional strategies and methods of assessment to meet the needs of exceptional, high risk, and special needs students.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 165 - Art for Children

1. Describe the development levels of art abilities.
2. Apply developmental levels to compilation of an art file.
3. Distinguish appropriate experiences for children with art.
4. Participate in practical art experiences in lab setting.
5. Explore line, pattern, shape, drawing, color, and space using a variety of media.
6. Plan, present and evaluate appropriate curriculum units in art.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED& 170 - Learning Environments

1. Design healthy, respectful, supportive, and challenging learning environments for children.
2. Identify strategies to achieve compliance with Washington Administrative Code and other state or federal regulations.
3. Create environments that promote growth in all developmental domains and academic disciplines.
4. Establish environments, routines, and schedules that promote children’s age-   appropriate, self-regulated behaviors.
5. Establish environments that promote the cultural diversity of children, families, and their communities.
6. Describe a variety of strategies for building relationships with all families.
7. Review tools used to evaluate program effectiveness and identify areas for improvements.
8. Apply the NAEYC Code of Ethics in resolving an administrative dilemma (case study).

1. Design, set up and manage safe, healthy environments, spaces, equipment and materials which invite learning.
2. Discuss the dynamics of family structure.
3. Involve parents and community agencies in early childhood development.
4. Develop, plan, and implement developmentally appropriate curriculum for early education.
5. Modify curriculum, instructional strategies and methods of assessment to meet the needs of exceptional, high risk, and special needs students.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 175 - Music/Movement Activities

1. Discuss the physical growth and development of young children in preschool and school-age programs.
2. Identify different types of music and movement experiences that promote the use and develop of gross motor skills in children.
3. Illustrate how different types of music and movement experiences foster physical, language, cognitive, and social/emotional growth.
4. Collect and organize age appropriate music and movement activities that promote growth and skill building in culturally and ability diverse children.
5. Demonstrate techniques that can be used to present physical activities to young children.
6. Demonstrate musical instruments, recorded songs, sing-a-longs, flannel board songs, creative movement to music, and finger plays.
7. Integrate movement with music in meaningful ways for children.
8. Demonstrate music from a variety of cultures (i.e., songs or instruments from various cultures).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED& 180 - Language and Literacy Development

1. Explain the continuum of language acquisition and early literacy skills.
2. Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills.
3. Describe strategies for responding to children who are culturally, linguistically, and ability diverse.
4. Develop ways to facilitate family and child interactions as primary contexts for heritage language and English development.
5. Analyze images of culture and individual abilities reflected in children’s literature and other learning materials.
6. Utilize developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills.

1. Design, set up and manage safe, healthy environments, spaces, equipment and materials which invite learning.
2. Discuss the dynamics of family structure.
3. Involve parents and community agencies in early childhood development.
4. Develop, plan, and implement developmentally appropriate curriculum for early education.
5. Modify curriculum, instructional strategies and methods of assessment to meet the needs of exceptional, high risk, and special needs students.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 181 - Montessori Practicum I

1. Assess professional strengths and weaknesses.
2. Self-evaluate student-child interaction based on provided criteria.
3. Implement changes in interaction based on self-evaluation.
4. Prepare the classroom environment based on Montessori principles.
5. Prepare materials based on Montessori principles.
6. Demonstrate classroom materials based on Montessori principles.
7. Demonstrate observational skill.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct.
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 182 - Montessori Practicum 2

1. Assess professional strengths and weaknesses.
2. Self-evaluate student-child interaction based on provided criteria.
3. Implement changes in interaction based on self-evaluation.
4. Prepare the classroom environment based on Montessori principles.
5. Prepare materials based on Montessori principles.
6. Demonstrate classroom materials based on Montessori principles.
7. Demonstrate observational skill.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED& 190 - Observation and Assessment

1. Describe reasons for collecting observation and assessment data.
2. Identify indicators of growth, development, learning and social behaviors in all children.
3. Identify techniques for avoiding bias, judgments, and assumptions in observations.
4. Collect factual, descriptive data using a variety of assessment tools and strategies.
5. Document and analyze assessment data for use in planning curriculum for individual and groups of children.

1. Design, set up and manage safe, healthy environments, spaces, equipment and materials which invite learning.
2. Discuss the dynamics of family structure.
3. Involve parents and community agencies in early childhood development.
4. Develop, plan, and implement developmentally appropriate curriculum for early education.
5. Modify curriculum, instructional strategies and methods of assessment to meet the needs of exceptional, high risk, and special needs students.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 194 - Early Child Education Special Topics 1

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 195 - Early Child Education Special Topics 2

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 196 - Early Child Education Special Topics 3

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 211 - Introduction to Montessori

1. Discuss the general philosophy of the Montessori Method and its controversies.
2. Identify the main tenets of the philosophy and method as presented by Maria Montessori.
3. Identify practical applications of the Montessori theory.
4. Demonstrate lessons in the care of one’s self, care of the environment, grace, and courtesy.
5. Prepare practical life materials and areas for the 3-6 year old classroom that are culturally relevant and unbiased.
6. Prepare sensory materials and areas the 3-6 year old classroom that are culturally relevant and unbiased.
7. Define the areas of learning in the classroom.
8. Discuss the developmental approach to the Montessori method.
9. Review various forms of recording and systems for collecting data on child behavior based on the Montessori method.
10. Plan and implement lessons and practices based on the observation of each child.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 212 - Montessori 2

1. Discuss the Montessori classroom environment as it relates to the general philosophy.
2. Discuss developmentally appropriate practices for the Montessori classroom.
3. Prepare and demonstrate lessons in pre-reading and pre-writing using both the phonetic approach and the whole language approach.
4. Discuss the development of language from birth onward.
5. Organize and setup a language area in the classroom.
6. Demonstrate the Montessori math apparatus according to lessons plans.
7. Prepare Montessori math materials for the 3-6 year old.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 213 - Montessori 3

1. Discuss the Montessori philosophy and method along with developmentally appropriate practices and cultural relevancy.
2. Review the main tenets of the philosophy/methods. II. Cultural Subjects a) Prepare and demonstrate materials in science, zoology, botany, history, and geography as it relates to the 3-6 year old child.
3. Examine the teachings of these subjects as it relates to Piaget’s stages of development.
4. Prepare and demonstrate/present materials that support cultural diversity.
5. Be familiar with safety issues and precautions when settings up the Montessori classroom.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct.
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 214 - Early Childhood Education Practicum 2

1. Assess professional strengths and weaknesses.
2. Self-evaluate student-child interaction based on provided criteria.
3. Implement changes in interaction based on self-evaluation.
4. Refine short and long-term professional goals.
5. Improve work skills in the field of Early Childhood education.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 215 - Early Childhood Education Practicum 3

1. Assess professional strengths and weaknesses.
2. Self-evaluate student-child interaction based on provided criteria.
3. Implement changes in interaction based on self-evaluation.
4. Refine short and long term professional goals.
5. Improve work skills in the field of Early Childhood education.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 220 - Introduction to Sign Language

1. Discuss the various means of communicating in the hearing impaired community.
2. Demonstrate deaf alphabet and finger-spelling techniques.
3. Demonstrate basic sign language vocabulary words.
4. Present visual aids that encourages use of signs.
5. Adapt sign language knowledge for use with children and adults an educational or therapeutic settings.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 225 - Child Development Associate Course Content

ECED 230 - Child Development Associate Work Ethics

ECED 250 - Early Childhood Education Final Practicum

1. Plan, teach, and evaluate all learning centers in an ECE classroom.
2. Set up a culturally relevant and developmentally appropriate ECE classroom free of bias.
3. Prepare/construct appropriate materials and lesson plans.
4. Effectively manage a classroom of young children through appropriate interactions for children and adults.
5. Assess professional strengths and weaknesses.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 260 - CDA Performance Documentation

ECED 265 - Supervised Montessori Teaching

1. Assess professional strengths and weaknesses.
2. Self-evaluate adult-child interaction.
3. Implement changes in interaction based on self-evaluation.
4. Prepare the classroom environment based on Montessori principles.
5. Prepare and demonstrate Montessori materials for the classroom.
6. Demonstrate at a beginning level the Montessori Method of Education.
7. Demonstrate observation skills.
8. Put theoretical knowledge into practice.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 294 - Special Topics-Education in Early Childhood 4

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 295 - Special Topics-Education in Early Childhood 5

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 296 - Special Topics-Education in Early Childhood 6

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECED 297 - Montessori Intensive

1. Discuss the main tenets of the Montessori Method of Education.
2. Use a variety of resources to plan appropriate curriculum.
3. Create curriculum which supports the areas of practical life, sensory, mathematics, language, music, art and cultural subjects.
4. Plan developmentally appropriate activities and schedules which promote child growth and learning in the Montessori environment.
5. Observe and evaluate the Montessori environment.
6. Determine the qualities and attributes of a high-performance Montessori assistant.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 301 - Reflective Observation with Field Experience 1

1. Identify what reflective observation/supervision is and why it is essential in work with young children and their families.
2. Explore components of reflective observation and supervision.
3. Apply ICMH reflective practice skills to case studies and video materials.
4. Identify how the skills and strategies presented can be incorporated into their daily teaching routines.
5. Identify strategies for providing responsive versus reactive responses in the supervisory relationship.
6. Apply IECMH reflective practice skills to case studies and video materials.
7. Identify ways of forming a community of learning.
8. Identify and describe the tools to become disciplined and intentional reflective practitioners.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.  
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.  
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting. 
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 302 - Reflective Observation with Field Experience 2

1. Identify what reflective observation/supervision is and why it is essential in work with young children and their families.
2. Explore components of reflective observation and supervision.
3. Apply ICMH reflective practice skills to case studies and video materials.
4. Identify how the skills and strategies presented can be incorporated into their daily teaching routines.
5. Identify strategies for providing responsive versus reactive responses in the supervisory relationship.
6. Apply IECMH reflective practice skills to case studies and video materials.
7. Identify ways of forming a community of learning.
8. Identify and describe the tools to become disciplined and intentional reflective practitioners.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 303 - Reflective Observation with Field Experience 3

1. Identify what reflective observation/supervision is and why it is essential in work with young children and their families.
2. Explore components of reflective observation and supervision.
3. Apply ICMH reflective practice skills to case studies and video materials.
4. Identify how the skills and strategies presented can be incorporated into their daily teaching routines.
5. Identify strategies for providing responsive versus reactive responses in the supervisory relationship.
6. Apply IECMH reflective practice skills to case studies and video materials.
7. Identify ways of forming a community of learning.
8. Identify and describe the tools to become disciplined and intentional reflective practitioners.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 305 - Introduction to Infant/Child Mental Health

1. Define and explain the concept of infant mental health and how it relates to healthy, lifelong development.
2. Describe the status of infant/ child mental health and mental health services in the United States, and associated major public health issues.
3. Identify key principles of infant mental health theory and practice.
4. Describe how caregiver-child interactions affect infant/child development.
5. Identify biological and environmental risk factors to healthy emotional development.
6. Understand the impact of brain development and early relationships on overall development.
7. Discuss the research areas of attachment, temperament, and social emotional development.
8. Investigate categories of service an infant mental health specialist provides.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 310 - Building Networks with Families and Community

1. Identify ways in which collaboration is used in infant/child mental health work.
2. Investigate the impact of public policy on early childhood mental health systems.
3. Describe the variety of public programs and policies designed to support a range of early childhood mental health issues.
4. Identify and discuss the challenges, methods, and strategies of communicating with parents and family members.
5. Apply various principles and strategies, including verbal and nonverbal techniques for communicating with students, parents, and educational professionals in varied teaching and learning situations.
6. Discuss the benefits, limitations, and biases of the diverse communication formats one must utilize in order to establish cooperative relationships that respect the diversity and uniqueness of all families.
7. Describe and demonstrate skills that are necessary for professionals within early childhood education to work together as a team, to collaborate, and to advocate in ways that are responsive to the diversity and complexity of each family’s system.
8.  Develop strategies for implementing effective program policies that safeguard families who are culturally and linguistically diverse.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 315 - Foundations of Infant/Toddler Development

1. Analyze and compare the major themes and controversies that shape research in infant and child development.
2. Describe developmental changes in the physical, cognitive, and emotional/social capacities of children over the course of infancy and childhood.
3. Describe how family dynamics and adult expectations affect infant and toddler development.
4. Identify and describe biological and environmental risk factors to healthy development.
5. Explain brain research as it relates to growth and development of infants and toddlers.
6. Understand the importance of partnering with parents and families of infants/toddlers.
7. Describe newborn development and assessment as well as behavioral states.
8. Recognize cultural differences and rearing practices with infants and toddlers.
9. Describe the application of possible interventions to improve infant/toddler mental health and development.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 340 - Equity and Social Justice in Early Care and Educ

1. Define and apply key terms and concepts of diversity, inclusion and social justice.
2. Analyze how implicit bias can influence relationships and identity development.
3. Analyze how systemic power, privilege, and oppression impact early childhood education systems and the individuals within those systems.
4. Summarize how professional practice is influenced by personal, social, and cultural contexts.
5. Deconstruct biases, stereotypes, and micro-aggressions present in early childhood educational settings and the larger community.
6. Critique how an individual’s family structure, culture, social, emotional, and political contexts may impact learning.
7. Evaluate early learning programs by applying the National Association for the Education of Young Children (NAEYC) Position Statement on Diversity.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 350 - Theories, Relationships and Attachment

1. Investigate differing perspectives on attachment theory.
2. Examine circumstances that interfere with the development of attachment.
3. Identify relationship-based principles and strategies that support young children and families.
4. Identify how early relationships impact social and emotional development.
5. Recognize problematic emotional or social patterns in the developing child.
6. Describe how family dynamics and adult expectations affect infant and toddler development.
7. Identify psychological needs of a typically developing child.
8. Identify biological and environmental risk factors to healthy emotional development.
9. Describe the impact of brain development during infancy within the context of relationships.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 370 - Curric & Environ Design Supports Social/Emotional Learnin

1. Prepare and maintain age appropriate physical, social, emotional, cognitive, and human environment for the infant/toddler and adapt the environment as needed based on the changing needs of the children.
2. Understand the importance of their role in the prepared environment for Social and Emotional Learning (SEL).
3. Effectively communicate the importance of environmental design to staff and families.
4. Be aware of the regulatory mandates as applicable to the infant and toddler environment.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 401 - Reflective Consultation with Field Experience 1

1. Apply IECMH reflective practice skills.
2. Demonstrate use of skills and strategies in their daily teaching routines.
3. Practice strategies for providing responsive versus reactive responses in the supervisory relationship.
4. Utilize tools to become disciplined and intentional reflective practitioners.
5. Analyze and assess thoughts, beliefs, actions, and attitudes to improve future performance.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 402 - Reflective Consultation with Field Experience 2

1. Apply IECMH reflective practice skills.
2. Demonstrate use of skills and strategies in their daily teaching routines.
3. Practice strategies for providing responsive versus reactive responses in the supervisory relationship.
4. Utilize tools to become disciplined and intentional reflective practitioners.
5. Analyze and assess thoughts, beliefs, actions, and attitudes to improve future performance.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 405 - Trauma Exposed and Vulnerable Families/Child

1. Identify relationship-based principles and strategies that support young children and families.
2. Recognize signs of emotional distress, child abuse, domestic violence and neglect in young children and know responsibility and procedures for reporting suspected abuse or neglect to appropriate authorities.
3. Identify and describe children’s physical, psychological and behavioral reactions to stress.
4. Identify the range of traumatic experiences and how they may affect the psychosocial and neuro-biological development of children.
5. Describe how trauma may affect a child’s ability learn and function in school.
6. Explain the role that child, family and community ecology play in mitigating the effects of traumatic experiences.
7. Identify strategies for helping children cope effectively with stress.
8. Describe the major theories of trauma-focused clinical intervention.
9. Examine the role of culture and ethnicity as it defines traumatic experience and shapes a child and family’s response to trauma.
10. Describe the principles of trauma-informed systems of care for children.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 410 - Foundations of Challenging Behavior: Emotional

1. Explain the relationship between children’s social-emotional development and challenging behavior.
2. Identify the principles of child guidance based on the developmental characteristics of young children.
3. Identify and describe risk and protective factors that influence development and behavior.
4. Examine cooperative learning activities that encourage positive social interaction among children.
5. Describe positive strategies of conflict resolution that promote personal self-control, self-motivation and build self-esteem.
6. Identify and describe ways to help children develop positive peer relationships and friendships.
7. Identify teaching strategies that foster children’s development of interpersonal skills.
8. Describe factors that contribute to aggressive behavior in children.
9. Develop strategies that help reduce children’s aggressive behavior and give them alternative ways to cope with aggression.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 415 - Early Identification and Intervention: Children

1. Apply a bio-psycho-social and cultural framework to explain how risk and protective factors influence individual differences in early childhood.
2. Recognize how infant or toddler’s disability or developmental delay affects the child’s ability to interact with others and the environment.
3. Describe and define neurodevelopmental disorders and the links between genetics and development.
4. Describe and define regulatory-sensory processing disorders and recognize their role in influencing behavior.
5. Describe and define interactive disorders and related issues of child-caregiver, family, or environmental patterns and relationships.
6. Identify significant medical, biological, and environmental risk factors.
7. Explain how an infant’s or toddler’s disability or developmental delay affects the child’s ability to interact with others and the environment.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 420 - Assessment Tools and Documentation

1. Clarify terminology, vocabulary, and guiding principles related to assessment of all young children in early childhood programs.
2. Identify a framework for developing an assessment system that is grounded in standards, responsive to diversity among children, and connected directly to a child’s social and emotional learning (SEL).
3. Describe in detail the specific types and purposes of assessment in early care and education settings, and associated best practices and the young child’s mental health.
4. Provide suggestions for assessment instruments designed for screening, designing and monitoring instruction, diagnosis of special needs, and program evaluation.
5. Provide a convenient and accessible listing of assessment instruments and their primary characteristics.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 425 - Leadership and Advocacy in Early Childhood Educ

1. Demonstrate professional identification with, and leadership skills in, the early childhood field to think strategically, build consensus, create change, effectively collaborate with and mentor others, and have a positive influence on outcomes for children, families and the profession.
2. Apply in-depth understanding and thoughtful application of NAEYC Code of Ethical Conduct and other professional guidelines relevant to their professional role.
3. Use professional resources, inquiry skills and research methods to engage in continuous, collaborative learning and investigation relevant to practice and professional role.
4. Demonstrate critical thinking by integrating knowledgeable, reflective, and multiple perspectives on early education based upon mastery of relevant theory and research.
5. Engage in informed advocacy for children and the profession, skillfully articulating and advocating for sound professional practices and public policies.
6. Demonstrate a high level of oral, written and technological communication skills with specialization for professional role(s) emphasized in the program.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 445 - Reflective Seminar

1. Apply relationship-based principles and  strategies in the early childhood workplace that support young children and families.
2. Demonstrate an understanding of reflective observation, consultation, and practice, and possess the ability to integrate it into their workplace setting.
3. Advocate for families and young children through service, education, and leadership.
4. Apply best practice and current research to support strong caregiver-child relationships.
5. Connect and collaborate with appropriate support services and community resources.
6. Develop as early childhood stakeholder leaders.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.  
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.  
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting. 
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECED 450 - Capstone Project

1. Integrate learning from previous coursework within the Early Childhood Infant/Child Mental Health program of study into final project.  
2. Demonstrate how research informs professional work and guides program development and decisions.
3. Apply best practice and current research to support strong caregiver-child relationships.
4. Demonstrate how collaboration with outside agencies, families, and other professionals in the field is an essential part of relationship-based programs.

1. Apply relationship-based principles and strategies that support young children and families.
2. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
3. Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.  
4. Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.  
5. Screen, assess, and identify children with mental health challenges.
6. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting. 
7. Establish and maintain connections with appropriate support services and community resources.
8. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
9. Advocate for families and young children through service, education, and leadership.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECON 100 - Economic Principles and Applications

1. Discuss the economic way of thinking.
2. Define opportunity cost and discuss how it relates to any action taken.
3. Explain and discuss of the basic laws of demand and supply.
4. Define Gross Domestic Product and discuss how the Department of Commerce measures it.
5. Discuss how the Bureau of Labor Statistics estimates the unemployment rate and the inflation rate.

1. Differentiate between normative and positive statements.
2. Illustrate how changes in Supply and Demand influence market price.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ECON 101 - Economics of Competition

ECON 194 - Special Topics-Economics

ECON& 201 - Micro Economics

1. Explain how demand theory is used to analyze consumer behavior.
2. Explain how supply theory is used to analyze the behavior of producers and firms.
3. Use marginal analysis to explain both consumer and producer choices in a free market.
4. Analyze and evaluate the behavior of firms characterized as Price Takers.
5. Analyze and evaluate the behavior of firms characterized as Price Searchers.

1. Illustrate how changes in Supply and Demand influence market prices.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECON& 202 - Macro Economics

1. Describe how the Production Possibilities Model can be used to analyze economic problems.
2. Define Gross Domestic Product and discuss how the Department of Commerce measures it.
3. Discuss how the Bureau of Labor Statistics estimates the unemployment rate and the inflation rate.
4. Explain how to use an Aggregate Demand/Aggregate Supply Model when engaging in Fiscal and Monetary Policy.
5. Illustrate how the money supply is measured by the Federal Reserve.

1. Differentiate between normative and positive statements.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ECON 298 - Independent Study-Economics 1

1. Describe in detail a particular economics topic chosen.
2. Explain the research that will be associated with the chosen economics topic.
3. Design a research project to explore the economics topic.
4. Produce a write-up of the research project findings.

1. Differentiate between normative and positive statements.
2. Illustrate how changes in Supply and Demand influence market prices.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ECON 299 - Independent Study-Economics 2

1. Describe in detail a particular economics topic chosen.
2. Explain the research that will be associated with the chosen economics topic.
3. Design a research project to explore the economics topic.
4. Produce a write-up of the research project findings.

1. Identify the difference between subjective statements based upon value judgements and objective statements that can be used in the economic way of thinking to predict or determine the impact of changes in economic variables. 

EDUC& 115 - Child Development

1. Discuss prominent child development research and theories guiding parenting and care giver’s practices.
2. Describe the developmental sequence from conception through early adolescence in all domains.
3. Analyze critical stages of brain development as influencers of child development.
4. Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development.
5. Explain individual differences in development.
6. Identify how family, caregivers, teachers, community, culture, and trauma influence development.
7. Outline community resources to support children’s and families’ development.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 130 - Guiding Behavior

1.  Identify developmentally appropriate individual and group behaviors of children.
2. Compare at least three approaches to guiding behavior.
3. Recognize positive, respectful, culturally responsive approaches to guidance.
4. Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function.
5. Articulate strategies to promote social/emotional competence and positive sense of self.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 136 - School-Age Care

1. Describe the physical, cognitive, social and emotional stages of children ages 5-12.
2. Develop a plan to create reciprocal and culturally sensitive relationships with children and families.
3. Analyze the effectiveness of an environment and recommend changes that are culturally attentive, developmentally appropriate, and conducive to positive social interactions.
4. Identify guidance strategies that promote cognitive and social growth in the context of school age care environment.
5. Describe state and local school age care regulations and procedures related to group size, health, nutrition and safety.
6. Create curriculum that is developmentally appropriate and culturally responsive.
7. Identify community resources supporting school age care/youth development program personnel.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 150 - Child, Family and Community Relationship

1. Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities.
2. Examine the concept of family, school, peers, media and community as socialization agents.
3. Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children.
4. Identify how one’s own family history and life experiences may impact relationships with children and families.
5. Identify community services and agencies that support the needs of children and families and establish resource and referral systems for parents and educators.

1. Design, set up and manage safe, healthy environments, spaces, equipment and materials which invite learning.
2. Discuss the dynamics of family structure.
3. Involve parents and community agencies in early childhood development.
4. Develop, plan, and implement developmentally appropriate curriculum for early education.
5. Modify curriculum, instructional strategies and methods of assessment to meet the needs of exceptional, high risk, and special needs students.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 191 - Para Basics: The Role of the Paraeducator

Credits: 3
An introduction to roles and responsibilities of the Paraeducator in the K-12 educational system. Students will explore techniques supporting instruction, professional and ethical practices, positive and safe learning environments, effective communication and teamwork. Includes an overview of techniques of certificated/licensed staff and Paraeducators including alcohol and drug awareness and student records and law.

Course Outcomes:
Students who successfully complete this class will be able to:

1. Compare the distinct roles and responsibilities of the Paraeducator with those of the certificated staff.

2. Identify the signs of a safe, positive and culturally inclusive learning environment.

3. Demonstrate effective communication techniques and strategies with students, family members, and staff.

4. Examine positions of power, privilege and inequity.

5. Apply the Washington State Paraeducator Standards to develop a professional development plan.

6. Demonstrate techniques for assessing and recording data to monitor student growth and development.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 194 - Education Special Topics 1

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 195 - Education Special Topics 2

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 196 - Education Special Topics 3

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC& 204 - Exceptional Child

1. Define terminology related to special education and explain the functional approach to providing special education services.
2. Describe the effects of historical forces, and the impact of legislation on special education.
3. Discuss with competence special education issues, normalization and it’s effects, IEP components, diverse cultural backgrounds, and children “at risk” for handicapping conditions.
4. Define and understand visual impairment, physical and health related disabilities, learning disabilities, behavioral disabilities.
5. Engage with individual differences through field experiences and personal interactions with children with special needs.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication.
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC& 205 - Introduction to Education with Field Experience

1. Trace the historical development of the k-college educational system and its relationships to social and cultural reforms, changing philosophical beliefs, and a growing base of education research.
2. Discuss child development, learning styles and theories.
3. Relate theories to implications for teaching and learning.
4. Practice current models of instruction including, but not limited to, cooperative learning.
5. Address students with special needs.
6. Demonstrate the multifaceted process of teaching that begins with and ends with assessment of learning.
7. Discuss current issues in including, but not limited to, the role of instructional technology, home schooling, and site-based.
8. Describe the school’s role in a multicultural society and responsibilities related to providing equitable opportunity to all students.
9. Identify requirements for various teacher certification programs around the state.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 210 - Assisting Practicum

1. Assist actively in all classroom curriculum areas.
2. Identify and evaluate a classroom floor plan including the goals/purpose for each activity center. 
3. Write and evaluate a daily schedule. 
4. Record involvement in each center in a daily journal.
5. Plan and implement lesson plans with children.
6. Compile a portfolio to include assignments, Information about the program, Photographs, checklists for Health and Safety, Learning Environments, Multicultural Evaluations and Self Reflections/Evaluations.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 240 - Multicultural/Anti-Bias Issues in Education

1. Identify societal. institutional and classroom biases, including those based on race, gender, socioeconomic status, ethnicity, age, culture, disability, and family/life style.
2. Conduct a self-assessment of individual biases.
3. Discuss the various levels of awareness of anti-bias in an educational setting.
4. Report on a current topic of culturally relevant, anti-bias awareness or curriculum.
5. Identify areas within curriculum in which changes might be made.
6. Describe characteristics of anti-bias materials and activities.
7. Plan a classroom environment which supports anti-bias awareness and attitudes.
8. Plan, present and evaluate appropriate anti-bias curriculum projects.
9. Observe and evaluate an educational program for anti-bias, considering the environment.
10. Develop an action plan for implementing a culturally relevant, anti-bias program in an educational setting.
11. Identify obstacles for implementing change and strategies for overcoming those obstacles.
12. Discuss strategies for appropriately and sensitively responding to biases.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication.
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job.
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct.
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 245 - Challenging Behaviors in Young Children

1. Define challenging behavior, aggression, and the role of culture.
2. Identify biological and environmental risk factors associated with challenging behavior.
3. Identify protective factors and defines resilience in children.
4. Discuss the brain’s role in behavior.
5. Identify effective preventative measures.

1. Use reinforcement, motivation and data collection to facilitate positive behavioral support and assist in instruction and learning.
2. Demonstrate performance indicators associated with the Core Competencies for Paraeducators in Washington State.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 293 - Issues of Child Abuse

1. Define child abuse and neglect.
2. Identify the different forms of child abuse and neglect.
3. Describe some underlying factors that lead to abuse and neglect.
4. Explain components of the child abuse and neglect mandatory reporting laws.
5. Describe and identify different forms of interventions for child abuse and neglect.
6. Explain the importance of considering cultural factors in the study of child abuse and neglect.

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

EDUC 294 - Education Special Topics 4

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 295 - Education Special Topics 5

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

EDUC 296 - Education Special Topics 6

1. Course outcomes to be determined by instructor based on selected course topic(s).

1. Use developmental milestones and observations of children’s behavior as a foundation for planning appropriate activities.
2. Advocate for strategies that promote the cultural diversity of children, families and their communities.
3. Demonstrate effective written, verbal and non-verbal communication
4. Discuss current issues and trends in early childhood education.
5. Identify typical and atypical growth and development (cognitive, linguistic, motor, and social).
6. Positively support children’s whole development.
7. Display a positive attitude and enthusiasm for the job
8. Develop rapport and contribute to the work environment as a member of the instructional team.
9. Practice ethical and professional standards of conduct
10. Comply with laws (such as IDEA, Section 504, ADA), workplace policies, and procedures in relation to confidentiality, reporting of abuse, discipline, chain of command and delegation and supervision.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ENGR 100 - Careers in Engineering

1. Delineate the requirements for obtaining a computer science, engineering, or engineering technology from the various fields for engineering at the numerous schools of engineering and computer science.
2. Distinguish between the functions performed by the various disciplines.
3. Define the competencies required in engineering design and problem solving, and the relationship to the curriculum requirements.
4. Demonstrate good communication skills through written assignments, oral presentation and critiques of guest lecturers.
5. Plan effective strategies for management of a demanding course load.
6. Effectively function responsibly in a teamwork environment.

1. Provide detailed and accurate descriptions of various physical systems.
2. Solve multi-step problems in physical analysis.
3. Identify pertinent elements of physical systems and problems.
4. Design meaningful experiments and clearly report their conclusions.
5. Interpret scientific data including the results of experiments designed by others.
6. Apply mathematical tools to the solution of complex problems.
7. Use electronic and numerical instruments as tools for investigation and analysis.

• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ENGR& 104 - Introduction to Design

1. Perform as an effective member of a team on a design project.
2. Display an understanding of the engineering design competencies in teamwork, information gathering, problem definition, idea generation, evaluation and decision making, implementation, and communication, and apply these competencies to a design project.
3. Communicate effectively in a team environment.
4. Create focused problem definitions.
5. Develop detailed plans, and establish effective timelines.
6. Assign and accept operational roles and responsibilities on a team.
7. Demonstrate critical thinking skills by solving practical engineering application problems.
8. Manage resources, (time, people, and material) to complete projects.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGR 106 - Introduction to Engineering Problems

1. Use an engineering format for defining and solving problems.
2. Use the standard notation for FLT and ML T dimensional systems and Vector Algebra.
3. Mathematically construct Castesian vectors from a magnitude and a wide variety of descriptions of direction in 3D space.
4. Demonstrate calculation and definitions of vector addition and multiplication.
5. Calculate moment of force using vector and scalar formulations.
6. Use critical thinking skills by separating extraneous information from relevant data for problem solving.
7. Apply the basic rules of dimensional analysis to principles of homogeneity and systems of units.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ENGR& 114 - Engineering Graphics

1. Develop 3D visualization and sketching skills.
2. Demonstrate skills in parametric solid modeling.
3. Translate working knowledge of engineering drawings (orthographic, auxiliary and isometric).

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.

ENGR 120 - Introduction to Programming

1. Convert number representations to and from binary, decimal, and hexadecimal formats.
2. Convert number representations to ASCII code representations. 
3. Write the steps to solve a small scale problem by using pseudo-code to detail the steps necessary.
4. Convert written pseudo-code to a actual programming code that will run and solve the indicated problem. 
5. Develop an algorithm, using such techniques as selection and iteration that will solve the indicated computer science problem. 

1. Provide detailed and accurate descriptions of various physical systems.
2. Solve multi-step problems in physical analysis.
3. Identify pertinent elements of physical systems and problems.
4. Design meaningful experiments and clearly report their conclusions.
5. Interpret scientific data including the results of experiments designed by others.
6. Apply mathematical tools to the solution of complex problems.
7. Use electronic and numerical instruments as tools for investigation and analysis.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.

ENGR 140 - Engineering Materials

1. Explain the relationship between atomic bonding, crystalline structure, atomic coordination, crystal imperfections, and theoretical strength of the material.
2. Interpret phase equilibrium diagrams and non-equilibrium phase transforms as they relate to a metals mechanical properties.
3. Define the thermal and electrical properties of materials such as ceramics, metals, multiphase systems, and natural and synthetic polymers.
4. Conduct laboratory experiments in the investigation of material properties and illustrate the fundamentals relating to the structure and properties of materials.

1. Use engineering principles to solve problems related to engineering mechanics.
2. Analyze a wide variety of physical systems using Newton’s Laws and free body diagrams in 3D space.
3. Transfer to a Bachelor’s program in Engineering with the necessary aptitude to succeed in upper-division coursework.

• Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
• Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
• Quantitative and Symbolic Reasoning - Quantitative Reasoning encompasses abilities necessary for a student to become literate in today’s technological world. Quantitative reasoning begins with basic skills and extends to problem solving.
• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGR 177 - Engineering Work Experience 1

ENGR 178 - Engineering Work Experience 2