Course Descriptions

DAR 140 - Digital Arts IllustrationStudio:Illustration Technique&Media

1. Determine a subject for an illustration.
2. Use various media and techniques to create an illustration.
3. Use composition of elements to control focus and message in an illustration.
4. Work within a professional environment with specifications and deadlines.

1. Subject
   1. Character
   2. Story
   3. Object
2. Media
   1. Ink
   2. Colored pencil
   3. Collage/paper construction
   4. Paint
   5. Three-dimensional modeling
3. Technique
   1. Traditional
   2. Digital
   3. Combination
4. Composition
   1. Dynamic
   2. Static
5. Professional Environment
   1. Deadlines
   2. Critiques

DAR 173 - History of American Cinema

1. Discuss the characteristics of American cinema and the classical Hollywood style as related to the technical and narrative elements of filmmaking.
2. Describe American film history in terms of specific periods, such as the silent era, the golden age, and identify how Hollywood stardom and the studio system existed as a cultural phenomenon.
3. Compare and contrast critical elements of film genres such as documentary, film noir, horror, science fiction, musical, comedy, western, and war.
4. Analyze the relationships between American film production and distribution based on a variety of cultural, political, and corporate influences including those related to war, social awareness, and current events.

1. Introduction to the History of American Cinema
   1. First frames
   2. American film industry
   3. Early technology
   4. National cinemas and film movements
   5. Film stars
   6. Global influences of American cinema
2. Development of the Hollywood Style/World-Wide Storytelling
   1. Thomas Edison
   2. Early mechanisms
   3. The movie camera
   4. Expressive techniques
3. Cinema Genres
   1. History of genre criticism
   2. Cultural influence of film
   3. Western
   4. Melodrama
   5. Gangster/crime
   6. Film noir
   7. Horror
   8. Musical
   9. Documentary
   10. Science fiction
   11. War
   12. Comedy
4. History of Narrative Film
   1. Early cinema
   2. Classic narrative system
   3. Development of editing
   4. Development of sound
   5. Economics of the studio system
   6. International influence
5. History of Narrative Film Sound
   1. Silent films
   2. Early invention
   3. Movies talk
   4. Synchronous sound
   5. Asynchronous sound
   6. Music: the film score
   7. Sound perspective
   8. Hollywood and the silent film
   9. Sound and the narrative film
6. Alternative American Films
   1. Documentary
   2. Experimental film
   3. Independent film
   4. Animated film
   5. Auteur theory
7. Analysis and Criticism
   1. Film reviewing
   2. Film criticism
   3. Film theory
   4. Exporting American culture
8. American Cinema Production Team
   1. Writer
   2. Director
   3. Producer
   4. Cinematographer
   5. Editor
   6. Sound Designer
   7. Art Director

DAR 175 - The Art of Digital Cinematography

3 Credits, 4 Contact Hours
2 lecture periods 2 lab periods

Basic techniques of the art of digital cinematography. Includes storyboarding and vision of the story, camera considerations, light and image in production, post-production techniques, different genres, and the production team.

Prerequisite(s): DAR 103  and DAR 115  or concurrent enrollment, in both.
Information: This course will require additional expenses for supplies in addition to course and lab fees.
  

1. Describe how storyboarding and camera considerations affect the story.
2. Demonstrate how lighting affects composition and the story. 
3. Describe various editing techniques and how they affect storytelling and genre.
4. Describe the impact of audio in storytelling. 
5. Identify the differences between television, feature films, shorts, web videos, documentaries, and training/educational videos.
6. Identify the basic job position in filmmaking with regard to pre-production, production, and post-production.

II. Pre-Production Camera Considerations

1. Pre-production
2. Lens choices
3. Film vs. video

III. Production – Light and Image

1. Composition
2. Mood and story

IV. Post-Production

1. Editing techniques
2. Audio
3. Effects
4. Titles and credits

V. Different Genres

1. Various forms of storytelling
2. Jobs in the various areas

VI. The Production Team

DAR 176 - Digital Animation

1. Discuss the historical development of animation and animation techniques.
2. Describe how to develop animated characters.
3. Demonstrate various animation techniques and special effects.

1. History of Art Animation
   1. Thaumatrope
   2. Phenakistiscope
   3. Zoetrope
   4. Flip books
   5. Classic cartoons
   6. Rotoscoping
   7. Famous animators and studios
2. Procedures in Animated Films
   1. Using the Cintiq
   2. Script, project summary
   3. Storyboard
   4. Soundtrack
   5. Animatics
   6. Color palettes
   7. Timing/slugging
   8. Backgrounds
3. Producing Animation
   1. Using Harmony animation software
   2. Inbetweening
   3. Key frames
   4. Frames per second
   5. Exporting/importing images and sound
4. Character Design and Movements
   1. Walk cycles
   2. Personality walks
   3. Stereotypes
   4. Props
   5. Lip Sync
5. Technical Information
   1. Television cut-off and safe titling
   2. Export formats and sizes
6. Storyboarding
   1. Using Storyboard Pro software
   2. Layers – merge, rename, reorder, opacity
   3. Panels – importing text, sketch, rich text
   4. Shots, scenes, sequences, acts
   5. Using the camera
   6. Exporting to Harmony
7. Animation Techniques
   1. Camera movement
   2. Multiplaning
   3. Opacity
   4. Special effects
   5. Color
8. Basic Principles of Animation
   1. Squash and stretch
   2. Anticipation
   3. Staging
   4. Straight ahead and pose to pose
   5. Follow-through and overlapping action
   6. Slow-in and slow-out
   7. Arcs
   8. Secondary action
   9. Timing
   10. Exaggeration
   11. Solid drawing
   12. Appeal
9. Creation of a Digital Animation Project

DAR 205 - Lighting for Film and Video

1. Identify creative and technical lighting concepts including 3-point lighting, motivation, controlling exposure, light quality, intensity, and color temperature. 
2. Demonstrate the ability to use various lighting equipment and accessories, their proper set up, applications, history, and common (nick) names.
3. Demonstrate safe set practices, electrical use and equipment load requirements for both studio and location lighting.

1. The Visible Spectrum
   1. Spectrum
   2. White light
   3. Specular and diffused light
   4. Properties of light
2. Film and Exposure
   1. How film works
   2. Negative and reversal films
   3. Exposure index
   4. Film speeds/latitudes
   5. Pushing film
   6. Flashing film
   7. Film storage
3. Using Electricity
   1. Elements of electricity
   2. Electrical units
   3. Direct current
   4. Circuits
   5. Fuses and circuit breakers
   6. Resistance, voltage drop, and color temperature
   7. Cable and connectors
4. Video and the Electronic Medium
   1. Video and film compared
   2. Video imaging
   3. Light levels required for video
   4. Contrast ratio
   5. The waveform monitor
5. Controlling Color Temperature: Light Sources and Filters
   1. Color temperature: kelvin scale
   2. Daylight illumination
   3. Tungsten illumination
   4. Fluorescent illumination
   5. Carbon arc lamps
   6. Enclosed arc lamps
   7. Filters on light sources
6. Controlling Light Quality: Lighting Equipment
   1. Light quality
   2. Controlling light quality
   3. Lighting fixture
   4. Lensed fixtures and design
   5. Sealed beam (PAR) lamps
   6. Open face fixtures
   7. Safety precautions
   8. Lighting accessories
7. Measuring Light Intensity
   1. Photometry
   2. Incident light
   3. Reflected light
   4. Exposure meter
   5. Light meter design
   6. Care and feeding of light meters
8. Manipulating Light: Direction and Balance
   1. Key light and key light placement
   2. Balance
   3. Separation light
   4. Background light
9. Light Concepts in Practice
   1. Lighting style
   2. Basic lighting configurations
10. Light in the Studio
    1. Production crew
    2. Studio
    3. Television vs. motion picture soundstage
    4. Day interiors
    5. Lighting designs
    6. Night interiors
    7. Night exteriors
11. Lighting on Location
    1. Scouting and planning
    2. Day exteriors
    3. Night exteriors
    4. Pre-rigging
    5. Lighting in the real world

DAR 210 - Digital Arts Design Studio: Advertising Design

1. Develop concepts and designs for various advertising media.
2. Discuss strategies for specific target markets.
3. Create campaigns for specific markets using appropriate media.
4. Work within a professional environment with specifications and deadlines.

1. Advertising Design
   1. Layout techniques
   2. Thumbnail/rough/comp method of concept development
   3. Dramatizing essential elements
   4. Color scheme and image
   5. Typography and image
2. Advertising Concepts
   1. Analyzing client needs
   2. Analyzing market trends
   3. Analyzing target audience
   4. Matching advertising concepts to audience
   5. Matching advertising image to audience
3. Advertising Campaign
   1. Elements of a campaign
   2. Defining target market
   3. Elements of a campaign execution
4. Professional Environment
   1. Design studio workflow
   2. Co-worker interaction
   3. Deadlines
   4. Critiques

DAR 212 - Digital Arts Design Studio: Collateral Design

1. Demonstrate design and layout techniques for a variety of print materials.    
2. Demonstrate mock-up construction techniques and processes.   
3. Work within a professional environment meeting specifications and deadlines.

1. Layout of Flat Print Materials  
   1. Design   
   2. Graphic elements
   3. Layout techniques
   4. Thumbnail/rough/comp method of visualization
   5. Elimination of extraneous visual elements
   6. Dramatizing essential elements
   7. Color scheme and image
   8. Typography and image  
2. Layout and Design of Folded Print Materials     
   1. Design    
   2. Graphic elements
   3. Layout flow
   4. Thumbnail/rough/comp method of visualization
   5. Elimination of extraneous visual elements
   6. Dramatizing essential elements
   7. Color scheme and image
   8. Typography and image   
3. Mock-Up Construction Techniques    
   1. Materials   
   2. Craftsmanship
   3. Dimensions and accuracy
   4. Presentation techniques   
4. Professional Environment  
   1. Design studio workflow   
   2. Co-worker interaction
   3. Deadlines
   4. Critiques  

DAR 217 - Post Production for Film

1. Explain the historical development of film editing and editing techniques.
2. Demonstrate how to plan and organize for the film edit.
3. List various editing tools and identify their uses.
4. Demonstrate various editing techniques.
5. Identify the various parts of an editing bench and related editing equipment.
6. Operate editing equipment.
7. Differentiate various editing effects.
8. Compare and contrast the problems in film versus television editing.
9. Enhance the effectiveness of visual storytelling through film editing.
10. Discuss the collaborative nature of film editing.
11. Develop applied problem-solving abilities.

1. History of the Art of Film Editing
   1. Russian film editors
      1. Pudovkin
      2. Eisenstein
      3. Kuleshov
   2. American film editors
      1. Edwin S. Porter
      2. D.W. Griffith
      3. Orson Wells
   3. Early Hollywood “cutters”
   4. Current methods and practices
2. Preparing for the Edit
   1. Organization
   2. Logging
   3. Edge numbers
   4. Synching dailies
   5. Edge coding
   6. Leadering
3. Tools of the Editor
   1. Synchronizer
   2. Sound reader
   3. Rewinds
   4. Splicer
   5. Trim bin
   6. Editing bench
   7. Moviola
   8. Flatbed
   9. Supplies
   10. Editing room arrangement
4. Cutting Techniques
   1. Dailies preparation
   2. Script notes
   3. Logs
   4. Dailies synching
   5. Dailies screening
   6. Breaking down footage
   7. Non-slated takes
   8. Action cut
   9. Dialogue cut
   10. Cutting away
   11. Screen position edit
   12. Form editing
   13. Special effects/opticals
5. Preparing for Sound
   1. “Locking the film”
   2. Sound leaders
   3. Sync pop
   4. Splitting tracks
   5. Balancing reels
   6. Sound breakdown sheets
6. Sound Editing
   1. Sound effects editing
   2. Looping
   3. Dialogue editing
   4. Multiple track set up
   5. Foley editing
   6. Music editing
7. Dialogue and Looping Editing
   1. Body movements and effects
   2. Foley stages
   3. Simulation sound tricks
   4. Marking for looping
   5. Foleylogs
   6. Splitting tracks
   7. Cue sheets for looping
8. Music Editing
   1. Original music
   2. Needle drop/library music
   3. Spotting session
   4. Mood
   5. Developing music cues
   6. Accent points and timing sheets
   7. Click tracks
   8. Scoring reels
   9. Time code
   10. Multi-track
   11. Interlock
9. The Mix
   1. Checking tracks
   2. Dialogue tracks
   3. Music tracks
   4. Effects tracks
   5. Mix sheets
10. The Answer Print
    1. Lab instructions
    2. Color timing
    3. Optical sound tracks
    4. Previewing
    5. Changes

DAR 221 - Photo Image Editing: Adobe PhotoShop

1. Demonstrate use of current Adobe Photoshop software to edit and retouch images using paint, channels, filters, and layers in grey scale, bitmap, and color modes.
2. Demonstrate use of photo image editing hardware including scanner, computer, and printer.
3. Work within a professional environment meeting specifications and deadlines.

1. Current Adobe Photoshop Software
   1. Terminology
   2. Tools
   3. Page set up
   4. Selection tools
   5. Image processing
2. Edit and Retouch
   1. Paint
   2. Channels
   3. Filters
   4. Layers
   5. Grey scale
   6. Bitmap
   7. Color
3. Hardware
   1. Scanner
   2. Computer
   3. Printer
4. Professional Environment
   1. Specifications
   2. Deadlines

DAR 225 - Digital Cinematography II

1. Analyze the needs of production and develop a preproduction plan.   
2. List the elements of a visual story and apply to script form.
3. Determine professional field production equipment needed for professional digital video production.
4. Demonstrate technical and artistic competencies of lighting on location and the studio.    
5. Utilize the basic equipment for digital video post-production.
6. Demonstrate the use of special effects, both in camera and in post-production.
7. Demonstrate visual story construction using basic video editing skills.
8. Demonstrate skill development in demo reel building including visual demonstrations of technical and artistic competencies.   

1. Analyzing the Needs in a Post Production Plan
   1. Talent/actor availability
   2. Equipment
   3. Locations and time scheduling
   4. Script breakdown
   5. Crew
2. Story and Visual Elements
   1. Script
   2. Composing a shot
   3. Art direction/makeup/costume/props
   4. Lighting
3. Production Equipment Needs
   1. Lighting
   2. Camera/formats
   3. Power requirements
   4. Rentals
   5. Support equipment (tripod, dolly, etc.)
4. Lighting the Digital Video Production
   1. Natural light
   2. Tungsten
   3. Power requirements
   4. Color temperature
   5. Filters/gels/modifiers
   6. Safety
5. In Camera and Post Production Special Effects
   1. Camera effects
   2. Software and computer generated effects
   3. Color correction
   4. Filter effects
6. Editing and the Visual Storyline
   1. Continuity
   2. Audio
   3. Music/transitions/effects
7. Building a Demo Reel
   1. Formats
   2. Target markets
   3. Length of demo
   4. How to select your work
   5. Labeling and packaging
   6. Accompanying materials

DAR 226 - DeskTop Publishing for Digital Arts: Adobe InDesign

1. Demonstrate use of current Adobe InDesign software to create and layout single and multiple page documents with typography, graphics, and pictures.
2. Demonstrate InDesign print preparation techniques. 
3. Work within a professional environment meeting specifications and deadlines.

1. Current Adobe InDesign Software
   1. Terminology
   2. Tools
   3. Menus
   4. Word processing
2. Documents
   1. Layout and design
   2. Single page and multi-page
   3. Typography, graphics, pictures
3. Preparation and Processes of Documents to Print
   1. Packaging documents
   2. File formats
   3. Font and color considerations
4. Professional Environment
   1. Specifications
   2. Deadlines

DAR 230 - Production Techniques for Print

1. Demonstrate production workflow using Adobe Illustrator, Adobe Photoshop, and Adobe InDesign. 
2. Prepare for trim, bleed, color, and special finishes. 
3. Describe paper stock and budget considerations. 
4. Prepare single and multi-page documents for printing. 
5. Discuss terminology and communicating with a print shop.
6. Work in a professional environment adhering to deadlines. 

1. Workflow using Adobe Illustrator, Adobe Photoshop, and Adobe InDesign
   1. Consistent color specifications
   2. File formats
   3. Font considerations
   4. Link files
2. Trim, Bleed, Color, Special Finishes
   1. Document size and bleed
   2. Spot and (cyan, magenta, yellow, black) CMYK color
   3. Varnish, foil, and die cut preparation
3. Paper Stock and Budget
   1. Paper weights, finishes, and color
   2. Budget considerations in paper, quantity, and color
4. Single and Multi-Page Documents
   1. Single and two-sided printing
   2. Printing spreads
   3. Folding and binding considerations
5. Terminology and Communicating with Print Shops
   1. Production and printing terms
   2. Vendor relationships

DAR 250 - Computer 2D Animation: Adobe After Effects

1. Create a character animation that will include motion, transition, color, and texture.
2. Develop and transform dialogue, motion, and mood of a character into visual animation.
3. Create a computer animation from conceptualization to post production.

1. Storyboards
   1. Structure
   2. Format
2. Techniques and Terms
   1. Classical
   2. Contemporary computer animation
3. Logo Animation
   1. Motion and transition
      1. Rolling, tumbling, spinning
      2. Motion pairs
      3. Wipes
      4. Timing
   2. Color and texture
      1. Color cycling
      2. Shading
      3. Flashes, glows, sparkles
4. Character Animation
   1. Dialogue
      1. Mouth positions
      2. Phonetics
      3. Diagramming and time dialogue
   2. Human and animal motion
      1. Walking
      2. Running
      3. Flying
   3. Rotoscoping
      1. Digitize from video tape
      2. Transfer and cleanup from video tape
5. Metamorphic Animation
   1. Creation of objects
      1. Still digitizing
      2. Transfer and cleanup of a digitized image
   2. Stacking and grouping
      1. Front and back
      2. Color controls
   3. Key Frame and tweening
6. Production Techniques
   1. Creation
   2. Post production

DAR 251 - Computer 3D Animation: Maya

1. Create models, shapes, surfaces, 3-D rotation, isometric, and perspective views.
2. Output designs to laser printers, 3D printers, video, and film recorders.
3. Create simple animations.  
4. Work within a professional environment meeting specifications and deadlines.  

1. Menus Using Maya or Other Current Industry Software
   1. File
   2. Edit
   3. World
   4. Object
   5. Render
   6. Efforts
   7. View tools
2. Image Creation
   1. Models
   2. Surfaces
   3. 3-D rotation
   4. Isometric views
   5. Perspective
   6. Image mapping
3. Color
   1. Palette
   2. Shade effects
4. Printing
   1. Black and white
   2. Animation
   3. Color
5. Precision Model Making
   1. Rulers
   2. Units
   3. Scale
   4. Divisions
   5. Angular resolution
6. Object Creation and Design
   1. Changes
   2. Skin tree objects
   3. Extruded object creations
   4. Animation
7. Compatibility
   1. Multifinder
   2. Scrapbook

DAR 252 - Interactive Design I: UX/UI Fundamentals

1. Research, plan and develop user-centered interactive designs
2. Evaluate core visual aesthetics and their influence on user experience based on cultural values
3. Use industry software to create effective interactive applications utilizing principles of user interfaces & experiences
4. Work in a professional environment adhering to deadlines 

1. Intro to User Experience
   1. UX Interviewing
   2. Empathy & Users
   3. User Journey
   4. Cultural Values and User Experience
2. Intro to User Interface
   1. Interface Usability
   2. UI Grids and Composition
   3. Accessibility
   4. Cultural Values and Norms
   5. Psychology of Color
   6. Animation
3. Design and Development Planning
   1. Client Brief
   2. Budgeting and Timelines
   3. Storyboarding & Workflow Diagrams
   4. Wireframing & Prototyping
   5. User Testing
4. Core Visual Aesthetics
   1. Color palettes
   2. Readable typography
   3. Cultural Differences and Values in Color and Design
   4. Interface and UI/UX design

DAR 254 - Interactive Design II: UX/UI Strategies

4 Credits, 5 Contact Hours
3 lecture periods 2 lab periods

Continuation of DAR 252 . Theory, survey, and practice of designing and developing advanced interactive applications using principles of user interface and user experience. Includes design, advanced visual aesthetic, and technology strategies for usability; methods of organizing information to improve user experience; and creating interactive design for social media and emerging platforms. Also includes storyboarding interactive projects; simple graphics and animations; publishing, marketing and distribution.

Prerequisite(s): DAR 252  
  

1. Analyze and develop strategies for current interactive platforms
2. Use software tools to develop advanced interactive content for web, mobile, and social media
3. Work in a professional environment adhering to deadlines

A.    Websites

B.    Mobile

C.    Social

D.    Ebook readers

II.       Strategic Planning & Management

A.     Content & Market

B.     Platform Strategies

C.     Style Guides

D.     Storyboards

E.     Problem Solving & Communication

III.      Advanced Visual Design Aesthetic

A.     Create Color Palettes

B.     Create 2D Graphics

C.     Create 3D Graphics

D.     Create Animations

IV.      Creating User Interfaces

A.     Developing Wireframes

B.     User testing and feedback

C.     Designing high-resolution interfaces

V.       Advanced Design and Development Planning

A.     Usability strategies

B.     Coding considerations

C.     Content Organization

VI.     Publishing, Marketing, and Distributing

A.     Publishing to the web

B.     Publishing to e-book readers

C.     Publishing to mobile devices

D.     Publishing to social media

E.     Marketing and distributing interactive content

DAR 256 - Web Design I

4 Credits, 5 Contact Hours
3 lecture periods 2 lab periods

Introduction to the theory, survey, and practice of designing and developing beginning website and application interfaces and experiences. Includes building dynamic websites; and standards, protocols, tools and techniques for developing a variety of web-based technologies.

Prerequisite(s): DAR 221  or concurrent enrollment.
  

1. Design and create dynamic websites
2. Build website content with text, images, links, media, and forms
3. Write Cascading Style Sheets (CSS) code employing internal, external, and inline concepts
4. Adhere to the standards of a professional work environment. 

A.     Finding the right type of web hosting 

B.     Purchasing a domain name 

C.     Setting domain name server information 

II.       Creating Dynamic Websites

A.     Setting up CMS on a server 

B.     Selecting a theme 

C.     Customizing themes 

III.      Creating an E-commerce Website

A.     Developing the project brief

B.     Creating wireframes

C.     Developing personas

IV.      HyperText Markup Language (HTML)

A.     Tags 

B.     Divisions (DIV’s) 

C.     Formatting

V.       Cascading Style Sheets (CSS) 

A.     Internal 

B.     External 

C.     Inline

VI.     Web Standards

A.     Use web conventions

B.     Creating well-formed code

C.         Testing projects for errors

DAR 257 - Web Design II

4 Credits, 5 Contact Hours
3 lecture periods 2 lab periods

Theory, survey, and strategies for designing and developing advanced website and application interfaces and experiences. Includes using dynamic coding languages, designing and adding content to a database; writing browser-executed code; formatting multimedia content, and best practices and strategies in web design.

Prerequisite(s): DAR 221  and DAR 256 .
  

1. Use a CMS to create an advanced dynamic website  
2. Explain web strategies, well-formed code, and best practices  
3. Write core HTML and CSS code
4. Adhere to the standards of a professional work environment. 

A.     Planning the database  

B.     Creating the database with phpMyAdmin  

C.     Developing a login page

D.   Adding, editing, and deleting content 

II.       Website Design 

A.     Best practices

B.     Strategies

III.      Create a CMS Theme 

A.     Choosing the right starter theme 

B.     Modifying existing files  

C.     Creating new templates

IV.     Use Core HTML & CSS Code  

A.     Footer, header, navigation, and section tags  

B.     Canvas, video, and audio tags   

C.     Transitions, animations, and transformations  

D.     Borders, backgrounds, and gradients 

E.     Fonts and text effects

DAR 258 - Advanced Computer 3D Animation: Maya

1. Describe the basics of modeling, rendering, and animation used in Maya or other current industry software.
2. Model objects using metaforms, metanurbs, Booleans, and spline patching.
3. Animate objects using object and camera motion, cyclical, object morphing, and displacement mapping.
4. Render objects using texture, bump, and reflection maps.
5. Apply lighting and camera affects such as animating lights and shadow mapping.
6. Apply kinematics and contortion such as forward kinematics and inverse kinematics.

1. Review 3D basics using Maya or Other Current Industry Software
   1. Modeling
   2. Rendering
   3. Animation
2. Advanced Modeling Techniques
   1. Advanced modification tools
   2. Advanced surface attributes
   3. Polygonal modeling
   4. Metaform and metanurbs
   5. Advanced bevels and drills
   6. Cutting tools
   7. Advanced boolean techniques
   8. Hierarchical modeling
   9. Multiple clone and extrusion
   10. Spline patching
3. Advanced Animation Technique
   1. Object and camera motion
   2. Cyclical animation
   3. Motion graphs
   4. Objects morphing and displacement mapping
4. Advanced Surfacing Techniques
   1. Texture, bump, and reflection maps
   2. Procedural textures
   3. Ray-tracing
   4. Projection maps and cel shader
5. Advanced Lighting and Camera Effects
   1. Animating lights
   2. Shading techniques
   3. Shadow mapping
   4. Lens flares
   5. Lighting tricks
   6. Camera motion tips
   7. Depth of field
   8. Rack focus and image projection
6. Kinematics and Contortions
   1. Forward kinemation
   2. Inverse kinematics

DAR 259 - Mobile Application Design

1. Create a simple mobile application prototype.
2. Do A/B version testing on the prototype.
3. Create an appropriate aesthetic design for the app.

1. Introduction to Mobile Applications
   1. History of mobile apps
   2. Jobs: developer, designer or both
   3. Researching the type of app to build (web, native, or hybrid)
   4. Deciding which platforms to build for (iOS, Android, Windows, Web)
   5. App functionality
   6. Creating app aesthetics (fonts, images, color palette, etc.)
   7. Prototyping
   8. A/B version testing
   9. Final app creation
   10. Launching the app
2. Introduction to Online Marketing
   1. History of online marketing
   2. Popular social media platforms to use to market your app (Facebook, Twitter, Tumblr)
   3. Audience demographics (targeting audiences)
   4. Launching an online marketing campaign
3. Introduction to Analytics
   1. History of analytics
   2. Free (Google Analytics) vs. paid software options
   3. Understanding analytics
   4. Using analytics for decision-making and product improvements
4. The Effects of Emerging Technologies on Modern Cultures
   1. Technology’s historical impact on business
   2. Where to discover the latest technological trends
   3. How to determine which trends deserve your attention
   4. Examining opportunities that arise due to emerging technologies
   5. Determining how the next wave of technology will impact business
5. Case Studies
   1. Personal computers
   2. Smart phones
   3. Wearables
   4. The Internet of things

DAR 275 - Basic Audio Production

1. Explain the basic features of a mixing console.
2. Operate the various functions of a digital recorder.
3. Integrate multi-track elements such as narration, music, and sound effects.

1. Elements of Sound
2. Sound Studios
3. Consoles
4. Digital Recorders
5. Microphone Application
6. Technical Planning and Sound Design
7. On Location vs. Studio Recording
8. Mixing and Re-recording
9. Editing

DAR 285 - Documentary Television and Film

1. Discuss the history of nonfiction film.
2. Analyze the difference between early European and American documentaries.
3. Operate a video/film camera in a fast moving environment.
4. Identify various film/video techniques as applied to documentary.
5. Describe television news documentary techniques.
6. Apply television themes to documentaries and produce a documentary program.
7. Solve location problems typical to non-fiction video/film.

1. History of Documentary Production
   1. European influences
   2. German influences
   3. Dutch influences
   4. Russian influences
   5. French influences
   6. Other countries
2. European vs. American Documentary Makers
   1. Cinema verite
   2. Direct cinema
   3. Methods of funding
   4. Approaches
   5. Propaganda
   6. Government
3. Operating the Camera
   1. Film
   2. Digital video
   3. Choosing film over video
   4. Sound applications
   5. Lenses
   6. Lighting
4. Film and Video Techniques
   1. Direct cinema
   2. Cinema verite
   3. Surveillance
   4. Undercover
5. Television Themes
   1. Broadcast
   2. Cable
   3. Special
   4. News
   5. Investigative
   6. Breaking stories
   7. Live events
   8. Human interest
   9. Feature news story
6. Production of a Television Documentary
   1. Research
   2. Hypothesis
   3. Synopsis
   4. Treatment
   5. Support personnel
   6. Budget
   7. Approach
   8. Equipment
   9. Locations
   10. Travel
   11. Crew
   12. Production
   13. Post production
   14. Distribution
7. Location Problems
   1. Permits
   2. Visa/passports
   3. Permission to shoot
   4. Private vs. public property
   5. Power requirements and voltage for foreign countries
   6. Crowd control
   7. Safety
   8. Remote vs. studio locations

DAR 286 - Digital Cinematography Capstone

4 Credits, 6 Contact Hours
2 lecture periods 4 lab periods

Tools, techniques, and procedures involved in professional film production. Includes pre-planning a digital video production, script breakdown, pre-production and post-production, budgeting, distribution, promotion, and developing a prospectus.

Prerequisite(s): DAR 115 , DAR 124 , and DAR 175 .
Information: This course will require additional expenses for supplies in addition to course and lab fees.
  

1. Prepare, plan, and complete a professional production as a team.
2. Write a proposal and treatment.
3. Utilize motion picture script format for writing a screenplay.
4. Create and breakdown a script for determining needs for cast, stunts, extras, special effects, props, vehicles, animals, wardrobe, make-up, sound effects, music, and special equipment.
5. Identify the parts and basic support equipment needed for a professional digital video camera.
6. Operate a professional digital video camera and basic support equipment.
7. Operate professional digital video editing and synchronizing equipment. 
8. Operate and place basic lighting equipment for production.

II. Script Breakdown

III. Pre-Production

IV. Production

V. Post-Production

VI. Budgeting

VII. Distribution

VIII. Promotion

IX. Developing a Complete Prospectus for Funding a Media Project

DAR 288 - Digital Arts Business and Portfolio Capstone

1. Design, develop, and produce a professional quality digital art portfolio.
2. Describe professional design relationships. 
3. Identify and practice current digital tools, workflow routines, creative and professional processes.
4. Identify communication skills needed in an interview. 
5. Present a portfolio in current media format.

1. Production of Digital Art Portfolio
   1. Develop concepts and specifications for professional quality portfolio
   2. Explore various materials
   3. Explore various media for presentation
2. Professional Design Relationships
   1. Create digital art projects following professional workflows
   2. Professional design relationships: practices, workflow, ethics
3. Current Digital Art Tools and Processes
   1. Explore current digital arts tools
   2. Assemble and publish creative projects using current digital tools
   3. Create copies of portfolio presentations for distribution
   4. Publishing and presenting projects in professional environment
4. Interviews
   1. Personal image
   2. Researching companies
   3. Communication skills
5. Presentation of Portfolios
   1. Preparing portfolio presentations for print and interactive media
   2. Presenting creative digital projects to clients in professional environment

DAR 296I1 - Digital Arts Independent Projects: Design

1. Define project objectives.
2. Use the tools and materials of their choice to complete an independent project.
3. Demonstrate the ability to conceptualize and execute an independent project.
4. Produce a project working within a professional environment.

1. Define a Project
   1. Plans
   2. Materials
2. Tools and Medium
   1. Traditional Media
   2. Hardware
   3. Software
3. Conceptualize and Execute Project
   1. Develop the Idea
   2. Produce the Project
4. Professional Environment
   1. Deadlines
   2. Presentations
   3. Interpreting Client Needs
5. Complete the Project
6. Critique the Project

DAR 296I2 - Digital Arts Independent Projects: Illustration

1. Define project objectives.
2. Use the tools and materials of their choice to complete an independent project.
3. Demonstrate the ability to conceptualize and execute an independent project.
4. Produce a project working within a professional environment.

1. Define a Project
   1. Plans
   2. Materials
2. Tools and Medium
   1. Traditional Media
   2. Hardware
   3. Software
3. Conceptualize and Execute Project
   1. Develop the Idea
   2. Produce the Project
4. Professional Environment
   1. Deadlines
   2. Presentations
   3. Interpreting Client Needs
5. Complete the Project
6. Critique the Project

DAR 296I4 - Digital Arts Independent Projects: Interactive Design

1. Define project objectives.
2. Use the tools and materials of their choice to complete an independent project.
3. Demonstrate the ability to conceptualize and execute an independent project.
4. Produce a project working within a professional environment.

1. Define a Project
   1. Plans
   2. Materials
2. Tools and Medium
   1. Traditional Media
   2. Hardware
   3. Software
3. Conceptualize and Execute Project
   1. Develop the Idea
   2. Produce the Project
4. Professional Environment
   1. Deadlines
   2. Presentations
   3. Interpreting Client Needs
5. Complete the Project
6. Critique the Project

DAR 296I8 - Digital Art Independent Proj: Adv Digital Video/Audio/Film

1. Define and describe a variety of advanced media problems.
2. Employ a variety of advanced production techniques.
3. Use media equipment and principles to solve advanced production problems.
4. Design, develop, and independently produce an advanced media project.

ECE 105 - Enhancing Brain Development Through Early Childhood Practices

1. Describe learning in relation to brain development in the early years (NAEYC 1a, 1b, 6a)
2. Analyze executive function development and related learning processes (NAEYC 1a, 1b, 3a)
3. Explain the roles of social learning and mindset in executive function development (NAEYC 1b, 4c)
4. Integrate executive function into child learning experiences (NAEYC 1b, 1c)
5. Discuss factors which help children effectively cope with stress and trauma (NAEYC 1a, 1b)
6. Identify ways to assess executive functioning (NAEYC 3a, 3b, 3c)

1. Brain Structure Related to Learning
   1.       A. Neuro behaviors that support learning processes
   2.       B. Cortical-limbic system impact on learning, stress, and motivation
   3.       C. Environmental, biological, and social impacts of brain development
   4.       D. Understand brain development over time
2. II. Executive Function Development
   1. Self-Regulation/Inhibitory control 
      1. Cost-benefit thinking
      2. Self-control
      3. Risk-taking
   2. Working Memory
      1. Attention
      2. Forgetting
      3. Memory Formation
   3. Cognitive Flexibility 
      1. Problem-solving
      2. Motivation
      3. Logic and Abstraction
3. Social Learning and Mindset 
   1. Executive function and social learning 
      1. Consequential thinking
      2. Empathy
      3. Perspective-taking
   2. Mindset
   3. Roles 
      1. Mutual learning
      2. Teacher
      3. Parent
      4. Child
4. IV. Integrating Executive Function into Learning Experiences
   1. Types of enhancements that stimulate executive function development 
      1. Manipulatives
      2. Discovery
      3. Inquiry
      4. Play
      5. Reflection 
   2. Individualized learning                         
      1.  Executive function processes 
      2.  Motivation
      3.  Daily planning
      4.  Integrating teachers knowledge and discoveries into the learning experience  
5. Stress and Trauma
   1. General and toxic stress
   2. Trauma
   3. Self-regulation, resiliency and grit
6. Assessment
   1. Formal assessment tools                             
   2. Informal assessment options
   3. Using assessment results for lesson plans

ECE 107 - Human Development and Relations

1. Describe theories and global perspectives of human development (NAEYC 1a, 1b, 2a).
2. Discuss factors affecting prenatal development and the birth process (NAEYC 1a, 1b, 1c; 2c). 
3. Explain theories and the sequence of oral language development (NAEYC 1b; 2b; 2c).
4. Describe factors in physical, cognitive, social, emotional, and moral development through the life span (NAEYC 1a, 1b, 1c, 2a,).
5. Distinguish the styles of parenting and their effect on human development (NAEYC 2a, 2b, 2c).
6. Identify individual and cultural attitudes toward death and dying (NAEYC 2a; 2b).
7. Relate the impact of local and community issues to the developing human at different ages (NAEYC 2a, 2b, 2c).
8. Apply one or more concepts of human development. (NAEYC 6d). 

1. Theories and Global Perspectives
   1. Theories of development from various theorists
   2. Familial and cultural influences
   3. Global perspectives
   4. Heredity and environment
   5. Research methods
2. Prenatal Development and Birth
   1. Biological transmission of heredity
   2. Environmental Influences
   3. Prenatal development of the fetus
   4. Childbirth methods and issues
3. Oral Language Development
   1. Development of language areas of the brain
   2. Stages of language development
   3. Hearing development
   4. Bilingual language development
4. Development Within Domains
   1. Social domain
   2. Cognitive domain
   3. Physical domain
   4. Emotional domain
   5. Moral domain
5. Parenting Styles
   1. Types of parenting
   2. Discipline vs. punishment
   3. Familial and cultural traditions         
6. Death and Dying
   1. Familial and cultural attitudes
   2. Individual characteristics
   3. Community and family relationships
   4. Types of care
   5. Stages of dying
7. Local and Community Influences
   1. Community issues and characteristics affecting families and individuals
   2. Community resources
   3. Environmental issues
   4. Health and wellness
8. Concepts in Action/Groups Projects
   1. Assessment
   2. Development
   3. Implementation
   4. Evaluation
   5. Replication

ECE 108 - Literature/Social Studies for Children

1. Review the history, development, and notable authors of literature for children. (NAEYC 4b, 4c, 5a, 5b)
2. Locate and use community and global resources to enrich learning activities in all curriculum areas. (NAEYC 2b, 5a, 5b)
3. Select and evaluate developmentally appropriate literature for use in literature and social studies content areas, based on criteria of excellence developed in the class. (NAEYC 5a, 5b, 5c)
4. Identify materials to enhance the understanding of social and cultural diversity, using children’s books for enrichment. (NAEYC 2a, 2b, 4b)
5. Align and present developmentally appropriate activities that integrate literature with social studies standards using a variety of techniques, materials, and media to present literature and social studies to the class and to children. (NAEYC 4b, 4d, 5c, 5d)
6. Demonstrate the connections between ages and developmental abilities for children 0-8 years of age that support literature selection. (NAEYC 1b, 1c, 4b)

1. History and Development of Children’s Literature
   1. Early authors and literature
   2. Development of children’s literature
   3. Children’s literature awards
   4. Notable authors and illustrators
2. Community and Global Resources
   1. Public resources
   2. Private resources
   3. Local and state resources
   4. National resources
   5. Global and online resources
3. Selecting and Evaluating Children’s Literature
   1. Developmentally appropriate literature
   2. Anti-bias literature
   3. Book genre
   4. Book format
4. Enhancing Understanding Across the Content Area
   1. Using children’s literature to inform social studies
   2. Using children’s literature to inform art and music
   3. Using children’s literature to inform math and science
   4. Using children’s literature to inform anti-bias understanding
   5. Using children’s literature to inform language and literacy
5. Integrating Children’s Literature and Social Studies Standards
   1. Children’s Literature and Social Studies Standards
      1. Culture
      2. Time and change
      3. People and places
      4. Identity
      5. Power and authority
      6. Production and consumption
      7. Science and technology
      8. Global connections
      9. Civic practice
      10. People and places
   2. Presenting Literature to Young Children
      1. Reading
      2. Storytelling
      3. Flannel boards
      4. Puppet shows
      5. Props
      6. Technology
   3. Activities that Integrate Literature and Social Studies
      1. Social studies activities
      2. Art and music activities
      3. Math and science activities
      4. Language and literacy activities
6. Developmentally Appropriate Techniques
   1. Literature and the classroom community
   2. Literature and teaching modalities
   3. Literature and curriculum
   4. Literature and assessment
   5. Literature and families

ECE 115 - Supervision and Administration of Early Childhood Programs

1. Discuss and develop various methods to assess needs for family and community programs (NAEYC 1c, 2a, 3a, 3b, 3d).
2. Compose program philosophy and mission statement for family and community program (NAEYC 1a, 1b, 1c, 2a, 2b, 6d).
3. Establish criteria for development of basic business operations (NAEYC 6c, 6d).
4. Explain the role of professionalism in the context of ethics, support systems, and current issues or trends in the early child care and education profession (NAEYC 6a, 6b, 6c, 6d). 
5. Develop skills to engage stakeholders in the operation of the program (NAEYC 2a, 2b, 2c). 
6. Define and discuss relevant governmental agencies and advocates for children (NAEYC 6a, 6c, 6d, 6e).

ECE 117 - Child Growth and Development

1. Identify and apply contributions of developmental theorists and their impact on the field of early childhood education (NAEYC 1a, 1b). 
2. Compare relative roles of: genetics, environment, demography, familial influences, and cultural determinants (NAEYC 1a, 1b, 1c, 2a, 2b). 
3. Discuss current health and social influences impacting development from pre-birth through age 8 (NAEYC 1a, 1b, 1c, 6a).
4. Explain national issues which influence child development (NAEYC 1b, 1c, 6a).
5. Identify analyze, and discuss factors in social, moral, physical, cognitive/language and brain development from pre-birth to age 8. (NAEYC 1a, 1b, 1c).

1. Early Childhood Developmental Theories/Theorists
   1. Identification of grand theories/major theorists
   2. How theory informs developmentally appropriate practices
2. Influence on Growth and Development
   1. Nature and nurture
   2. Environmental influences
   3. Demographics
   4. Familial influences
      1. Parenting
      2. Family composition
   5. Cultural influences
3. Current issues
   1. Health
   2. Social
4. National Issues and Influences
   1. Public policy
   2. Local issues
5. Domains of Development
   1. Physical
   2. Social/emotional development
   3. Cognitive development
   4. Language and literacy development
   5. Moral development
   6. Brain development/research: (implications)

ECE 118 - Foundations of Early Childhood Education

1. Identify and explain historical and contemporary influences on the development of early childhood education. (NAEYC 1b, 5c, 6e)
2. Examine influential early care and education pedagogies. (NAEYC 1c, 4c)
3. Research entities involved in the organization, management, and monitoring of early childhood programs (NAEYC 2b, 5c, 6e).  
4. Examine the appropriate uses of various types of observation and assessment tools. (NAEYC 3a, 3b, 3c)   
5. Engage in reflective practices to examine personal and professional responsibilities. (NAEYC 4d, 6e)

1. Historical and Contemporary Influences
   1. Key theorists and contributions
   2. Legislation and public policies
   3. Instructional trends
   4. Universal pre-school
2. Influential Education Pedagogies
   1. Reggio Emilia
   2. Waldorf
   3. Montessori
   4. Head Start
   5. Project approach
   6. High/scope
3. Role of Private and Public Agencies in Early Childhood Programs
   1. Organization
   2. Management
   3. Monitoring
4. Observation and Assessment Methods 
   1. Formal
   2. Informal
5. Professionalism 
   1. Influence of prior learning experiences
   2. Professional standards and ethics
   3. Personal educational philosophies

ECE 125 - Nutrition, Health, and Safety for the Young Child

1. Identify and describe practices which result in a safe environment for young children (NAEYC 1a, 1b, 1c).
2. Explain ways to support wellness routines in a care setting, including responses to and documentation of illness, injury and child maltreatment (NAEYC1a, 1b, 1c, 3b, 3d, 4a, 4b, 6b)
3. Plan nutritious snacks and meals for young children in care settings (NAEYC 1a, 4d).
4. Develop appropriate learning opportunities for young children in health, safety and nutrition (NAEYC 1a, 1b, 1c, 4a, 4b, 4c, 5a, 5b, 5c).
5. Describe methods for engaging children and families in safety and health practices, including connection to local community, state and national resources (NAEYC 2a, 2b, 2c, 4a, 6c, 6e).

1. Practices for a Safe Environment
   1. Features of quality programs
   2. Guidelines for safe environments
   3. Risk assessment and management
   4. Food safety
   5. Sleep safety; Sudden Infant Death Syndrome (SIDS)
2. Support Wellness Routines and Documentation
   1. Hygiene
   2. Childhood illnesses and disease transmission
   3. Injuries
   4. Child mistreatment identification and reporting
   5. Prevention strategies  
   6. Health assessment tools
   7. Daily observation        
   8. Health records
   9. Involvement and communication with families
3. Plan Nutritious Snacks and Meals
   1. Identifying allergies
   2. Identifying food intolerances
   3. Modifying diets
   4. Meal planning
   5. Nutritional guidelines
   6. Family-style meals
4. Learning Opportunities for Children
   1. Cultural considerations
   2. How children learn about nutrition and health
   3. Attitudes about food and illness 
   4. Developmentally appropriate practices
   5. Integrated curriculum with health, safety and nutrition topics
   6. Ways to implement safe and healthy field trips
5. Engaging Families and Utilizing Community Resources
   1. Parent involvement
   2. Role of the teacher
   3. Role of the community
   4. Health, safety and nutritional resources for families

ECE 129 - Infant and Toddler Education

1. Explain factors of infant development, toddler development, and relevant development theory. (NAEYC 1a, 1b, 1c)
2. Describe strong family and community relationships in infant/toddler programs. (NAEYC 2a, 2b, 2c)
3. Define processes and tools to observe, document and access infants and toddlers. (NAEYC 3a, 3b, 3c)
4. Discuss developmentally effective practices with infants and toddlers. (NAEYC 4a, 4b, 4c)
5. Use content knowledge to build meaningful curriculum for infants and toddlers. (NAEYC 5a, 5b, 5c)
6. Identify standards reflective of the infant/toddler early childhood professional. (NAEYC 6a, 6b, 6c)

1. Infant Toddler Theory and Development
   1. Cognitive – Piaget
   2. Socio-Cultural –Vygotsky
   3. Psycho-Social - Erikson
   4. Bio-Ecological - Bronfenbrenner
   5. Attachment
   6. Key domains of development
      1. Physical - critical periods
      2. Cognitive - brain development
      3. Social/emotional - relationships
      4. Language and communication
      5. Risk factors in development
2. Family and Community
   1. Diverse family and community characteristics
   2. Respectful and intentional family engagement practices
   3. Community resources - typical and atypical
      1. Local
      2. National
   4. Licensing and regulations
3. Assessment and Documentation
   1. Goals of infant-toddler assessment
   2. Tools of assessment
      1. Developmental assessment tools
         1. Authentic
         2. Formal
      2. Program assessment tools
         1. ITERS
         2. PQA
         3. TeachStone
         4. PITC PARS
   3. Ethics
4. Developmentally Effective Practices
   1. Positive relationships and supporting interactions
   2. Guidance strategies
   3. Teaching approaches
   4. Reflective practices
5. Curriculum
   1. Individualization
   2. Routines
   3. Tools of inquiry when defining outcomes
   4. Arizona Infant Toddler Developmental Guidelines
6. Professionalism 
   1. Collaborative learning
   2. Professional organizations
   3. Use of technology as a tool to inform
   4. Advocacy and the profession

ECE 136 - Early Childhood STEAM

1.   Demonstrate methods of communicating the scientific process to young children and integrate with math, technology, art, and engineering as a developmentally effective practice through strategies, learning areas, and approaches. (National Association for the Education of Young Children (NAEYC) 1a, 1b, 1c, 4b, 5a, 5b, 5c)

2.   Identify and describe the role of the teacher while using technology in the classroom and integrate with math, science, art, and engineering as a developmentally effective practice through strategies, learning areas, and approaches. (NAEYC 4b, 4c, 4d, 5a, 5b, 5c)

3.   Identify and discuss how children acquire knowledge using engineering concepts and integrate into the curriculum as a developmentally effective practice through strategies, learning areas, and approaches. (NAEYC 1a, 1b, 1c, 4b, 4c, 5a, 5b, 5c)

4.   Discuss the integration and use of developmentally effective practices, approaches, strategies, and tools through lesson plans, learning centers and activities, using art while integrating with math, technology, science and engineering. (NAEYC 1b, 1c, 4b, 4c, 4d, 5a, 5b, 5c)

5.   Demonstrate the use of developmentally effective practices, approaches, strategies, and tools through, learning centers and activities, using math and numbers theory for young children while making connections across the curriculum. (NAEYC 1a, 1b, 1c, 4b, 4c, 4d, 5a, 5b, 5c)

1. Integrating Central Concepts in Science Across the Curriculum
   1. Investigating, questioning, problem solving, analyzing, reasoning
   2. Communicating the scientific process
   3. Curiosity and critical thinking, hypothesizing, and controlling variables
   4. Developmentally effective practices
2. Integrating Central Concepts of Technology Across the Curriculum
   1. Types of technology
   2. Producer vs consumer
   3. Innovative teaching and classroom design
   4. Developmentally effective practices
3. Integrating Central Concepts of Engineering Across the Curriculum
   1. Elements of engineering
   2. Innovative teaching and classroom design
   3. Building and imagination
   4. Developmentally effective practices
4. Integrating Central Concepts in the Arts Across the Curriculum
   1. Elements of art, music, movement
   2. Process vs product
   3. Developmental stages
   4. Developmentally effective practices
5. Integrating Central Concepts in Math Across the Curriculum
   1. Classifying, measuring, comparing
   2. Predicting, seriation
   3. Numbers theory
   4. Developmentally effective practices

ECE 211 - Inclusion of Young Children with Special Needs

1. Discuss the historic and current public policies that affect exceptional children. (National Association for the Education of Young Children (NAEYC) 6b, 6c, 6d, 6e)
2. Explain typical developmental milestones and how they guide the understanding of atypical and exceptional development. (NAEYC 1a, 1b)
3. Describe the processes of identification, referral and assessment. (NAEYC 3a, 3b, 3d)
4. Explain specific areas of exceptional functioning in young children. (NAEYC 1a, 1b)
5. Describe and define a variety of service plans, and delivery and intervention approaches. (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 3b, 3d, 4c)
6. Identify support systems for families. (NAEYC 2a, 2b, 2c, 3c)

1. Historical Perspectives and Public Policy Related to Exceptional Children
   1. Interpretation of exceptionality
   2. Response and responsibility
   3. Delivery approaches
   4. Program models  
   5. Legislation
   6. Litigation
   7. Professional organizations
2. Typical and Atypical Development
   1. Developmental milestones
   2. Atypical development
   3. Exceptional development
   4. Risk factors
3. Assessment
   1. Initial identification
   2. Referral processes
   3. Assessment options
   4. Ethics and confidentiality
4. Curriculum development based on assessment results
   1. IV. Specific Areas of Exceptional Functioning
   2. Speech and language
   3. Learning disabilities
   4. Sensory and communication disorders
   5. Social/emotional problems
5. Physical and health-related issues
   1. Giftedness
   2. Other disabilities
   3. V. Service Plans and Intervention
   4. Family services plan (IFSP)
   5. Individual education plan (IEP)
   6. 504 plan
   7. Early intervention
6. Support Systems for Families
   1. Unique needs of families
   2. Social supports
   3. Emotional supports
   4. Financial needs and resources
   5. Participation and rights in planning
   6. Respite services  

ECE 226 - Positive Child Guidance

1. Examine key developmental theories and guidance practices from practicum experiences, and reflect on and apply them in one’s current or perceived classroom practice. (NAEYC 1a, 1b, 1c, 4c, 4d)
2. Apply developmentally appropriate practices in the early childhood classroom, by creating environments that promote the value of relationships, engagement of families, social and emotional competence, and intentional support of uninterrupted play. (NAEYC 1a, 1b, 1c, 2b, 4a, 4b, 4c, 4d)
3. Identify and discuss environmental, developmental, and cultural factors that impact children’s behavior and support a community of learners. (NAEYC 1a, 1b, 1c, 2a, 2b, 4a, 4d)
4. Describe the positive benefits of guidance and discipline, and the negative affects of punishment for children from birth through eight years of age. (NAEYC 1a, 1b, 4a, 4b, 6b, 6c)
5. Explain the impact of stress and trauma on children, and ways to effectively respond using appropriate teaching and learning approaches. (NAEYC 1a, 1b, 1c, 4a, 4b, 4c, 4d)

1. Developmental Theories and Guidance Practices
   1. Key theories and their ideas
   2. Styles of caregiving and guidance
   3. Application in practice
2. Developmentally Appropriate Strategies and Applications
   1. Developmental stages and appropriate strategies
   2. Responsive curriculum, routines and transitions
   3. Supportive physical environments
   4. Observation and assessing needs
   5. Inclusion
   6. Relationships
   7. Self-regulation
   8. Internal v. external motivation
3. Influences on Children’s Behaviors
   1. Physical environments
   2. Stress
   3. Developmental abilities
   4. Family and culture
4. Guidance, Discipline and Punishment
   1. Definitions
   2. Forms of punishment, including time-out
   3. Benefits of guidance and discipline
5. Trauma Informed Care (TIC)
   1. Impact of stress and trauma on children
   2. Trauma sensitive classrooms
   3. Approaches compatible with TIC

ECE 228 - The Young Child: Family, Culture, and Community

1. Create a personal framework for understanding cultural differences in childrearing practices (NAEYC 2a, 2b, 5b, 5d).
2. Identify cultural differences in attitudes about play (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
3. Identify age and culturally appropriate classroom materials and activities for use in the ECE classroom (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
4. Create an anti-bias learning community including curriculum, the visual and material environment, and relationships with families (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 4a, 4b, 4c, 4d).
5. Identify a variety of techniques for resolving cross-cultural communication conflicts resulting from cultural attitudes about personal space, smiling, eye contact, touch, and silence. (NAEYC 2a, 2b, 2c, 5b, 5d).

1. Cultural Differences in Play
   1. Adult and cultural attitudes about play
   2. Baby play
   3. Preschool play
   4. School age play
2. Cultural Differences in Childrearing Practices
   1. Identity development
   2. Language development
   3. Gender identity
   4. Economic class influences
   5. Differing abilities
   6. Guidance and discipline
3. Culturally Appropriate Classroom Materials
   1. Selecting materials
   2. Making materials
   3. Repurposing stereotyped materials
   4. Anti-bias books
   5. Anti-bias themes
   6. Curricular planning approaches
4. Creating an Anti-bias Learning Community
   1. Interactions with children
   2. Interactions with families
   3. Interactions with community
   4. Teachers’ developmental journey
5. Cross-cultural Communication Techniques and Conflicts
   1. Interpreting behavior
   2. Influences of negotiation, compromise, teachers’ attitudes
   3. Personal space, touch, and silence
   4. Eye contact, facial expressions, time concepts
   5. Ongoing management of unresolved conflict

ECE 240 - Assessment of Young Children

1. Compare the purpose, value and use of formal and informal observation methods (NAEYC 1c, 3a, 3b, 3c, 4b).
2. Apply understandings of children’s development when interpreting assessment data (NAEYC 1a, 1b, 1c, 2c, 4b, 4c).
3. Demonstrate an understanding of legal and ethical issues of observing and assessing young children (NAEYC 3d, 5b).
4. Compile and apply assessment data (NAEYC 1a, 1b, 2a, 3a, 3b, 3c, 3d).
5. Apply assessment methods and strategies to one’s professional development (NAEYC 4a, 5a, 5b, 5c, 5d).

1. Observation Instruments
   1. Anecdotal 
   2. Checklists and rating scales
   3. Event sampling
   4. Frequency and duration counts
   5. Running records        
   6. Work sampling/portfolios/photographic images
   7. Video and audio taping
2. Assessment
   1. Fundamental principles
      1. Child growth and development, including domains
      2. Key theorists and their ideas
      3. Developmental checklists and milestone charts
   2. Interpretation
   3. Play
   4. Standardized
3. Ethics and Legal Issues 
   1. Biases
   2. No Child Left Behind
   3. Educational plan process
   4. IEP’s and IFSP’s
   5. Standardized testing
4. Using Assessment Data
   1. Individually appropriate practices
   2. Curriculum planning
   3. Environment/setting planning
5. Personal and Professional Applications
   1. Philosophy of early childhood education observation and assessment
   2. Reflective practices
   3. Professional collaboration

ECE 248 - Early Childhood Curriculum

1. Identify and discuss developmental theories of language and emergent literacy; concepts of math and science acquisition; and the application of art and music genres, social studies, and technology when working with children in the early years. (NAEYC 1a, 1b, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 6c)   
2. Explore, design, and implement methods of integrating literacy, math, science, art, music, social studies, and technology development across the curriculum. (NAEYC 1b, 2a, 4b, 4c, 4d, 5b, 5c, 6c)
3. Develop and implement experiences to create rich and challenging learning environments including second language acquisition in literacy, math, science, art, and music, social studies, and technology. (NAEYC 1a, 1b, 1c,4a, 4b, 5a, 5b, 5c, 6c)
4. Measure learning experiences using informal assessment tools and connect to learning objectives and standards that inform teaching and learning. (NAEYC 1a, 1b, 3a, 3b,3c, 4c, 4d, 5a, 5b, 5c, 6c)
5. Involve families and communities in children’s curriculum literacy development. (NAEYC 2a, 2b, 2c, 4a, 5a)
6. Identify the role of the teacher in supporting the children’s understanding and development across the curriculum through scaffolding and meaningful planning. (NAEYC 4a, 4b, 4c, 4d, 6d)

1. Developmental Theories, Approaches, Concepts Across the Early Childhood Curriculum
   1. Theories and learning
   2. Concepts and stages of development
   3. Critical/higher order thinking
2. Integrated Curriculum Across the Curriculum
   1. Literacy
   2. Math
   3. Science
   4. Art
   5. Music
   6. Technology
   7. Social Studies
3. Environment
   1. Authentic integrated learning environments
   2. Inclusion of second language development
   3. Developmentally effective practices
4. Curriculum Assessment
   1. Objectives and clear language
   2. Authentic assessment tools
   3. Measurements to inform teaching and learning
   4. Early learning standards
5. Family and Community
   1. Families/community involvement
   2. Resources/early learning standards
   3. Home-school communication
   4. Reflective practices
6. Teacher Roles
   1. Observer
   2. Responder
   3. Participator
   4. Facilitator

ECE 292 - Early Childhood Education: Theory to Practice

4 Credits, 16 Contact Hours
1 lecture period 15 lab periods

Practical experience in early child care and education. Includes developmentally appropriate practices, evaluation techniques, portfolio development, child advocacy, and self-evaluation. Also includes observation, assessment, documentation techniques, and 100 hours of documented work with children birth through prekindergarten.

Prerequisite(s): ECE 115 , ECE 125  , ECE 211  , ECE 226 , ECE 228 , ECE 240 , and ECE 248  , completed . CDA 102 , CDA 121 , and CDA 271  together can be used instead of ECE 118 .

 
Information: An approved child development course may be used in place of ECE 117 . Consent of instructor or program coordinator before enrolling in this course. A fingerprint clearance card, TB test, and certain immunizations are required. Students must have college-level reading and writing skills to be successful in ECE courses. National Association for the Education of Young Children (NAEYC) key assessments 1-4 must be completed before enrolling in this course. 
  

1. Review principles, knowledge, and developmentally appropriate practices in an early childhood setting (NAEYC 1a, 1b, 1c, 2a, 4a, 4b, 4c, 4d).
2. Design, implement, and evaluate developmentally appropriate teaching strategies and plans that promote successful learning in field experience. (NAEYC 1a, 1b, 1c, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c).
3. Compile a professional work sample (NAEYC 6a, 6b, d).
4. Demonstrate an understanding of the ethics and core principles of the early childhood education profession (NAEYC 6a, 6b, 6d). 
5. Engage in informed advocacy for children and the profession (NAEYC 6e).
6. Develop, implement, and self-evaluate 100 hours of required fieldwork (NAEYC 2b, 3a, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 6d). 
7. Demonstrate the goals, benefits and uses of systematic observation, documentation, and assessment (NAEYC 3a, 3b, 3c, 3d).

1. Early Childhood Principles, Knowledge, and Practices
   1. Community of learners
   2. Families
   3. Teaching
   4. Assessment
   5. Curriculum
2. Developmentally Appropriate Practices
   1. Adaptations for children with differing abilities
   2. Lesson Plans
3. Professional Work Sample
   1. Resume
   2. Parent-community-family communication artifact
   3. Samples of lesson plans
   4. Certificates
   5. Statement of philosophy

1. Professionalism
   1. Code of conduct
   2. Ethical standards and professional guidelines
   3. State and national requirements
   4. Arizona early learning standards
   5. NAEYC standards
2. Children’s Advocacy
   1. Professional affiliations/organizations
   2. Laws and regulations
   3. Accreditation organizations
3. Fieldwork
   1. Journal/self-evaluation
   2. Detailed teaching plans
   3. Code of ethical conduct
   4. Documentation
4. Observation, Documentation, and Assessment
   1. Standardized assessment tools
   2. Record keeping

ECN 150 - An Economic Perspective

1. Identify underlying concepts used in economics, the philosophy of economics, and the history of economic thought. 
2. Distinguish between the production possibilities curve (PPC) and market analysis.
3. Examine contemporary microeconomic issues, including income distribution, market power, and the environment. 
4. Debate contemporary macroeconomic issues, including deficits and debt, international trade, and inflation and unemployment. 
5. Specify the ways in which economic policies impact diverse populations. 
6. Determine views on contemporary economic issues as a result of exposure to economic ways of thinking. 

1.  Introduction
   1. Underlying concepts used in economics
   2. Philosophy of economics
   3. History of economic thought
2.  Conventional Economic Theory
   1. Production possibilities curve (PPC)
   2. Market analysis: supply and demand
3.  Economic Policies and Diverse Populations
   1. The role of government
   2. Efficiency vs. equity
   3. The interplay between politics and economics
4.  Contemporary Microeconomic Issues
   1. Income distribution  
   2. Market power
   3. The environment
   4. Analyses of other microeconomic issues
5.  Contemporary Macroeconomic Issues
   1. Deficits and debt
   2. International trade
   3. Inflation and unemployment
   4. Analyses of other macroeconomic issues
6.  Practical Applications  
   1. Participant views on contemporary economic issues
   2. Civic engagement

ECN 150HC - An Economics Perspective: Honors

1. Identify underlying concepts used in economics, the philosophy of economics, and the history of economic thought. 
2. Distinguish between the production possibilities curve (PPC) and market analysis.
3. Examine contemporary microeconomic issues, including income distribution, market power, and the environment. 
4. Debate contemporary macroeconomic issues, including deficits and debt, international trade, and inflation and unemployment. 
5. Specify the ways in which economic policies impact diverse populations. 
6. Determine views on contemporary economic issues as a result of exposure to economic ways of thinking.
7. Students will engage in intensive research using highest standards and best practices for the discipline. 

1. Introduction
   1. Underlying concepts used in economics
   2. Philosophy of economics
   3. History of economic thought
2. Conventional Economic Theory
   1. Production possibilities curve (PPC)
   2. Market analysis: supply and demand
3. Economic Policies and Diverse Populations
   1. The role of government
   2. Efficiency vs. equity
   3. The interplay between politics and economics
4. Contemporary Microeconomic Issues
   1. Income distribution 
   2. Market power
   3. The environment
   4. Analyses of other microeconomic issues
5. Contemporary Macroeconomic Issues
   1. Deficits and debt
   2. International trade
   3. Inflation and unemployment
   4. Analyses of other macroeconomic issues
6. Practical Applications 
   1. Participant views on contemporary economic issues
   2. Civic engagement

ECN 201 - Microeconomic Principles [SUN# ECN 2202]

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of individual markets, which is where supply meets demand and prices and quantities are determined. Includes an examination of the production possibilities curve, market analysis, consumer theory, theory of the firm, conclusions, and contemporary microeconomic issues.

Recommendation: MAT 092 . If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve. 
2. Explain market changes, specifically changes in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Utilize the law of diminishing marginal utility to illustrate an inverse relationship between price and quantity demand for households, and thus begin to derive the downward sloping demand curve. 
4. Compare different points of production to determine if and when a firm should expand output or shut down, showing that at higher prices firms supply more, and thus begin to derive the upward sloping supply curve.
5. Construct an argument drawing the conclusions that free market firms make the most possible products, make the products that people want, and distribute products to those who want them the most.    
6. Evaluate free market solutions to contemporary microeconomic issues of income distribution, the environment, health care, etc.    

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand
4. Elasticity
5. Market failures

III. Consumer Theory

1. The law of diminishing marginal utility
2. Utility maximization
3. Derivation of demand

IV. The Theory of the Firm

1. The law of diminishing marginal returns
2. Profit maximization: minimizing costs and maximizing sales
3. Derivation of supply
4. Market structures

V. Conclusions

1. Production
2. Consumption
3. Distribution

VI. Contemporary Microeconomic Issues

1. Income distribution
2. The environment
3. Health care
4. Analysis of other issues

ECN 201HC - Microeconomics Principles: Honors

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of individual markets, in which supply meets demand and prices and quantities are determined. Includes an examination of the production possibilities curve, market analysis, consumer theory, theory of the firm, conclusions, and contemporary microeconomic issues. Also Includes additional Honors content.

Recommendation: MAT 092  
Information: Must quality for Honors program and obtain instructor or advisor/counselor approval to register for this course. Honors Content: Intensive research using highest standards and best practices for the discipline, and a significant number/variety of readings of both primary and secondary sources; a high quality, peer reviewed paper or project in a format appropriate for the discipline; presentation of research, in class or to a wider audience.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve. 
2. Explain market changes, specifically changes in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Utilize the law of diminishing marginal utility to illustrate an inverse relationship between price and quantity demand for households, and thus begin to derive the downward sloping demand curve. 
4. Compare different points of production to determine if and when a firm should expand output or shut down, showing that at higher prices firms supply more, and thus begin to derive the upward sloping supply curve.
5. Construct an argument drawing the conclusions that free market firms make the most possible products, make the products that people want, and distribute products to those who want them the most.    
6. Evaluate free market solutions to contemporary microeconomic issues of income distribution, the environment, health care, etc.
7. Students will engage in intensive research using highest standards and best practices for the discipline. 

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand
4. Elasticity
5. Market failures

III. Consumer Theory

1. The law of diminishing marginal utility
2. Utility maximization
3. Derivation of demand

IV. The Theory of the Firm

1. The law of diminishing marginal returns
2. Profit maximization: minimizing costs and maximizing sales
3. Derivation of supply
4. Market structures

V. Conclusions

1. Production
2. Consumption
3. Distribution

VI. Contemporary Microeconomic Issues

1. Income distribution
2. The environment
3. Health care
4. Analysis of other issues

ECN 202 - Macroeconomic Principles [SUN# ECN 2201]

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of the economy as a whole. Includes an examination of the production possibilities curve, market analysis; definitions of gross domestic product, inflation, and unemployment; fiscal policy, monetary policy; and contemporary macroeconomic principles.

Recommendation: MAT 092 . If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve.
2. Explain market changes, specifically change in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Use definitions of gross domestic product, inflation, and unemployment as a foundation for the investigation of current economic realities.
4. Contrast Classical vs. Keynesian ideas about the effects on the economy in regards to fiscal policy (government spending and taxes).
5. Formulate alternative understandings of the effects on the economy in regards to monetary policy, including the role of the Federal Reserve.
6. Evaluate free market solutions to contemporary macroeconomic issues, including deficits and debt, international trade, retirement security, etc.

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand

III. Definitions

1. Gross domestic product
2. Unemployment
3. Inflation

IV. Fiscal Policy

1. Effects on the economy
2. Government spending
3. Taxes

V. Monetary Policy

1. Effects of the economy
2. Money supply
3. The Federal Reserve

VI. Contemporary Macroeconomic Issues

1. Deficits and debt
2. International trade
3. Retirement security
4. Analysis of other macroeconomic issues

ECN 202HC - Macroeconomics Principles: Honors

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

The study of the economy as a whole. Includes the production possibilities curve, market analysis; definitions of gross domestic product, inflation, and unemployment; fiscal policy, monetary policy; and contemporary macroeconomic issues. Also includes additional Honors content.

Recommendation: MAT 092 . If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.
Information: Must quality for Honors program. Instructor or advisor/counselor approval may be required before registering for this course. Honors Content may include: Intensive research using highest standards and best practices for the discipline, and a significant number/variety of readings of both primary and secondary sources. Also may include a high-quality, peer reviewed paper or project in a format appropriate for the discipline with research presented in class or to a wider audience.
Gen-Ed: Meets AGEC - SBS; Meets CTE - SBS.

1. Match descriptive changes to graphical changes on a production possibilities curve.
2. Explain market changes, specifically change in equilibrium price and quantity brought about by shifts in market demand and market supply.
3. Use definitions of gross domestic product, inflation, and unemployment as a foundation for the investigation of current economic realities.
4. Contrast Classical vs. Keynesian ideas about the effects on the economy in regards to fiscal policy (government spending and taxes).
5. Formulate alternative understandings of the effects on the economy in regards to monetary policy, including the role of the Federal Reserve.
6. Evaluate free market solutions to contemporary macroeconomic issues including deficits and debt, international trade, retirement security, etc.
7. Students will engage in intensive research using highest standards and best practices for the discipline.

1. Definition and characteristics
2. Points on, inside, outside
3. Inward and outward shifts

II. Market Analysis

1. Equilibrium, shortage, surplus
2. Shifts in supply
3. Shifts in demand

III. Definitions

1. Gross domestic product
2. Unemployment
3. Inflation

IV. Fiscal Policy

1. Effects on the economy
2. Government spending
3. Taxes

V. Monetary Policy

1. Effects of the economy
2. Money supply
3. The Federal Reserve

VI. Contemporary Macroeconomic Issues

1. Deficits and debt
2. International trade
3. Retirement security
4. Analysis of  other macroeconomic issues     

EDU 200 - Introduction to Education

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Provides students with an introductory overview of Education. Includes purposes of schools and schooling; characteristics of effective schools; diversity and its effects on schools, teachers, and students; social problems affecting schools; comparative education; curriculum issues and controversies; and technology’s impact on schools and schooling. Also includes philosophical, legal, and financial issues facing today’s schools; history of American education; and current trends in education reform.

    

2.   Explain the effects of diversity on schools, teachers, and students.

3.   Explain the effects of social problems on schools, teachers, and students.

4.   Compare and analyze educational problems and trends throughout the world.

5.   Discuss curriculum controversies surrounding standards-based practices and current educational reform initiatives.

6.   Articulate a personal philosophy of education that demonstrates 1) a commitment to engaging and supporting all students actively; 2) an understanding of the teaching/learning/evaluation process; 3) a dedication to the teaching profession; and 4) a desire to grow and develop professionally.

1. Defining Schools/Foundations of Education
   1. Overview: education and schooling
   2. Purposes of schools
   3. Models of schools
   4. Schools as cultures
   5. Schools as transmitters of culture
   6. Examining the nature of schools
   7. What is a good school?
   8. Governance, influences, and finances
   9. Technology and education
2. Today’s Student
   1. Student diversity
   2. Racial, ethnic, and cultural diversity
   3. Diverse needs
   4. Diverse abilities
   5. School’s response to diversity
   6. Teacher’s response to diversity
3. Social Problems Affecting Today’s Students/Ethical and Legal Issues
   1. Family patterns
   2. Poverty
   3. Homelessness
   4. Teen pregnancy
   5. Abuse
   6. Violence
   7. School dropouts
4. Curriculum
   1. Curriculum defined
   2. Standards-based movement
   3. Assessment
   4. Curriculum controversies
   5. Influences on curriculum development and management
5. Comparative Education
   1. What is comparative education?
   2. Key problems and trends throughout the world
   3. Education reform worldwide
6. Effective Teaching and the Profession
   1. Effective decision making
   2. Attitudes
   3. Subject matter knowledge
   4. Theoretical knowledge
   5. Practical knowledge
   6. Basic teaching skills
   7. Status of the teaching profession
   8. Professional development
   9. Examining personal motives for entering the field
   10. Rewards of teaching

EDU 201 - Diversity in Education

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Exploration of diversity represented in the school community, including culture, language, ethnicity, socio-economic status, ability, age, sexual orientation, and lived experiences. Includes factors that impact educational practices, shape our educational system, and influence student achievement. Also includes the application of knowledge of diversity to the teaching/learning process and the facilitation of positive interactions within the learning community; the development of collaborative relationships; and the support of student development and well-being.

  

2. Discuss how issues of social justice relative to educational practices in a multicultural, democratic society influence student achievement and shape our education system.

3. Apply knowledge of cultural diversity and how students differ in both their development and approaches to learning to instructional preparation, delivery, and assessment practices.

4. Describe and employ a variety of approaches to foster positive social interaction and relationships among members of a learning community that create a supportive and affirming learning environment for all   students.

5. Discuss the importance of establishing and maintaining positive, collaborative relationships with families, school colleagues, and agencies in the community to promote the intellectual, social, emotional, and   physical development and well-being of all students.

EDU 202 - Introduction to the Exceptional Learner

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Foundations of special education, encompassing the characteristics of students with exceptionalities, laws governing special education, the role of the teacher working with exceptional learners, Individual Education Plans (IEPs), and the Special Education process. Includes current educational practices and theories related to instruction, classroom management, and assessment in special education. Also includes collaboration and communication supporting the success of students with exceptionalities.

  

2. Describe the role and function of the teacher working with exceptional learners and select or create teaching methods, learning activities, instructional materials, and lesson plans appropriate for students with specific       exceptionalities.

3. Describe Individualized Education Programs (IEPs), discuss the roles of stakeholders in the development and execution of IEPs, and identify measurable IEP annual goals that align with Arizona standards and the      school district’s core curriculum.

4. Use a variety of assessment methods to determine student progress and adjust instructional strategies to address student needs.

5. Recognize classroom management strategies and discuss the creation of a positive learning environment for diverse learners.

6. Describe community resources that serve students with exceptionalities and how teachers can collaborate with them.

1. The Exceptional Learner
   1. Children whose exceptionalities necessitate accommodation
      1. Children with learning and/or behavior problems
      2. Children with physical disabilities and/or or sensory impairment
      3. Children who are intellectually gifted and/or have a special talent
   2. Laws governing special education
      1. Definition of special education
      2. Section 504 of the Rehabilitation Act of 1973
      3. Americans with Disabilities Act (ADA)
      4. Individuals with Disabilities Education Act (IDEA)
      5. Family Educational Rights and Privacy Act (FERPA)
      6. No Child Left Behind (NCLB)
2. Role and Function of the Teacher Serving Students with Exceptionalities
   1. The teacher and student advocacy
   2. The teacher and collaborative teams
   3. The teacher and instruction
      1. Teaching methods and modalities
      2. Assistive and instructional technology
      3. Lesson plans
      4. Instructional materials
      5. Learning activities
   4. The teacher and learner accommodation
      1. Facilitating access to general education curriculum
      2. Ensuring compliance to applicable laws and adherence to individualized education plans
      3. Individualization of instruction
   5. The teacher and communication
3. Individual Education Plans (IEPs)
   1. The Special Education process
   2. IEP stakeholders
   3. Development of IEPs
      1. Measurable annual goals and objectives
      2. IEP goal alignment with state standards and core curriculum
   4. Executing IEPs
   5. Annual review
   6. Transition plans
4. Assessment
   1. Methods of assessment to determine student progress
   2. Monitoring student progress and adjusting instruction to address student needs
5. Classroom Management
   1. Identifying appropriate classroom management strategies and techniques
   2. Community building and inclusive learning environment development
   3. Communication skills and techniques
   4. Approaches to motivation and behavior
6. Collaboration Supporting Success of Exceptional Students
   1. Collaboration with community resources
   2. Collaboration with colleagues
   3. Collaboration with parents and guardians

EDU 206 - Relationships in Classroom Settings

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Introduction to basic classroom management principles. Includes management of curriculum, instruction, the physical environment, psychosocial factors, student motivation, and special groups. Also includes a focus on disruptive family involvement, managing student behavior, communication, stress management, and appropriate record keeping.

Information: This class requires 60 hours of volunteering in a local K-8 school. Students must select their site by the first EDU206 class session and must have a fingerprint clearance card and background check before participation. This process could take four weeks (students should check with the school district where they will be volunteering for details).
  

2. Describe the role and challenges of the professional educator.

3. Identify and describe elements that foster a community of learners in the classroom and how differentiated instruction is supported.

4. Identify, describe, and assess a variety of strategies that support the development of effective and efficient classroom operations.

5. Model a variety of instructional strategies used with direct teaching, facilitated teaching, and computer based teaching.

1. Management Overview
   1. Purpose of classroom management
   2. Preparation- before school starts/first days of school
   3. C.Daily organization/conferences
   4. D.Curriculum management (mapping, standards, curriculum, thematic units)
   5. Planning for the school year
2. Managing the Physical and Psychosocial Environment
   1. Floor, wall, shelf, and countertop space; classroom ambience
   2. Human relation skills and building positive relationships
   3. Teacher and student responsibilities
   4. Teacher-student/parent-teacher communication
   5. Maintaining a positive psychosocial environment
   6. Working with support staff/communication with colleagues
   7. Strategies for motivating students (a look at William Glasser, Howard Gardner, Fredric Jones, Spencer Kagan)
3. Managing Instruction, Student Behavior, and Student Work
   1. Direct, facilitative, and computer assisted teaching
   2. Routines and procedures
   3. Strategies for correcting students’ work-related problems
   4. Cooperative/participative discipline techniques and strategies
   5. Providing assistance and useful feedback
   6. Review of programs and philosophies (Driekurs, Ginott, Canter, Jones, Glasser, Kyle, Kagan,  and Scott)
   7. Stress assessment and management strategies
4. Special Groups
   1. Intellectual and communicative exceptionality
   2. Sensory and behavioral exceptionality
   3. Physical and multiple exceptionality
   4. Language and family diversity
   5. Homelessness
5. Assessment and Record Keeping
   1. Key elements of assessment
   2. Authentic assessment and portfolios
   3. Rubrics and other tools

EDC 250 - Introduction to Teaching

1. Discuss the history of education in the United States. (Interstate Teacher Assessment and Support Consortium (InTASC) 10; Council for Exceptional Children (CEC) 6)
2. Identify ethical and legal issues in education. (InTASC 9; CEC 6)
3. Describe strategies to promote a positive school culture & climate. (InTASC 3; CEC 2)
4. Explain data literacy and assessment literacy. (InTASC 6; CEC 4)
5. Identify components of Essential Elements of Instruction. (InTASC 7; CEC 6)
6. Develop a professional learning plan. (InTASC 9; CEC 6)

1. Teaching as a Profession
   1. Standards Continuum Guide for Reflective Teaching Practice
   2. Rewards and challenges of teaching
   3. Teachers as lifelong learners
2. Student Diversity
   1. Understanding student differences
   2. Culturally responsive pedagogy
   3. Impact of diversity on instructional decision making
   4. Strategies for accessing learners’ prior knowledge and interests
   5. Encouraging learners to respect and value each other
3. History of Education
   1. History of education in the U.S.
   2. Educational reforms in the U.S.
   3. Standards and accountability
      1. No Child Left Behind (NCLB)
      2. Every Student Succeeds Act (ESSA)
      3. Common Core State Standards (CCSS)
      4. Arizona’s College and Career Ready Standards (AZCCRS)
   4. Alternative school settings
4. School Governance and Ethics
   1. Governing entities in the U.S. school system
   2. Educational funding
   3. Ethical and legal issues in education
      1. Code of ethics
      2. FERPA
      3. Mandatory reporting
5. School Culture and Climate
   1. Culture vs. climate
   2. Characteristics of effective teachers
   3. Strategies for creating positive learning environments
   4. Creating a communal atmosphere
   5. Classroom management
6. Data Literacy
   1. Data literacy vs. assessment literacy
   2. Formative vs. summative assessment
   3. Portfolios, rubrics, & performance assessments
   4. Teacher feedback
   5. Students’ role in data-driven instruction
      1. Students analyzing their own data
      2. Students setting learning goals
7. Lesson Planning
   1. Essential Elements of Instruction (EEI)
   2. Student engagement
   3. Technology integration
8. Professional Learning
   1. Reasons for entering the teaching profession
   2. Strategies for remaining in the profession
   3. Using student/parent feedback to improve practice
   4. Setting professional goals

EDC 254 - Classroom Management: Elementary

1. Explain strategies for building positive relationships. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Describe effective classroom rules and procedures. (InTASC 3)
3. Explain the continuum of restorative practices. (InTASC 3)
4. Identify appropriate responses to behavior issues. (InTASC 3)
5. Describe strategies to support learners with special needs. (InTASC 2, 7)
6. Synthesize key concepts in classroom management. (InTASC 2, 3, 7)

1. Organizing the Physical Space
   1. Arranging the room
   2. Storing and accessing materials
2. Establishing Classroom Rules and Procedures
   1. Encouraging student participation in rule development
   2. Establishing, practicing and reinforcing procedures
3. Procedures for Managing Student Work
   1. Communicating high expectations
   2. Providing effective feedback to students
4. Planning Instruction
   1. Differentiating instructional activities
   2. Making learning engaging and meaningful
5. Conducting Instruction
   1. Utilizing group attention signals
   2. Implementing smooth transitions
   3. Maintaining momentum
   4. Managing whole group instruction
   5. Managing cooperative learning groups
   6. Managing individual and small group instruction
6. Building Relationships
   1. Establishing a positive climate
   2. Using praise, incentives and rewards
   3. Implementing Positive Behavioral Interventions and Supports (PBIS)
   4. Implementing restorative practices
7. Working with Diverse Learners
   1. English language learners
   2. Socioeconomic status (SES)
   3. Students with Individual Education Plans (IEPs)
8. Responding to Student Behavior
   1. Differentiating between minor problems, and major problems
   2. Avoiding power struggles
   3. Solving problems privately
   4. Implementing consequences
   5. Discussing concerns with caregivers

EDC 256 - Classroom Management: Secondary

1. Explain strategies for building positive relationships. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Describe effective classroom rules and procedures. (InTASC 3)
3. Explain the continuum of restorative practices. (InTASC 3)
4. Identify appropriate responses to behavior issues. (InTASC 3)
5. Describe strategies to support learners with special needs. (InTASC 2, 7)
6. Synthesize key concepts in classroom management. (InTASC 2, 3, 7)

1. Working with Diverse Learners
   1. English language learners
   2. Diverse cultures
   3. Socioeconomic Status (SES) 
   4. Students with Individualized Education Programs (IEPs)
   5. Low achievers, underachievers, and high achievers
2. Establishing the Learning Environment
   1. Planning for the first days of school
   2. Communicating effectively with parents/guardians
   3. Teaching students to take responsibility
3. Establishing Classroom Rules and Procedures
   1. Encouraging student participation in rule development
   2. Rules, procedures, and routines
4. Organizing the Physical Space
   1. Arranging the room
   2. Storing and accessing materials
5. Classroom and Behavior Management Strategies
   1. Managing student work
   2. Managing cooperative learning groups
   3. Maintaining appropriate student behavior
   4. Managing problem behaviors
   5. Managing special groups
6. Building Relationships
   1. Establishing a positive climate
   2. Practicing empathetic listening
   3. Tapping intrinsic motivation
   4. Using praise, incentives and rewards
   5. Implementing restorative practices
   6. Making connections
   7. Effective communication
7. Responding to Undesirable Behavior
   1. Differentiating between non-problems, minor problems, and major problems
   2. Maintaining objectivity
   3. Handling issues firmly and consistently
   4. Solving problems privately
   5. Implementing consequences
   6. Discussing concerns with caregivers
8. Effective Instruction
   1. Making learning engaging and meaningful
   2. Keeping learners on task
   3. Cooperative learning groups
   4. Feedback

EDC 257 - 21st Century Learning

1. Explain legal and ethical issues in education.
2. Develop strategies for differentiating instruction.
3. Illustrate the relationship between standards and objectives.
4. Describe the components of effective instruction.
5. Explore digital tools and resources.
6. Apply knowledge of learners’ rights and teacher responsibilities.

1. Teaching as a Profession
   1. Professional Standards
   2. Education Laws & Ethics
   3. Professional Responsibility
2. Today’s Learners
   1. Connecting with Students
   2. Student Diversity
   3. Special Populations
   4. Differentiating Instruction
3. Instructional Design
   1. Curriculum Standards
   2. Goals & Objectives
   3. Planning Lessons
   4. Planning Units
4. Teaching Strategies
   1. Teacher-Centered Instruction
   2. Student-Centered Instruction
   3. Learner Engagement
   4. Digital Tools & Resources
5. Classroom Management
   1. Rules & Procedures
   2. Discipline
6. Assessment
   1. Data-Driven Decision Making
   2. Test Modifications & Accommodations
   3. Ethical Use of Student Data
7. Collaboration
   1. Bridging Language & Culture
   2. Communication Skills

EDC 266 - Internship Practicum

1. Describe basic classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
2. Develop learning objectives tied to content standards. (InTASC 4; CEC 3)
3. Use formative and summative assessments. (InTASC 5, 6; CEC 4)
4. Create lesson plans with varied instructional strategies. (InTASC 7, 8; CEC 5)
5. Identify differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
6. Collaborate with students, parents, colleagues and mentors. (InTASC 10; CEC 7)
7. Explain relevant educational laws. (InTASC 9; CEC 6)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Locating relevant content standards
   2. Using content standards and learner data to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors
7. Education Laws
   1. Family Educational Rights and Privacy Act (FERPA)
   2. Mandatory reporting
   3. Individualized Education Plans (IEPs), 504 Plans, and Individual Language Learner Plans (ILLPs)

EDC 267 - Traditional Practicum

1. Identify classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3; Council for Exceptional Children (CEC) Standard 2)
2. Describe instructional strategies. (InTASC 8, CEC 5)
3. Explain how teachers plan instruction. (InTASC 4, 7; CEC 5)
4. Identify classroom assessments. (InTASC 6; CEC 4)

1. Classroom Observation & Reflection
2. Classroom Management
   1. Classroom organization
   2. Rules and procedures
   3. Classroom culture and climate
   4. Behavior management
3. Instructional Strategies
   1. Motivation and engagement
   2. Lesson flow
   3. Instructional grouping
4. Lesson Planning
   1. Content standards
   2. Bloom’s Taxonomy
   3. Learning objectives
   4. Lesson structure
5. Assessment
   1. Formative assessments
   2. Summative assessments
   3. Data-driven instruction
6. Differentiation Strategies
7. Collaboration in School Settings
8. Educational Technologies
9. Education Laws
   1. Family Educational Rights and Privacy Act (FERPA)
   2. Mandatory reporting
   3. Individualized Education Programs (IEPs), 504 Plans, and Individual Language Learner Plans (ILLPs)

EDC 270 - Elementary Methods: English Language Arts

1. Summarize the developmental stages of literacy. (Interstate Teacher Assessment and Support Consortium (InTASC) 1)
2. Develop congruent learning objectives. (InTASC 4)
3. Design lesson plans for ELA. (InTASC 4, 7)
4. Identify methods to assess literacy development. (InTASC 6)
5. Integrate 21^st century learning into lessons. (InTASC 5; International Society for Technology in Education (ISTE) 5)
6. Explain the content standards for ELA. (InTASC 4)

1. Content Standards for English Language Arts and Literacy
   1. Standards-based planning
   2. Anchor standards and grade-specific standards
   3. Balance of informational and literary text
   4. Text complexity
2. Effective Teaching
   1. Applying learning theories
   2. Strategy instruction
   3. Integrated learning
   4. 21^st century skills
   5. Organizing for instruction
3. Essential Elements of Instruction
   1. Bloom’s Revised Taxonomy
   2. Learning objectives
   3. Lesson components
4. Differentiated Instruction
   1. Universal Design for Learning (UDL)
   2. Differentiation by content, process, and/or product
   3. Tiered activities
   4. Grouping for instruction
5. Assessment
   1. Formative
   2. Summative
   3. Portfolio assessment
   4. High-stakes
6. English Language Arts (ELA) Instruction
   1. Content knowledge
   2. Balanced literacy
   3. Reading and writing processes
   4. Technology resources for ELA

EDC 271 - Elementary Methods: Math

1. Examine math content standards and progressions. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Discuss the Standards for Mathematical Practice.  (InTASC 4)
3. Identify methods to assess math development. (InTASC 6)
4. Design lesson plans for math. (InTASC 4, 7)
5. Describe differentiation strategies for math. (InTASC 2, 7)
6. Develop a unit plan for math. (InTASC 4, 7)

1. Content Standards for Mathematics
   1. Standards for mathematical practice
   2. Clusters and domains
   3. Instructional shifts
   4. Progressions
2. Effective Teaching
   1. Developmental stages of math acquisition
   2. Accessing prior knowledge
   3. 21^st century skills
3. Essential Elements of Instruction
   1. Congruency
   2. Learning objectives
   3. Active participation strategies
   4. Checking for understanding
   5. Unit and lesson planning
4. Differentiated Instruction
   1. Diverse learners: culture, language, gender, abilities
   2. Differentiation by content, process, and/or product
   3. Tiered activities
5. Assessment
   1. Formative
   2. Summative
   3. High-stakes
6. Mathematics Instruction
   1. Content knowledge
   2. Students’ analyzing their own data
   3. Math vocabulary
   4. Technology resources for math

EDC 272 - Elementary Methods: Reading/Phonics

1. Examine curriculum standards for literacy.
2. Analyze literacy assessment data.
3. Describe the components of structured literacy.
4. Develop explicit instruction in foundational reading skills.
5. Plan differentiated reading instruction.
6. Interpret literacy assessments to describe students’ strengths and needs.

1. Reading Instruction
   1. English Language Arts Standards
   2. Structured Literacy
   3. Science of Reading
2. Reading Foundations
   1. Oral Language Development
   2. Phonological Awareness
   3. Phonemic Awareness
   4. Print Concepts
3. Phonics & Word Recognition
   1. Decoding
   2. High-Frequency Words
   3. Syllabication
   4. Structural Analysis
4. Writing Foundations
   1. Handwriting
   2. Orthography
   3. Multisensory Techniques
5. Reading Fluency
   1. Automaticity
   2. Choosing Texts
   3. Evidence-Based Strategies
6. Building Vocabulary
   1. Vocabulary Tiers
   2. Implicit & Explicit Strategies
   3. Differentiated Instruction
7. Reading Comprehension
   1. Comprehension Skills
   2. Metacognitive Strategies
   3. Textual Analysis

EDC 273 - Elementary Methods: Science/Social Studies

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Emphasizes the application of theories, methods, and techniques for teaching Science and Social Studies in the elementary grades. Includes standards-based instruction, inquiry learning, problem-based learning, strategies to increase student engagement, 21st century learning, and digital technologies for Science and Social Studies instruction.

Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.
  

2. Describe strategies to promote self-regulated learning. (InTASC 3)

3. Evaluate digital tools and resources. (InTASC 5, 8; International Society for Technology in Education (ISTE)6)

4. Design lesson plans for science and social studies. (InTASC 4)

5. Discuss strategies to promote higher-order thinking. (InTASC 8)

6. Develop a unit plan for social studies or science. (InTASC 4, 7, 8)

1. Content Standards
   1. Arizona K12 Social Studies Standards
   2. Arizona K12 Science Standards
2. Science Domains
   1. Earth/space sciences
   2. Life sciences
   3. Physical sciences
3. Social Studies Domains
   1. History
   2. Geography
   3. Civics
   4. Economics
   5. Anthropology/sociology
4. Standards-Based Instruction
   1. Instructional objectives
   2. Essential Elements of Instruction (EEI)
   3. Short- and long-range planning
   4. Integrated learning
5. Instructional Approaches
   1. Learner-centered
   2. Inquiry learning
   3. Discovery learning
   4. Authentic learning
   5. Global learning

EDC 274 - Elementary Methods: Instruction Across the Curriculum

1. Explain how to promote independent learning. (Interstate Teacher Assessment and Support Consortium (InTASC) 3, 7, 8)
2. Create focus lessons in English Language Arts (ELA) and math. (InTASC 4, 7)
3. Design project-based lesson plans. (InTASC 5, 7)
4. Design integrated lesson plans. (InTASC 5, 7)
5. Describe strategies to develop literacy and numeracy. (InTASC 5; International Society for Technology in Education (ISTE) 4)
6. Develop an interdisciplinary unit plan. (InTASC 4, 5, 7, 8)

1. Interdisciplinary Teaching
   1. Interdisciplinary themes
   2. Inquiry learning
   3. Project-Based Learning (PBL)
   4. Literacy across the curriculum
2. Organizing for Literacy Instruction
   1. Literacy Daily 5
      1. Student stamina and independence
      2. Managing transitions
      3. Anchor charts
      4. Check-ins
      5. Focus lessons
      6. Guided reading
   2. 6+1 Traits of writing
      1. Ideas
      2. Organization
      3. Voice
      4. Word choice
      5. Sentence fluency
      6. Conventions and presentation
   3. Assessing student writing
3. Organizing for Math Instruction
   1. Math Daily 3 structure
   2. Math groups
   3. Math across the curriculum
4. Assessment
   1. Preparing learners for high-stakes assessments
   2. Using formative and summative data to plan instruction
5. Unit Planning
   1. Cross-curricular
   2. 21^st century learning
6. Essential Elements of Instruction
   1. Teach to the objective
   2. Level of difficulty
   3. Effective questioning
   4. Active participation
   5. Check for understanding
   6. Monitor and adjust
7. Technology Integration
   1. Evaluating and modifying instructional resources
   2. Using technology to engage learners
   3. Teacher fluency with technology tools

EDC 275 - Secondary Methods: English Language Arts/Social Sciences

1. Identify domains and concepts that are central to the discipline (ELA or Social Studies). (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application related to ELA/SS. (InTASC 4)
3. Describe the ways in which cross-curricular instruction and 21^st century learning skills can be integrated into ELA/SS. (International Society for Technology in Education (ISTE) 2)
4. Identify a variety of methods to informally and formally assess student learning in ELA/SS. (InTASC 6)
5. Describe how formal assessments drive instructional decisions in ELA/SS and identify strategies for  engaging learners in analyzing their own data. (InTASC 6)
6. Describe strategies for differentiated instruction in ELA/SS. (InTASC 7)
7. Develop standards-based lessons and objectives for ELA/SS using Essential Elements of Instruction (EEI). (InTASC 7)
8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7)
9. Identify effective instructional strategies for ELA/SS. (InTASC 8)

EDC 277 - Secondary Methods: Instruction Across the Curriculum

1. Use the Standards Continuum Guide for Reflective Teaching Practice to self-assess content knowledge and application. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Incorporate 21st century learning skills in cross-curricular instruction. (InTASC 5)
3. Identify strategies that help learners develop diverse social and cultural perspectives and expand understanding of local and global issues. (InTASC 5)
4. Analyze strategies related to data literacy and their impact on assessment across the curriculum. (InTASC 6)
5. Develop standards-based lessons and objectives using Essential Elements of Instruction (EEI). (InTASC 7)
6. Develop a standards-based cross-curricular unit. (InTASC 7)
7. Analyze the practice of integrating content literacy practices and strategies into lesson plans and cross-curricular instruction. (InTASC 8)
8. Evaluate and modify technology resources and curriculum materials for quality, accuracy, effectiveness, and potential to engage learners. (InTASC 8)

EDC 278 - Secondary Teaching Methods

1. Identify domains and concepts that are central to the content area. (Interstate Teacher Assessment and Support Consortium (InTASC 4)
2. Self-assess content knowledge and application related to the content area. (InTASC 4)
3. Describe the ways in which cross-curricular instruction and 21^st century learning skills can be integrated into the content area. (InTASC 5); International Society for Technology in Education Standards for Educators (ISTE) 5)
4. Identify a variety of methods to informally and formally assess student learning. (InTASC 6)
5. Describe how formal assessments drive instructional decisions in the content area and identify strategies for engaging learners in analyzing their own data. (InTASC 6)
6. Describe strategies for differentiated instruction. (InTASC 7)
7. Develop standards-based lessons and objectives using Essential Elements of Instruction (EEI). (InTASC 7)
8. Discuss and analyze current and relevant social, cultural, and academic trends in general education and how they impact lesson planning. (InTASC 7; ISTE 4)
9. Identify effective instructional strategies. (InTASC 8)

1. Content Knowledge
   1. Discipline Domains
   2. Central Concepts
2. Interstate Teacher Assessment and Support Consortium (InTASC) Standards
   1. Content knowledge self-assessment
   2. Application self-assessment
3. Instruction
   1. Developing standards-based lessons and objectives
   2. Differentiated instruction
   3. 21^st century learning skills
   4. Effective instructional strategies
4. Assessment
   1. Informal and formal assessment strategies
   2. Analyzing data

EDC 286 - Structured English Immersion Methods

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Introduction to Structured English Immersion (SEI) methods, designed to meet state standards for pre-service and in-service educators of English Language Learners (ELLs). Includes SEI foundations, ELL proficiency standards, second language acquisition, home/school partnerships, assessment, data analysis, instructional strategies, digital tools, and lesson planning.

Information: Meets SEI Endorsement requirements for the Arizona Department of Education.
    

2. Identify strategies for cultivating home/school partnerships. (InTASC 3)

3. Identify developmental stages of second language acquisition. (InTASC 1)

4. Compare the English Language Learner Proficiency (ELP) Standards with the Arizona K12 Standards for English/Language Arts (ELA). (InTASC 4)

5. Describe instructional strategies for fostering student achievement. (InTASC 5, 8)

6. Adapt curricular materials and lesson plans for ELLs. (InTASC 2, 7)

7. Examine and interpret assessments for ELLs. (InTASC 6)

1. Foundations of Structured English Immersion (SEI)
   1. The legal, historical, and educational reasons for SEI
   2. Basic SEI terminology
   3. Language acquisition theoretical principles
   4. The role of culture in learning
2. ELL Proficiency Standards
   1. Comparison of English Language Learner Proficiency (ELP) Standards and the Arizona K12 Standards for ELA/Literacy
   2. Domains of the ELP Standards
   3. Integration of ELP Standards across content areas
   4. Use of ELP Standards to plan, deliver, and evaluate instruction
3. Second Language Acquisition
   1. Developmental stages of language acquisition
   2. The silent period
   3. Students’ pre- and early- production strategies
   4. Vocabulary development approaches in the content areas
   5. Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)
4. Home/School Partnerships
   1. Sociocultural influences on ELLs and the role of culture in learning
   2. The impact of bilingualism and home language use
   3. Parental and community sources for aiding English acquisition
   4. Strategies for cultivating home/school partnerships for ELLs
5. Formal and Informal Assessment
   1. Diagnostic, formative, and summative assessments for ELLs
   2. Importance of creating and offering multiple assessments
   3. Use of assessment results for placement and accommodation of special education and gifted students
   4. Use of standardized testing and language proficiency as methods for monitoring student progress
6. Data Analysis and Application
   1. Examination of the Arizona English Language Learner Assessment (AZELLA)
   2. The AZELLA Student Report
   3. Examination and interpretation of snapshots of longitudinal data
   4. Tracking student status and progress on the ELP standards using AZELLA results
   5. Analysis and application of disaggregated data to differentiate instruction
7. Instructional Strategies
   1. Strategies for engaging ELL

EDC 287 - Structured English Immersion – Elementary

1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
3. Identify elements of language acquisition and development (InTASC 1; CEC 1)
4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
5. Examine the role of culture in learning (InTASC 3; CEC 2)
6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

1. Structured English Immersion (SEI) Foundations
   1. Legal cases
   2. Federal and state laws
   3. Societal trends and issues
2. Arizona’s Language Development Approach (LDA)
   1. SEI terminology
   2. Principles of Arizona’s LDA
   3. Arizona’s SEI models for elementary grades
3. Program Placement of ELs
   1. Identification and Assessment
   2. AZELLA
   3. Diversity of ELs
4. Elements of Language Development
   1. Language acquisition theories
   2. English Language Proficiency Standards (ELPS)
   3. Relationship between ELPS and English Language Arts (ELA) standards
   4. Foundations of language
5. Instructional Practices
   1. Reading foundational skills for elementary ELs
   2. Research-based reading instruction
   3. Vocabulary development
   4. Writing development
6. Asset-Based Behaviors and Expectations
   1. Cultural influences
   2. Cultural competence
   3. Celebrating cultural diversity
   4. Leveraging cultural assets
   5. Social and emotional learning (SEL)
7. Home and School Connections
   1. Funds of knowledge
   2. Family engagement
   3. Parental rights
8. Integrated and Targeted Instruction in Elementary Settings
   1. Receptive communication
   2. Productive communication
   3. Interactive communication
   4. Language skills
   5. Differentiation strategies
9. Assessment, Monitoring, and Feedback
   1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
   2. Types of assessments
   3. Data-driven instruction
   4. Timely and meaningful feedback
   5. Student self-reflection
   6.   Testing accommodations for ELs

EDC 288 - Structured English Immersion – Secondary

1. Explain the legal and historical foundations of Structured English Immersion (SEI) [Interstate Teacher Assessment and Support Consortium (InTASC) 9; Council for Exceptional Children (CEC) 6]
2. Describe Arizona’s Language Development Approach (LDA) (InTASC 2; CEC 1)
3. Identify elements of language acquisition and development (InTASC 1, CEC 1)
4. Analyze English Language Proficiency Standards (ELPS) (InTASC 4; CEC 3)
5. Examine the role of culture in learning (InTASC 3; CEC 2)
6. Apply strategies for teaching and assessing ELs (InTASC 6, 7, 8; CEC 4, 5)

1. Structured English Immersion (SEI) Foundations
   1. Legal cases
   2. Federal and state laws
   3. Societal trends and issues
2. Arizona’s Language Development Approach (LDA)
   1. SEI terminology
   2. Principles of Arizona’s LDA
   3. Arizona’s SEI models for secondary grades
3. Program Placement of ELs
   1. Identification and Assessment
   2. AZELLA
   3. Diversity of ELs
4. Elements of Language Development
   1. Language acquisition theories
   2. English Language Proficiency Standards (ELPS)
   3. Relationship between ELPS and English Language Arts (ELA) standards
   4. Foundations of language
5. Instructional Practices
   1. Reading foundational skills for secondary ELs
   2. Research-based reading instruction
   3. Vocabulary development
   4. Writing development
6. Asset-Based Behaviors and Expectations
   1. Cultural influences
   2. Cultural competence
   3. Celebrating cultural diversity
   4. Leveraging cultural assets
   5. Social and emotional learning (SEL)
7. Home and School Connections
   1. Funds of knowledge
   2. Family engagement
   3. Parental rights
8. Integrated and Targeted Instruction in Secondary Settings
   1. Receptive communication
   2. Productive communication
   3. Interactive communication
   4. Language skills
   5. Differentiation strategies
9. Assessment, Monitoring, and Feedback
   1. Response to Intervention (RTI) and Multitiered Systems of Supports (MTSS)
   2. Types of assessments
   3. Data-driven instruction
   4. Timely and meaningful feedback
   5. Student self-reflection
   6.   Testing accommodations for ELs

EDC 291 - Student Teaching: Elementary

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3)
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Implement formative and summative assessments. (InTASC 6)
4. Develop and implement lesson plans with varied instructional strategies. (InTASC 5, 7, 8; International Society for Technology in Education (ISTE) 5)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with mentors

EDC 291A - Student Teaching I: Elementary

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Develop formative and summative assessments. (InTASC 6)
4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 5)
5. Implement differentiation strategies for diverse learners. (InTASC 1, 2)
6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and learner data to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues & mentors

EDC 291B - Student Teaching II: Elementary

4 Credits, 10 Contact Hours
1 lecture period 9 lab periods

Continuation of the student teaching experience in an elementary Educator Preparation Program (EPP) Internship classroom. Includes classroom management, learning objectives, assessment, lesson planning, differentiation, and collaboration.

Prerequisite(s): EDC 291A  
Information: Admission to the Post-Degree Teacher Certification Program and EPP Internship approval are required before enrolling in this course. EDC 291A  and EDC 291B together constitute EDC 291 . A grade of B or better in this course is required.
  

2.   Develop congruent learning objectives tied to content standards. (InTASC 4)

3.   Use data to drive instruction. (InTASC 6)

4.   Implement effective lessons with varied instructional strategies. (InTASC 7, 8; (International Society for Technology in Education (ISTE) 5)

5.   Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2)

6.   Collaborate with students, parents, colleagues and mentors. (InTASC 10)

1. Classroom Management
   1. Establishing and reinforcing procedures
   2. Maintaining a positive classroom culture
   3. Responding to challenging behaviors
2. Learning Objectives
   1. Using content standards and learner data to write objectives
   2. Determining cognitive complexity using Bloom’s Revised Taxonomy
   3. Developing assessments that align with objectives
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues & mentors

EDC 292 - Student Teaching: Secondary

1. Implement classroom management techniques. [Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3]
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Implement formative and summative assessments. (InTASC 6)
4. Develop and implement lesson plans with varied instructional strategies. [InTASC 5, 7, 8; International Society for Technology in Education (ISTE) 2]

1. Early Childhood Principles, Knowledge, and Practices
   1. Community of learners
   2. Families
   3. Teaching
   4. Assessment
   5. Curriculum
2. Developmentally Appropriate Practices
   1. Adaptations for children with differing abilities
   2. Lesson Plans
3. Professional Work Sample
   1. Resume
   2. Parent-community-family communication artifact
   3. Samples of lesson plans
   4. Certificates
   5. Statement of philosophy

1. Professionalism
   1. Code of conduct
   2. Ethical standards and professional guidelines
   3. State and national requirements
   4. Arizona early learning standards
   5. NAEYC standards
2. Children’s Advocacy
   1. Professional affiliations/organizations
   2. Laws and regulations
   3. Accreditation organizations
3. Fieldwork
   1. Journal/self-evaluation
   2. Detailed teaching plans
   3. Code of ethical conduct
   4. Documentation
4. Observation, Documentation, and Assessment
   1. Standardized assessment tools
   2. Record keeping

EDC 292A - Student Teaching I: Secondary

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Develop learning objectives tied to content standards. (InTASC 4)
3. Develop formative and summative assessments. (InTASC 6)
4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 2)
5. Implement differentiation strategies for diverse learners. (InTASC 1, 2)
6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and learner data to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

EDC 292B - Student Teaching II: Secondary

1. Implement proactive classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3)
2. Develop congruent learning objectives tied to content standards. (InTASC 4)
3. Use data to drive instruction. (InTASC 6)
4. Implement effective lessons with varied instructional strategies. (InTASC 7, 8; International Society for Technology in Education (ISTE) 2)
5. Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2)
6. Collaborate with students, parents, colleagues and mentors. (InTASC 10)

1. Classroom Management
   1. Establishing and reinforcing procedures
   2. Maintaining a positive classroom culture
   3. Responding to challenging behaviors
2. Learning Objectives
   1. Using content standards and learner data to write objectives
   2. Determining cognitive complexity using Bloom’s Revised Taxonomy
   3. Developing assessments that align with objectives
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

ESE 251 - Educational Psychology

1. Illustrate the impact of student diversity on teaching and learning.
2. Summarize major theories of cognitive development.
3. Analyze differing views of social, emotional, and moral development.
4. Describe learning theories and their implications for classroom practice.
5. Explain the relationship between motivation and achievement.
6. Apply knowledge of effective assessment practices.

1. Student Diversity
   1. Socioeconomic Status
   2. Race, Ethnicity, Language Differences
   3. Gender
   4. Teacher Bias
2. Child Development
   1. Cognitive Development
   2. Social, Moral, and Emotional Development
3. Theories of Learning
   1. Behavioral
   2. Social
   3. Cognitive
   4. Implications for Classroom Practice
4. Motivation
   1. Intrinsic Motivation
   2. Extrinsic Motivation
   3. Attribution Theory
5. Assessment
   1. Instructional Objectives
   2. Types of Evaluation
   3. Test Construction
   4. Evaluating Student Work
   5. Standardized Tests
   6. Data-Driven Instruction

ESE 252 - Survey of Exceptional Education

1. Examine laws and policies governing exceptional education. (Interstate Teacher Assessment and Support Consortium ( InTASC) 9; Council for Exceptional Children (CEC) 6)
2. Identify characteristics of learners with special needs. (InTASC 1, 2; CEC 1)
3. Describe the role of collaboration among stakeholders. (InTASC 3, 10; CEC 7)
4. Identify strategies and resources for exceptional learners. (InTASC 5, 8; CEC 5)
5. Identify appropriate accommodations and modifications. (InTASC 6, 7; CEC 3)
6. Synthesize key concepts in exceptional education. (InTASC 1, 2, 3, 7, 9; CEC 6)

1. Introduction to Exceptional Education
   1. History
   2. People-first language
   3. Disabilities
2. Special Education Laws, Policies, and Procedures (State and Federal)
   1. Individuals with Disabilities Education Act (IDEA)
   2. Americans with Disabilities Act (ADA) - Section 504 plans
   3. Referral process
   4. Individualized Education Plan (IEP) development and implementation
3. Collaboration with Families
   1. Roles and responsibilities
   2. Impact of disability on families
4. Collaboration with Colleagues
   1. Co-teaching
   2. Teacher roles and responsibilities
5. Supporting All Learners - Effective Instructional Strategies for Differing Needs
   1. Differentiated instruction
   2. Universal design for learning
   3. Accommodations and modifications
   4. Response to Intervention (RTI)
6. Key Characteristics of Exceptionalities
7. High incidence
   1. Specific Learning Disabilities (i.e. Reading, Writing, Math, Dyslexia)
   2. Speech/Language Disorders
   3. ADHD/ADD
   4. Autism
   5. Developmental Disabilities
8. Low incidence
   1. Visual Impairments
   2. Deaf and Hard of Hearing
   3. Deaf/Blindness
   4. Physically Impaired
   5. Severe Multiple Impairment
9. Current and Relevant Social, Cultural, and Academic Trends
   1. Grading
   2. Service delivery models
   3. Biases/perceptions
10. Technology
    1. Digital tools
    2. Assistive technology
11. Reflecting on Practice
    1. CEC
    2. InTasc

ESE 254 - Foundations of Instruction: Mild-Moderate Disabilities

3 Credits, 3 Contact Hours
3 lecture periods 0 lab periods

Framework for understanding and working with students with mild-moderate disabilities. Includes characteristics of students with mild-moderate disabilities and special education procedures and processes. Also includes collaboration and consultation practices; effective educational techniques to support the needs of learners with exceptionalities; assistive and educational technology; language development, and current social, cultural, and academic trends.

Information: Post-Degree Teacher Certification Program approval is required before enrolling in this course.
  

1. Modify instruction for individuals with mild-moderate disabilities.  

2. Identify appropriate accommodations and modifications according to student need. 

3. Implement appropriate instructional strategies for individuals with mild-moderate disabilities. 

4. Synthesize information about students to address language and communication needs. 

5. Create programs and plans for individuals with exceptionalities and their families. 

6. Apply knowledge of general and specialized curricula and resources to make appropriate instructional decisions. 

1. Individualization
   1. Accommodations
   2. Modifications
2. Instruction
   1. Strategies
   2. Curricula
   3. Resources
3. Language and Communication Needs
   1. Instructional
   2. Behavioral
4. Special Education Programs and Services
   1. Individualized Educational Plans
   2. Transition Plans
5. Technology
   1. Assistive
   2. Educational

ESE 255 - Classroom Management for Mild-Moderate Disabilities

1. Identify rules, procedures, and organizational strategies for creating and maintaining a productive,      engaging, and motivating learning environment. (Interstate Teacher Assessment and Support          Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2; International Society for Technology     in Education (ISTE) 3)
2. Evaluate how ongoing, positive communication with students, families, and colleagues can foster a     constructive and productive learning environment and build positive relationships. (InTASC 3; Initial     Specialty Curriculum Individual (ISCI) 7)
3. Analyze effective behavior and motivational strategies and supports used to create and maintain a      positive learning environment for students with mild-moderate disabilities. (InTasc 3; CEC 2.2, 2.3; ISCI    2; Individualized General Curriculum (IGC) 4)

1. Productive Learning Environments
   1. Rules
   2. Policies and procedures
   3. Organizational strategies
2. Positive Communication and Relationships
   1. Paraprofessionals
   2. Parents
   3. Students
3. Behavioral and Motivational Strategies
   1. Restorative Practices
   2. Positive Behavior Supports and Interventions (PBIS)
   3. Functional Behavioral Assessment
   4. Behavior Intervention Plan

ESE 270 - Methods of Instruction: Students/Mild-Moderate Disabilities

1. Explain effective elements of instruction 
2. Utilize effective content specific instructional strategies. 
3. Identify effective and appropriate instructional interventions and practices.
4. Use explicit instructional strategies, techniques, and materials to differentiate instruction.
5. Design an effective instructional experience. 

1. Arizona K-12 Academic Standards
   1. Math
   2. ELA
2. Content Area Instruction
   1. Strategies
   2. Techniques
3. Assessment Data
   1. Analyze data
   2. Plan appropriate interventions and practices
4. Effective Educational Experiences
   1. Essential Elements of Instruction
   2. Differentiation
   3. Technology Tools for Teaching

ESE 271 - Mild-Moderate Methods: K-12 Inst. Across the Curriculum

1. Demonstrate content knowledge central to Math Instruction by identifying evidence-based instructional strategies for increasing proficiency in math calculations, applications, critical thinking, and problem solving. (Council for Exceptional Children (CEC) 3, 5; Individualized General Curriculum (IGC) 5; Interstate Teacher Assessment and Support Consortium (InTASC) 4, 5, 7)
2. Demonstrate content knowledge central to ELA by identifying instructional strategies and resources for increasing proficiency in written and spoken communication. (CEC 3, 5; Initial Specialty Curriculum Individual (ISCI) 5); InTASC 4)
3. Evaluate writing assessment data to identify gaps in learning and provide appropriate instruction in organizing, composing, and correcting written products. (IGC 5)
4. Explore assistive and augmentative digital tools and resources which support the communication and learning of students with exceptionalities. (InTASC 3; CEC 5; ISCI 5; IGC 5; International Society for Technology in Education (ISTE) 1)

1. Math Content Knowledge
   1. Calculations
   2. Applications
   3. Critical thinking
   4. Problem solving
2. ELA Content Knowledge
   1. Instructional Strategies and Resources
      1. Writing
      2. Communication
3. Writing Assessment
4. Assistive and Augmentative Tools and Resources

ESE 272 - Developmental Reading, Instruction, Assessment, Remediation

1. Explain the contributing factors in literacy difficulties such as dyslexia.
2. Interpret literacy assessments to describe students’ strengths and needs.
3. Describe effective interventions for decoding and encoding.
4. Apply knowledge of goal setting and progress monitoring in literacy intervention.
5. Select evidence-based instructional routines for literacy remediation.
6. Develop individualized remediation plans for students with reading disabilities.

1. Literacy Difficulties
   1. Contributing Factors in Literacy Difficulties
   2. Response to Intervention (RTI)
   3. Dyslexia
   4. Diagnostic Assessment
2. Phonological Processing
   1. Phonological Awareness
   2. Phonemic Awareness
   3. Articulatory Features
3. Phonics
   1. Systematic Phonics Instruction
   2. Irregular Words
   3. Multisensory Routines
   4. Word Analysis
4. Spelling
   1. Letter Formation
   2. Explicit Instruction in Spelling Patterns
   3. Error Analysis
5. Fluency
   1. Automaticity
   2. Goal Setting & Progress Monitoring
   3. Assistive Technology
6. Vocabulary
   1. Explicit Instruction in Morphemes
   2. Evidence-Based Instructional Routines
7. Comprehension
   1. Informal Reading Inventories
   2. Explicit Strategy Instruction
   3. Individualized Remediation
8. Intensifying Instruction
   1. Dimensions of Intensifying Instruction
   2. Grouping Processes
   3. Corrective Feedback
   4. Engagement & Motivation

ESE 273 - Diagnosis and Assessment of Mild-Moderate Disabilities

1. Identify critical assessment and measurement concepts and principles. 
2. Identify key educational implications and instructional recommendations for cognitive processes 
3. Identify effective and appropriate instructional practices using assessment data 
4. Design assessments to address specific learning goals. 
5. Identify elements of effective feedback 
6. Use Assessment Data to plan Instruction 

1. Principles and Practices
   1. Measurement
   2. Assessment
2. Cognitive Processing
   1. Key educational implications
   2. Instructional recommendations
3. Assessment
   1. Progress Monitoring
   2. Interpreting data for instructional decision making and planning
   3. Designing/Creating
   4. Supportive Technology
4. Effective Feedback
   1. Benefits
   2. Strategies

ESE 280 - Moderate/Severe Disabilities Practicum

1. Analyze the role of the family in an effort to build team capacity and jointly address students’ instructional and behavioral needs. (CEC 7)
2. Identify appropriate assessment and measurement strategies for educational and behavioral purposes and needs (CEC 4)
3. Identify appropriate inclusive practices and strategies (CEC 2)
4. Utilize varied individualized instructional strategies. (CEC 3; 5)
5. Develop and implement an individualized behavioral support plan. (CEC 6)
6. Identify effective, safe, and inclusive health care methods, skills, and procedures for students with moderate to severe disabilities (CEC 2)
7. Incorporate essential elements of effective transition planning procedures (CEC 7)
8. Synthesize information about students with moderate-severe disabilities to address their needs and further each learner’s development (CEC 1)

1. Foundational Concepts and Family and Professional Partnerships
   1. Characteristics of Students with Moderate-Severe Disabilities
   2. Advancements, areas of concern, and principles regarding promoting and improving educational access
   3. Parental roles, responsibilities, resources, and system framework
2. Assessment, Planning, and Student Behavior
   1. IEP Goals and Objectives
   2. Appropriate Assessment/Measurement Tools and Strategies
      1. Educational
      2. Behavioral
3. Teaching Environment: Inclusive Education
   1. Benefits
   2. Inclusive Academic Practices and Strategies
      1. Teaching Arrangements and Formats
      2. Modifying content
      3. Creating content
   3. Inclusive Social Practices and Strategies
4. Individualized Instructional Strategies
   1. Systematic Instruction
   2. Task Analysis
   3. Lesson Planning
      1.  Performance-Based Skills
      2. Self-Care Skills
      3. Communication Skills
      4. Home and Community Skills
5. Designing and Implementing Individualized Positive Behavioral Supports
   1. Positive Behavioral Supports
      1. Components
      2. Phases of Implementation
   2. Functional Behavioral Assessment
      1. Overview of Components
      2. Data Collection
      3. Plan Development
      4. Technology Supports
6. Understanding Health Care Needs and Mobility Disabilities
   1. Health Care Needs
      1. General Knowledge
      2. Roles and Responsibilities of School Personnel
      3. Essential Methods, Procedures, and Strategies
         1. Education
         2. Peer Acceptance
   2. Motor Disabilities
      1.  Impact on Education and Participation
      2. Meeting Student Needs
7. Transition Planning
   1. Components
   2. Preparing for Employment
   3. Preparing for Post-Secondary Education
   4. Meaningful Outcomes
   5. Family Collaboration
   6. Inter-Agency Collaboration
8. Self-Reflection
   1. Synthesis of Key Course Topics
   2. Self-Reflection of Practice, Knowledge and Abilities

ESE 290 - Student Teaching: Mild-Moderate Disabilities

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) Standard 3; Council for Exceptional Children (CEC) Standard 2)
2. Develop learning objectives tied to Individualized Education Programs (IEPs) and content standards. (InTASC 4; CEC 3)
3. Implement formative and summative assessments. (InTASC 6)
4. Develop and implement lesson plans with varied instructional strategies. (InTASC 5, 7, 8; International Society for Technology in Education (ISTE) 2)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and IEPs to write objectives
   3. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Distinguishing between teacher-centered and learner-centered pedagogy
   3. Using varied instructional strategies
   4. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with mentors

ESE 290A - Student Teaching I: Mild-Moderate Disabilities

1. Implement classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
2. Develop learning objectives tied to content standards and Individual Education Plans (IEPs). (InTASC 4; CEC 3)
3. Develop formative and summative assessments. (InTASC 6; CEC 4)
4. Implement lesson plans with varied instructional strategies. (InTASC 7, 8; ISTE 2; CEC 5)
5. Implement differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
6. Collaborate with students, parents, colleagues and mentors. (InTASC 10; CEC 7)

1. Classroom Management
   1. Organizing the physical space
   2. Establishing and reinforcing procedures
   3. Maintaining a positive classroom culture
2. Learning Objectives
   1. Choosing relevant content standards
   2. Using content standards and learner data to write objectives
   3. Using IEPs to develop learning goals
   4. Determining cognitive complexity using Bloom’s Revised Taxonomy
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Using varied instructional strategies
   3. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

ESE 290B - Student Teaching II: Mild-Moderate Disabilities

1. Implement proactive classroom management techniques. (Interstate Teacher Assessment and Support Consortium (InTASC) 3; Council for Exceptional Children (CEC) 2)
2. Develop congruent learning objectives tied to content standards and Individual Education Plans (IEPs). (InTASC 4; CEC 3)
3. Use data to drive instruction. (InTASC 6; CEC 4)
4. Implement effective lessons with varied instructional strategies. (InTASC 7, 8; ISTE 2; CEC 5)
5. Implement appropriate differentiation strategies for diverse learners. (InTASC 1, 2; CEC 1)
6. Collaborate with students, parents, colleagues, and mentors. (InTASC 10; CEC 7)

1. Classroom Management
   1. Establishing and reinforcing procedures
   2. Maintaining a positive classroom culture
   3. Responding to challenging behaviors
2. Learning Objectives
   1. Using content standards and learner data to write objectives
   2. Determining cognitive complexity using Bloom’s Revised Taxonomy
   3. Using IEPs to develop learning goals
   4. Developing assessments that align with objectives
3. Assessment
   1. Implementing formative assessments
   2. Implementing summative assessments
   3. Using student data to drive instruction
4. Lesson Plans
   1. Writing lessons using Essential Elements of Instruction (EEI)
   2. Using varied instructional strategies
   3. Reinforcing learning objectives during instruction
5. Differentiation
   1. Differentiating the content
   2. Differentiating the process
   3. Differentiating the product
6. Collaboration
   1. Collaborating with students
   2. Collaborating with parents
   3. Collaborating with colleagues and mentors

ETT 101 - Introduction to Educational Technology

1. Discuss and apply theoretical foundations of educational technology to current classroom practices.  (ISTE 2; 3)
2. Design and plan technology enhanced instruction.  (ISTE 2; 3; 4)
3. Use technology operations and concepts to support student-centered learning strategies. (ISTE 1; 3)
4. Demonstrate an understanding and working knowledge of digital technologies in the classroom.  (ISTE 1; 2; 3)
5. Utilize productivity, school, and classroom management software.  (ISTE 1; 5) 
6. Utilize a variety of academic software. (ISTE 2; 3; 4) 

1. Theoretical Foundations of Educational Technology
   1. Educational technology organizations
   2. Learning styles and technology
   3. Learning theory and technology
   4. Bridging learning and technology theory and practice
2. Technology Enhanced Instruction
   1. The instructional design process
   2. Lesson planning
   3. Components of best practices instruction
   4. Connecting instruction planning, implementation, and technology
3. Technology and Student-Centered Learning Strategies
   1. Components of computer systems for classroom applications
   2. Input and output devices for classroom application
   3. Understanding storage devices for classroom applications
   4. Relating computer components and functions to teaching and learning
4. Digital Technologies
   1. Digital input technologies used in teaching and learning
   2. Digital output technologies used in teaching and learning
   3. Issues and concerns related to diverse technologies in the classroom.
   4. Emerging digital technologies
5. Productivity, School, and Classroom Management Software
   1. Academic and administrative software
   2. Administrative software and professional accountability
   3. Enhancing the learning environment with administrative software
   4. Selecting software for classroom and administrative functions
6. Academic Software
   1. Major categories and types of academic software
   2. Use of academic software in diverse classrooms
   3. Evaluating and selecting software 

EUT 104 - Overhead and Underground Systems, Hardware, and Equipment

1. Identify pole hardware and installation techniques.
2. Identify overhead conductors and use proper splicing techniques.
3. Identify various types of porcelain or polymer equipment and overhead, and underground installation techniques.
4. Demonstrate the hook up of electrical connections to overhead transformers and test for proper voltage.
5. Install underground cables, transformers, and switchgear with proper techniques.
6. Explain utility disciplines as it relates to the specific crafts.
7. Describe safety as it relates to the electric utility industry.

1. Pole Hardware
   1. Overhead conductors
   2. Down guys and risers
   3. Various  bolt, nuts, and washers
   4. Installation techniques
2. Overhead Conductors
   1. Transmission
   2. Distribution
   3. Primary and secondary
   4. Spicing techniques
3. Porcelain or Polymer Equipment
   1. Insulators
   2. Arrestors
   3. Cutouts
   4. Overhead and underground installation techniques
4. Overhead Transformers
   1. Single phase connections
   2. Three phase connections
   3. Test for voltage
5. Underground Equipment Installation
   1. Transformers
   2. Switchgear
   3. Cable
6. Electrical Utility Disciplines
   1. Lineman/cableman
      1. Climbing equipment
      2. Pole setting
   2. Substation electrician
   3. Journeyman meterman technician
   4. Electronics technician
   5. Relay technician
   6. Journeyman shop electrician
7. Safety
   1. Personal Protective Equipment (PPE)
   2. Equipment and personal grounding protection
   3. Tail board briefing
   4. Handline
      1. Makeup
      2. Use
      3. Storage

EMT 089 - Skills Reinforcement for EMT 100

1. Demonstrate airway assessment and management techniques.
2. Demonstrate the proper placement and operations of an Automatic External Defibrillation for adult, child, and infant.
3. Demonstrate the use of personal protective equipment for Body Substance Isolation.
4. Demonstrate patient packaging and techniques for vehicular extrication.
5. Demonstrate proper assessment of medical patient.
6. Demonstrate proper assessment of trauma patient.

1. Introduction to Emergency Care Training
2. Scene Assessment and Response
   1. Standard precautions
   2. Hazardous materials
3. Assessment Baseline Vitals
4. Operations
   1. Ambulance
   2. Equipment
   3. Communication and documentation
   4. Extrication
5. Airway Assessment, Obstruction, and Respiratory Arrest 
   1. Practical use of airway adjuncts
   2. Practical use of oxygen therapy
6. Patient Assessment and Evaluation
   1. Triage
   2. Trauma
   3. Medical
7. Evaluation and Treatment of Injuries 
   1. Bleeding, wounds, and shock
   2. Soft tissue injury care
   3. Musculoskeletal care
8. Joint Immobilization
9. Long Bone Immobilization
10. Traction Splinting
    1. Spinal care
11. Long Spine board
12. KED’s
13. Helmet Removal
14. Evaluation and Treatment of Medical Emergencies 
    1. Poison
    2. Bites and stings
    3. Cardiac
    4. Respiratory compromise
    5. Altered loc
    6. Diabetes
    7. Acute abdominal problems
    8. Seizures
15. Emergency Childbirth 
16. Environmental Emergencies

EMT 091 - Ambulance Operations

1. Explain when and why lights and sirens are operated.
2. Demonstrate, with a partner, how to properly load and off load a patient.
3. Demonstrate safe gurney operation with and without a patient.
4. Perform CPR in a moving ambulance.
5. Describe safety requirements for operating an ambulance, with focus on driving with due regard for the safety of others.
6. Demonstrate how to safely operate an ambulance, and maneuver through an obstacle course.

1. Ambulance Operations: Code Driving, Lights, and Sirens
   1. Code 2
   2. Code 3
   3. When lights are used
   4. When siren is used
   5. Different tones
   6. Intersections
   7. Following another unit
2. Tiered Response System
   1. What is it?
   2. Types of calls for Code 2
   3. Types of calls for Code 3
3. Gurney Operations and Loading/Off Loading Patients
   1. How the gurney works
   2. Gurney color codes: what they mean
   3. Weight limits
   4. IV placement
   5. Storage
   6. Direction of the patient (head first)
   7. Trendelenburg position
   8. Positioning difficult airway patient (short of breath)
   9. CPR in the ambulance
4. Driver Training and Obstacle Course
   1. Orientation to vehicle
   2. Safety checks
      1. Fuel
      2. Lights
      3. Sirens
      4. Oil
      5. H2O
      6. Belts
      7. Equipment
   3. Starting a diesel engine
   4. Mirror checks
   5. Serpentine
   6. Backing the vehicle
   7. Acting as the patient while someone else drives (experiencing due regard) for safety
   8. Close stop (stop close to cone without assistance)
   9. Close backing (same as stop but in reverse)

EMT 100 - Emergency Medical Technology

1. Perform one and two person CPR: Adult, Child, and Infant based on the American Heart Association current standards.

2. Appropriately manage scene safety including proper placement and removal of personal protective gear in the workplace.

3. Define priorities of care and the components of a tiered response system.

4. Define the role, scope of practice. Legal and ethical responsibilities of the Emergency Medical Technician.

5. Perform and appropriately manage and stabilize patients of all ages suffering from airway obstructions, respiratory arrests, and cardiac arrest.

6. Perform and appropriately manage and stabilize patients of all ages suffering from bleeding, soft tissue injuries, burns, fractures, shock, and nervous system injuries.

1. Emergency Medical Technician Preparation
   1. Emergency medical care – origin and structure
   2. Well-being of the EMT
   3. Medical, legal and ethical issues
   4. The human body
   5. Baseline vital signs and SAMPLE history
2. Airway
   1. Obstruction
   2. Use of airway adjuncts
   3. Oxygen delivery
3. Patient Assessment
   1. Assessment
   2. Communication
      1. Communication systems and equipment
      2. Regulations and protocol for radio communication
      3. Effective communication with patients from all segments of population
      4. Psychological aspects of emergency care
   3. Documentation:  written reports
4. Evaluating Injuries: Bleeding, Wounds, and Shock
   1. Soft tissue injuries
   2. Musculo-skeletal care and fractures of the upper extremities
   3. Fractures of the pelvis, hip and lower extremities
   4. Injuries to head, neck, face, and spine
   5. Injuries to chest, abdomen, and genitalia
   6. Dressing and bandaging
   7. Spine and fracture immobilization
   8. Pneumatic counter-pressure devices (MAST)
   9. Shock: signs, symptoms, and emergency care.
5. Medical Emergencies
   1. General pharmacology
   2. Respiratory emergencies
      1. Characteristics
      2. Significance
   3. Cardiovascular emergencies
      1. Symptoms
      2. Use of automated external defibrillator (AED)
      3. General patient care
   4. Neurologic emergencies
   5. The acute abdomen
      1. Definition
      2. Symptoms
      3. Treatment
      4. Potential causes
      5. Referred pain
   6. Diabetic emergencies
      1. Two types of emergencies
      2. Patient assessment
      3. Treatment
      4. Blood glucose monitoring procedures
      5. Indications and contraindications
      6. Regulatory issues
   7. Allergic reactions, stings, and bites
      1. Causes, signs, and symptoms
      2. Anaphylaxis
      3. Interventions including the use of epinephrine auto-injectors
   8. Substance abuse and poisoning
   9. Environmental emergencies
      1. Burns
      2. Hazardous materials
      3. Drowning
   10. Behavioral emergencies
       1. Acute psychological disturbances
       2. Chronic psychological disturbances
       3. Techniques for interaction with emotionally disturbed patients
       4. Critical incidence stress debriefing
   11. Obstetrics and gynecological emergencies
       1. Childbirth in the field
       2. Breech delivery
       3. Prolapsed umbilical cord
       4. Spontaneous abortion
   12. Sudden Infant Death Syndrome SIDS
6. Transporting Patients
   1. Principles of extrication
   2. Patient packaging
   3. Lifting and moving patients
7. Ambulance Operations and Safe Driving
   1. Regulations
   2. Forms and reporting
   3. Maintenance of vehicle and equipment
   4. Emergency procedures
   5. Scene control
   6. Special scene situation
8. Disaster Management
   1. Triage
   2. WMD’s
9. Assisting with Advanced Life Support (ALS)
   1. Intravenous lines
      1. Purpose of intravenous lines and the monitoring of intravenous lines by the Emergency Medical Technician
      2. Types and sizes of intravenous cannulas, tubing, etc.
      3. Intravenous fluids the Emergency Medical Technician is approved to monitor
      4. Assessment and monitoring
      5. Trouble-shooting intravenous lines
   2. Cardiac monitoring
   3. Intubation

EMT 109 - Human Anatomy and Physiology for EMT

1. Describe the basic physiology of the body systems.
2. Utilize medical terminology within the parameters of NREMT/AZDHS.
3. Relate the main structures and functions of the body organs and systems to patient assessment, differential diagnosis (field impressions), and treatment pathways.
4. Describe basic anatomy of the body systems.
5. Compare normal basic anatomy and physiology to common pathology

1. Cellular structure and cellular metabolism
2. Hematology
   1. Red Blood Cells
   2. White blood cells
   3. Plasma Platelets
   4.  Disorders of the blood
   5.  Blood as a transport mechanism
3. Skeletal system
4. Muscular System
5. Lymphatic system
6. Nervous system
   1. Sympathetic
   2. Parasympathetic
7. Endocrine system
8. Integumentary system
9. Respiratory system
10. Cardiac/ Vascular system
    1. Electrical conduction system of the heart
11. GI system
12. Reproductive system
13. Metabolism and Homeostasis
14. Bacteria and Viruses
15. Lifespan developmental changes
    1. Anatomical changes
    2. Behavioral changes
    3. Common disease processes

EMT 110 - Emergency Medical Responder

1. Perform one and two person CPR: Adult, Child, and Infant based on the American Heart Association current standards.
2. Appropriately manage scene safety including proper placement and removal of personal protective gear in the workplace.
3. Define priorities of care and the components of a tiered response system.
4. Define the role, scope of practice. Legal and ethical responsibilities of the Emergency Medical Technician.
5.  Perform and appropriately manage and stabilize patients of all ages suffering from airway obstructions, respiratory arrests, and cardiac arrest.
6. Perform and appropriately manage and stabilize patients of all ages suffering from bleeding, soft tissue injuries, burns, fractures, shock, and nervous system injuries.
7. Perform and appropriately manage and stabilize patients of all ages suffering from medical emergencies and childbirth relate complications.

1. Preparatory
   1. The Emergency Medical Service system and the First Responder
   2. The well-being of the First Responder
   3. Legal and ethical issues for the First Responder
   4. The human body
   5. Body substance isolation
   6. Lifting and moving patients
   7. Patient management strategies
   8. Scene size-up
2. Airway
   1. Anatomy and physiology of respiration
   2. Airway and breathing management
3. Patient Assessment
   1. Overview of initial assessment
   2. The physical exam
   3. Ongoing assessment
   4. Patient transfer
4. Circulation
   1. Anatomy and physiology of circulatory system
   2. Cardiopulmonary resuscitation
   3. Shock and bleeding control
5. Illness and Injury
   1. Overview of managing medical patients
   2. Chest pain
   3. Shortness of breath
   4. Altered mental status
   5. Abdominal pain
   6. Poisoning and overdose
   7. Allergic reactions
   8. Environmental emergencies
   9. Behavioral emergencies
   10. Overview to managing trauma patients
   11. Injuries to the head and spine
   12. Muscle and bone injuries
   13. Soft tissue injuries
6. Childbirth and Children
   1. Childbirth
   2. Infants and Children
   3. Emergency Medical Service Operations
   4. Patient management strategies
   5. Scene size-up and interaction

EMT 140 - Pre-Hospital Trauma Life Support

1. Formulate a field impression for a trauma patient through a systemic approach/patient assessment.
2. Implement a field treatment plan for a trauma patient to include:
   1. Management of the airway through ventilation.
   2. Management of shock.
   3. Management of tissue and burn.
3. Recognize multi-systems trauma patients.
4. Recognize and implement a field treatment plan for mass casualty incidents.

1. Apply the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury, address special safety criteria, and manage special operations.
2. Explain and perform the systematic approaches to patient assessment and management.
3. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for airway management, ventilation and oxygen therapy.
4. State and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient in shock.
5. Synthesize and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissues and burn injuries.
6. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for the patient with isolated and multi-systems trauma.
7. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the pediatric patient.
8. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the geriatric patient.
9. Identify and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving the obstetric patient.
10. Name and utilize the assessment findings to formulate a field impression and implement the treatment plan for trauma involving patients under the influence of alcohol and drugs.
11. Utilize assessment findings to formulate a field impression and implement the treatment plan for traumatic cardiac arrest.
12. Identify common communicable diseases and explain blood and body fluid precautions.
13. Examine common trends and changes in healthcare, and demonstrate the ability to integrate roles and responsibilities by formulating a field impression and implementing simulated patient care following guidelines, protocols, and standing orders.

1. Introduction
   1. Definition of trauma and societal impacts
   2. Scene size-up, safety and infection control
   3. Mechanisms of injury and building on the indices of suspicion
2. Systematic Approach To Patient Assessment And Management
   1. Initial assessment and managing life threatening conditions to airway, breathing, and circulation
   2. Focused physical exam and managing potentially life-threatening injuries
3. Airway and Ventilation
   1. Anatomy and physiology
   2. Techniques for opening and clearing an airway
   3. Basic airway adjuncts
   4. Advanced airway adjuncts
   5. Invasive procedures for airway and ventilation
   6. Ventilation and oxygen therapy
4. Shock                
   1. Definition, stages and signs and symptoms of shock.
   2. Shock classifications and assessment and management-specific criteria for the different classifications of shock.
   3. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the shock patient.
5. Soft Tissues And Burn Injuries
   1. Definition, mechanisms, and classifications
   2. Assessment and management-specific criteria for the different classifications of soft tissue and burn injuries.
   3. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient.
6. Isolated And Multi-Systems Trauma
   1. Head and facial injuries
   2. Spinal cord injuries
   3. Thoracic trauma
   4. Abdominal-pelvic injuries
   5. Musculo-skeletal trauma
   6. Multi-systems trauma
   7. Medical insult and trauma
   8. Formulating a field impression and implementing a treatment plan based on the mechanism(s) of illness and injury for the burn patient.
7. Pediatric Trauma
   1. Communications and the historian
   2. Physical, psychological, and social considerations
   3. Anatomical features and assessment considerations
   4. Common injuries and their management
   5. Child safety restraint systems
8. Geriatric Trauma
   1. Pathophysiology of aging
   2. Assessment and management considerations
   3. Rapid survey and the focused exam
9. Obstetrical Trauma
   1. Maternal and fetal anatomy and physiology
   2. Compensatory mechanisms for the injured mother and fetus
   3. Assessment and management considerations
   4. Types of injury and their management
10. Trauma Patients Under The Influence Of Alcohol And Drugs
    1. Physiological and behavioral complications
    2. Assessment and management considerations
11. Traumatic Cardiopulmonary Arrest
    1. Priority in care and communications
    2. Assessment and management considerations
12. Infectious Diseases And Prevention Of Transmission
    1. Airborne Diseases
    2. Blood borne diseases
    3. Body substance isolation and infection control
13. Integration
    1. Current trends and changes
    2. Demonstration of skills and knowledge competencies