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 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 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 Learning

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. Apply developmental and relational theories and principles of infant child mental health to case studies.
2. Evaluate infant child mental health principles, skills, and strategies used in infant mental health consultation and assessment.
3. Compare and contrast specific types and purposes of assessment in early care and education settings and associated best practices.
4. Recommend activities and interventions that relate to the social and emotional needs of vulnerable families and young children.
5. Connect infant/child mental health practices to current position/workplace.
6. 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).

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. Will have a comprehensive understanding of the field of Infant/Child Mental Health.
2. Apply relationship-based principles and strategies that support young children and families.
3. Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
4. 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.  
5. 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.  
6. Screen, assess, and identify children with mental health challenges.
7. Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting. 
8. Establish and maintain connections with appropriate support services and community resources.
9. Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
10. 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& 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.

• 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.

EDUC& 101 - Paraeducator Basics

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 to be used 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 the ability to utilize assessments and record data to monitor child growth and development.
7. Demonstrate knowledge pertaining to information, ideas and emotions associated with issues of alcohol and drug awareness in the educational environment.

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& 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 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. Demonstrate professional and ethical practices.
2. Support a positive and safe learning environment.
3. Communicate effectively and participate in the team process.
4. Demonstrate cultural competence.

• 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& 204 - Electrical Circuits

1. Use proper analysis techniques to determine voltage, current, and power requirements of various simple circuits.
2. Accurately describe and apply nodal and mesh analysis methods and reduce circuits using Norton and Thevenin equivalencies when appropriate.
3. Analyze and design circuits using simplified operational amplifier analysis.
4. Analyze voltage, current, and power in linear differential circuit components, and apply this analysis to practice applications (eg. filters).

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& 214 - Statics

1. Construct free body diagrams of force distribution systems based on the physical and mathematical principles of mechanics.
2. Apply the principles of Newton’s laws to determine structural reaction forces in particle and extended systems at joints as well as in the internal structure of members.
3. Use method of sections and method of joints to analyze truss structures.
4. Apply the principles of calculus to describe the effect of distributed loads on a structural body.
5. Calculate first and second moments of area, as well as centroids and radius of gyration of cross sections.

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& 215 - Dynamics

1. Interpret the motion of a point in cartesian, cylindrical, and normal/tangential coordinates.
2. Apply the principles of kinematics and kinetics to dynamic particle systems.
3. Describe particle kinematics using energy/work, as well as impulse/momentum, and create preferences for when each method is most appropriate.
4. Apply the principles of dynamics to extended systems undergoing general planar motion, including principles of angular momentum.

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& 224 - Thermodynamics

1. Define and apply the basic laws and quantities of relevance in thermodynamic analysis (eg. heat, pressure, enthalpy, entropy, etc.).
2. Analyze thermodynamic processes and cycles within the conceptual frameworks of the zeroth, first, and second laws of thermodynamics.

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& 225 - Mechanics of Materials

1. Mathematically model and determine the stress and deformation in axially loaded members.
2. Determine the stress and deformation in beams of various shapes.
3. Determine the stress and deformation in shafts loaded in pure transverse shear.
4. Demonstrate a thorough knowledge of stress strain diagrams.
5. Show the use of Mohrs circle in analyzing combinations of stresses, normal and shear, in a structural member.
6. Calculate the critical load for the buckling stability of columns.
7. Apply the above analytical principles to engineering design.

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 250 - Numerical Methods Using MATLAB

1. Write and document effective MATLAB scripts involving logical and iterative flow control.
2. Effectively utilize vector and matrix operations in MATLAB as they apply to numerical methods, both element-wise, and matrix-wise.
3. Clearly communicate relevant results via graphical methods in MATLAB and via written explanation.
4. Utilize a variety of numerical methods to solve an even larger variety of applied numerical problems.
5. Identify the difference between analytic methods and numerical methods and their applications to applied mathematical problems.

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.

ENGL 90 - Spelling Improvement

1. Apply phonics and will utilize visualization.
2. Divide words into syllables and place accent marks.
3. Illustrate the major rules of spelling including applying basic spelling rules, sounding out words that are spelled phonetically and memorizing commonly misspelled words.
4. Demonstrate a minimum proficiency of 80% on each test as well as on the final exam.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 97 - English Express: Integrating Reading and Writing

1. Practice various reading skills (inference, synthesis, annotating, summary, etc.) on a diverse range of texts, reading rhetorically and metacognitively for purpose, evidence, audience, and patterns of organization.
2. Apply writing process steps (brainstorming, drafting, outlining, peer review, revision, editing, and metacognitive reflection) to develop and organize ideas that emerge from the reading process.
3. Write thesis-driven essays, focusing specifically on purpose, rhetorical approach, claim, evidence, audience, and patterns of organization.
4. Develop information literacy skills: identify key words, construct searches, navigate databases and other research tools, and evaluate information sources/types.
5. Enter academic conventions by integrating source material and documenting sources.
6. Develop grammar and mechanics skills.
7. Implement student success skills, tools, mindsets, and strategies such as time management and goal setting skills, utilizing college resources, financial literacy, and academic planning.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 99 - Introductory Composition

1. Express their ideas clearly in writing.
2. Organize paragraphs and expository essays.
3. Develop greater facility with language.
4. Improve their mechanics and usage.

ENGL& 101 - English Composition I

1. Actively read texts and apply critical strategies such as response, interpretation, critique, analysis, and synthesis.
2. When writing, analyze the rhetorical situation (audience, purpose, genre, et cetera) to make intentional choices for varying situations, modalities, and genres.
3. Compose thesis-driven claims supported by the integration of, response to, and synthesis with credible sources.
4. Demonstrate effective use of writing processes, which may include pre-writing, drafting, and peer review.
5. Demonstrate awareness of how social position and geopolitical location can affect identity, perspective, expression, and / or action.
6. Use research processes to identify information needs and locate and critically evaluate information sources.
7. Critically apply the conventions of academic writing, which include grammar, punctuation, spelling, and documentation of sources.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 105 - Grammar and Usage

1. Identify simple and complex use of basic parts of speech in sample sentences.
2. Identify the use of fragments.
3. Identify conventional use of punctuation such as periods, commas, and semicolons as used in simple, compound, and/or complex sentences.
4. Explain the grammatical meaning expressed by specific verb tense uses.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 106 - Vocabulary Mastery

1. Students will develop proficiency in college-level vocabulary skills.
2. Develop general as well as specialized vocabularies that may be drawn from specific vocational and academic fields.
3. Learn Latin and Greek prefixes and roots.
4. Display knowledge of vocabulary by defining words through context, through constructing categories, through use of synonyms and antonyms, and by introducing new words into speech and writing.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 109 - Writing for Trades and Career/Technical Degrees

1. Create and design digital documents for internal and external facing audiences. 
2. Identify and analyze potential ways to adapt communication to a variety of audiences. 
3. Create and design a variety of business documents, such as emails, PowerPoint, proposals, resume, sales messages, business presentations, and processes. 
4. Communicate positive and negative information to various audiences. 
5. Create graphics to supplement or complement digital documents. 

• Written Communication  - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form. 

ENGL& 112 - Introduction to Fiction

1. Identify the common elements of short fiction texts;
2. Examine a variety of short stories and authors from a range of perspectives based on race, gender, class, sexuality, disability, and/or geographic location.
3. Demonstrate reading skills and strategies for the analysis of short fiction;
4. Explain the ways in which short fiction connects with diverse human experiences;
5. Compose written interpretations in response to short fiction texts;
6. Participate in discourse about the stories and the associated themes, engaging a range of diverse perspectives and interpretations.

• 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.

ENGL& 113 - Introduction to Poetry

1. Identify the common elements of poetry, including structure, sound patterns, and meaning.
2. Apply “close” reading skills and various critical approaches in order to analyze, interpret, and evaluate works of poetry through written responses and discussion.
3. Compare how the contexts of history, region, cultural identity, and mode inform poetic voice and form.
4. Define how poetry reflects and creates language and culture, which include psychological emotional, and spiritual expression.
5. Determine how the aesthetic experience of poetry includes embodied responses such as pleasure, wonder, and sympathy for self and others.

• 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.

ENGL& 114 - Introduction to Drama

1. Identify the common elements of dramatic texts and performances;
2. Examine a variety of plays, the playwrights, and types of productions from a range of perspectives based on race, gender, class, sexuality, disability, and/or geographic location.
3. Demonstrate reading skills and strategies for dramatic works;
4. Explain the ways in which the dramatic arts connect with diverse human experiences;
5. Compose written interpretations in response to the dramatic texts and performances;
6. Participate in discourse about plays, performances, and the associated themes, engaging a range of diverse perspectives and interpretations.

• 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.

ENGL 115 - Introduction to Novels

1. Identify the common elements of novels;
2. Examine a variety of novels and authors from a range of perspectives based on race, gender, class, sexuality, disability, and/or geographic location.
3. Demonstrate reading skills and strategies for the analysis of novels;
4. Explain the ways in which novels connect with diverse human experiences;
5. Compose written interpretations in response to novels;
6. Participate in discourse about the novels and the associated themes, engaging a range of diverse perspectives and interpretations.

• 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.

ENGL 117 - Accelerated Support for ENGL& 101 Success

1. By responding to student questions and going deeper into 101 course material and assignments. English 117 will help students more fully understand what is required of them in their English 101 course and provide tools to help them succeed (including cross-disciplinary reading and writing approaches).
2. It will explicitly address affective and non-cognitive factors that influence learning, such as confidence, systemic barriers to success, procrastination, navigating academic culture, and access to resources. The course will promote and provide tools for resilience. resourcefulness, and critical questioning.
3. The course will facilitate connection to campus and community services, such as advising and The Writing Center, which will help students address the aforementioned affective issues.
4. It will encourage students to connect their interests and language practices to what they are learning in the course. It will bridge students’ previous knowledge/learning with those being taught in the 101 course.
5. In the tradition of writing studios. it will facilitate a space that encourages questioning, critique, confusion, and resistance. The teacher will play the role of “coach” and co-leader to facilitate a more collaborative, supportive, studio-like atmosphere.
6. It will allow for more individualized forms of support to help target students’ individual interests and needs.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 126 - Writing: Humanities

1. Critically read and analyze both primary and secondary texts in the Humanities (e.g. literature, film, art, and music).
2. Distinguish among and utilize critical approaches to humanities subjects.
3. Compose thesis-driven arguments supported by the integration of, response to, and synthesis with relevant, appropriate primary and secondary sources.
4. Demonstrate effective use of writing processes, which may include pre-writing, drafting, and peer review.
5. Examine readings and their own writing as situated within specific historical, social, political, economic, and cultural contexts that affect identity, perspective, expression, and/or action.
6. Apply both the processes and methodologies of research to write a research paper.
7. Critically apply the conventions of academic writing including source integration and documentation (MLA format).

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 127 - Writing: Social Science

1. Read and evaluate a range of sources in the social sciences; situate sources in their historical, social, political, economic and cultural contexts.
2. Practice writing as a recursive process that includes topic selection and narrowing, prewriting planning, drafting, revising and editing, and use tone, style, organization, content, and argument to meet the needs and expectations of specific writing contexts and audiences to produce writing that is professional in substance, format, and appearance.
3. Identify, evaluate, and be able to develop the conventional components of an academic argument, including research question, claim, reasons, support, warrants (assumptions, values, beliefs, etc.), qualifiers, and engagement with multiple points of view. Respectfully consider and engage the diverse perspectives and intellectual contributions of others within the classroom.
4. Gain familiarity with a range of research tools and resources, including library materials, electronic databases, the World Wide Web, interviews, etc.; choose appropriate tools to find a wide and diverse range of secondary sources, including scholarly articles, and critically evaluate those sources.
5. Apply the conventions of various common forms of research writing, which may include annotated bibliography, research proposal, literature review, research-based argument, among others.
6. Accurately and effectively incorporate and comment upon references to a variety of sources; recognize the differences among summary, paraphrase, and quotation, and when to use each; cite sources according to APA (American Psychological Association) style; understand and avoid plagiarism.
7. Recognize and analyze the various qualitative and quantitative research methods employed in the social sciences, such as survey, ethnography, primary source analysis, observation, experiment, etc.
8. Develop awareness of how social position and geopolitical location can affect identity, perspective, expression, and/ or action. Evaluate how social, economic, and or political power can affect the way ideas are produced, distributed, and received. 

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 128 - Research Writing: Science/Engineering/Business

1. Read and evaluate a range of sources in the sciences, engineering, and business; situate sources in their historical, social, political, economic and/or cultural contexts.
2. Practice writing as a recursive process that includes topic selection and narrowing, prewriting, research, planning, drafting, revising and editing, and use tone, style, organization, content, and argument to meet the needs and expectations of specific writing contexts and audiences to produce writing that is professional in format and appearance.
3. Identify, evaluate, and be able to develop the conventional components of an academic argument, including research question, claim, reasons, support, warrants (assumptions, values, beliefs, etc.), qualifiers, and engagement with multiple points of view. Respectfully consider and engage the diverse perspectives and intellectual contributions of others within the classroom.
4. Gain familiarity with a range of research tools and resources, including library materials, electronic databases, the World Wide Web, interviews, etc.; choose appropriate tools to find a wide and diverse range of secondary sources, including scholarly articles, and to evaluate critically those sources.
5. Apply the conventions of various common forms of research writing, which may include annotated bibliography, research proposal, literature review, research~based argument, among others.
6. Accurately and effectively incorporate and comment upon references to a variety of sources; recognize the differences among summary, paraphrase and direct quotation and when to use each; cite sources according to documentation style guides appropriate to specific disciplines within the range of humanities (APA, MLA, CSE, CMS); understand and avoid plagiarism.
7. Recognize and analyze the various qualitative and quantitative research methods employed in the sciences, engineering, and business, such as survey, interview, ethnography, primary source analysis, observation, experiment, statistical analysis, among others.
8. Develop awareness of how social position and geopolitical location can affect identity, perspective, expression, and/or action. Evaluate how social, economic, and/or political power can affect the way ideas are produced, distributed, and received.

1. Produce effective written communication, which demonstrates critical thinking; writing and research processes; and knowledge of genres for workplace, expository, or research writing.
2. Demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.
3. Evaluate how social, economic, and/or political situations can affect the way ideas are produced, distributed, and received.

• Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.

ENGL 160 - Women’s Literature

1. Apply literary elements and disciplinary terminology in reading and analyzing various literary genres.
2. Synthesize historical and cultural contexts when evaluating texts.
3. Apply to evaluation of texts complex social constructions of “womanhood,” “femininity,” and sexuality.
4. Apply to evaluation of texts the politics of representation, with particular attention to intersectional positions of power and identity.
5. Apply appropriate theoretical approaches to analyzing literary work.

• 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.

ENGL 161 - Cultures of Desire

1. Investigate the role and significance of desire in the functioning of literary and cultural texts, especially in representations of Jove, the erotic, sexuality, the body, the spirit, and community, whether obvious or hidden, explicit or implied.
2. Identify elements and processes of hegemony–e.g., idealization, normativity, repression, displacement, etc.-and resistance as these operate within texts, for example, with regard to historic and current concerns relating to gender, sexual orientation, pleasure, morality, transcendence, justice, children, censorship, pornography, violence, disease, deviance, etc.
3. Understand the historical, cultural and political contexts within which literary and cultural texts emerge and have influence, including how power relations, social movements, and scientific discourses (such as biology, medicine, psychology, sexology, among other disciplines) have impacted the representation and meaning of desire in various contexts.
4. Examine the intersections of gender, sexuality, race, ethnicity, class, (dis)ability, age, religion, and/or location as these may shape representations of desire, situating them within comparative social and cultural contexts.
5. Explore past and current aspirations towards sexual freedom, empowerment and/or liberation as expressed in diverse literary and cultural productions, including heterosexual contexts as well as those of marginalized groups such as the LGBT community and the (dis)abled, among others.
6. Apply critical thinking and multiple strategies of interpretation, including literary critical schools such as poetics, feminisms, queer theory, psychoanalysis and/or cultural studies.

• 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.

ENGL 162 - LGBTQ Literature

1. Compare literary works from different cultures and subcultures, nationalities, historical periods, and other contexts to analyze the different cultural constructions of gender and sexuality these works support or challenge.
2. Connect literary texts to arguments and models from critical and cultural theory.
3. Evaluate the intersecting roles of culture, race, nationality, religion and history in framing, creating, and controlling sexual and gender identities and practices, as portrayed in literary writing.
4. Write original arguments about LGBTQ literature.
5. Investigate research problems in the fields of LGBTQ literature and queer studies.

• 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.

ENGL 163 - The Poetics of Rap and Hip Hop

1. Identify a variety of rap and hip hop texts. including lyrics, biography, fiction, and film, along with related literary criticism.
2. Investigate the historical, cultural, and political contexts within which literary works emerge and function.
3. Discuss the evolving definitions, functions, and struggles around “race” and ethnicity as expressed in the literature.
4. Discuss the intersections of race, gender, class, and sexuality as these inform the literature.
5. Engage in close reading and critical thinking in relation to texts and contexts.
6. Write to gain greater confidence in producing literary criticism. 

• 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.

ENGL 164 - Film as Literature

1. View films with a critical eye versus “passive watching.”
2. Identify basic literary terms and techniques as well as basic film terminology in order to develop the tools needed to discuss and write about the films analytically.
3. Recognize and discuss specific film genres.
4. Discuss themes, symbolism, social and historical context, bias, points of view, plot development, and character development in the films.
5. Write critical analyses and evaluations of the selected films.
6. Apply critical thinking and multiple strategies of interpretation of the films. including theoretical and literary critical frameworks such as poetics, feminism/gender politics, class and race politics, psychoanalysis, historical contexts, mythological contexts, and so on.

• 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.

ENGL 165 - Introduction to the Myths of the World

1. Identify world myths comparatively in many forms.
2. Comprehend the integral nature of myth in all cultures.
3. Discuss how mythic structures influence attitudes towards ethnicity, gender, sexuality, the relationship of the individual to the community, a peoples spirituality and religion, ecology, and other significant aspects of any culture.
4. Discuss multiple Interpretations of living myths, including their meanings as seen from within a culture versus from the outside.
5. Apply critical thinking and reading skills to the study of myth.
6. Comprehend the significance of myth in literature and art.
7. Write responses to literature.
8. Critically reflect through discussion.

• 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.

ENGL 168 - Introduction to Irish Literature

1. Comprehend the significance of Irish literature in the context of the Western canon.
2. Identify the significant events in Irish history that have helped to form its literary traditions.
3. Discuss how traditional stereotypes of the Irish people have been used to marginalize and control the nation.
4. Discuss the role of Irish writers in shattering external definitions and solidifying Irish identity from the inside.
5. Discuss key moments in lreland’s literary history and connect them to political and social movements of liberation.
6. Articulate in writing and through class discussion the major elements of each particular genre being read.
7. Critically read various literary genres.
8. Write responses to literature.
9. Critically reflect through participation.

• 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.

ENGL 180 - Children’s Literature

1. Recognize, analyze, and comment on the literary elements as they appear in children’s books.
2. Select books suitable to specific audiences and purposes.
3. Critique children’s books on the basis of text and illustrations.

• 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.

ENGL 181 - Literary Approaches to Pop Culture

1. Identify principles of a variety of theories of literary criticism. (This may include but not be limited to formalist, deconstructionist, historical, biographical, reader-response, socio-economic, gender-based, cultural studies, postmodernism.)
2. Distinguish similarities and differences among the schools of literary critical theory.
3. Apply critical thinking skills to a variety of forms of expression in popular culture.
4. Identify and/or evaluate the roles of elements of style and content in presenting central themes or ideas in specific works or movements in popular culture.
5. Summarize a work of critical analysis.
6. Produce at least two examples of critical commentary on current popular culture, one of which may be a collaborative work.

• 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.

ENGL 183 - Detective and Mystery Fiction

Credits: 5
Presents a critical view of literary theories applied to the genre of mystery/detective texts. Students examine themes, conventions, and cultural assumptions expressed through classic or contemporary texts. Students then produce their own literary commentary on the social, cultural, political, psychological, etc. The commentary and texts may be in traditional or nontraditional form, including written, oral, visual, multimedia, etc.

Enrollment Requirement: Eligible for ENGL 99  or instructor consent.

Satisfies Requirement: Humanities/Fine Arts/English
Course Fee: $2.00

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

1. Identify principles of a variety of theories of literary criticism. (This may include but not be limited to formalist, deconstructionist, historical, biographical, reader-response, socio-economic, gender-based, cultural studies. postmodernism.)
2. Distinguish similarities and differences among the schools of literary critical theory.
3. Apply critical thinking skills to a variety of forms of expression in the mystery/detective genre.
4. Identify and/or evaluate the roles of elements of style and content in presenting central themes or ideas in specific texts in the mystery/detective genre.
5. Review one or more texts of critical analysis.
6. Produce examples of critical commentary on texts within the mystery/detective genre, one of which may demonstrate collaborative work.
7. Write responses to literature.
8. Critically reflect through participation.
Program Outcomes
Students will demonstrate college-level reading skills by summarizing, analyzing, interpreting, synthesizing, and evaluating college texts; and develop an awareness of the approaches writers use for different audiences, genres, and rhetorical situations.

College-wide Outcomes

• 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.

ENGL 185 - The Bible as Literature

1. Apply literary approaches to selected Biblical texts.
2. Identify key texts from the Hebrew Bible and New Testament.
3. Identify important historical, geographic, and cultural background information that contributes to a literary reading of Biblical texts.
4. Discuss the nature and current state of literary Biblical scholarship.
5. Discuss the aesthetic elements in Biblical writings.
6. Write responses to literature.

• 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.

ENGL 190 - Young Adult Literature

1. Recognize, analyze, and comment on the literary elements as they appear in adolescent books.
2. Select books suitable to specific audiences and purposes.
3. Critique adolescent books on the basis of the text and illustrators.
4. Write responses to literature.
5. Critically reflect through participation.

• 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.

ENGL& 220 - Introduction to Shakespeare

1. Apply reading and analysis techniques to a selection of Shakespeare’s plays and sonnets.
2. Evaluate the literary characteristics of Shakespearean sonnets and plays: comedies, histories, and tragedies.
3. Identify the political, social, and literary contexts of the plays and sonnets.
4. Recognize the continued relevance of Shakespeare’s works.
5. Examine and evaluate stage, screen, and/or television adaptations of the plays.

• 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.