Course Descriptions

DLT 206LB - Dental Ceramics Lab

1. Demonstrate the ability to perform all steps involved in the fabrication of porcelain fused to metal crowns and bridges.
2. Demonstrate the ability to perform all steps involved in the repair of PFM substructure both pre and post porcelain application.

1. Interpret prescriptions and work authorizations for porcelain fused to metal restorations.
2. Perform asepsis procedures of incoming impressions and restorations.
3. Design metal substructures for porcelain fused to metal restorations.
4. Create wax patterns for porcelain fused to metal restorations.
5. Discuss functional characteristics of vitreous ceramics.
6. Describe areas of possible porcelain failure and corrections in the substructure.
7. Demonstrate how to wax pattern fabrication for porcelain fused to metal.
8. Perform metal finishing of metal frameworks.
9. Demonstrate how to condition metal surfaces to maximize ceramo-metal bonding.
10. Discuss how to layer ceramics to correct contour.
11. Demonstrate how to fire porcelain fused to metal restorations.
12. Construct, fabricate, and finish porcelain margins.
13. Prepare and contour fired porcelain.
14. Expand and add on porcelain to correct for shrinkage.
15. Prepare, stain, and glaze porcelain fused to metal restorations.
16. Demonstrate how to polish exposed metal.
17. Construct a soldering matrix.
18. Perform pre-soldering repairs to porcelain fused to metal substructures.
19. Perform post-soldering repairs to porcelain fused to metal bridges.
20. Describe the process of dental porcelain and identify material comprising dental porcelains.

1. Prescriptions and Work Authorizations
   1. Interpretation of dental prescriptions and work authorizations
   2. Infection control and disinfecting procedures
   3. Impression evaluation
   4. Gypsum materials selection, manipulation, and safety procedures
2. Porcelain Fused to Metal Restoration Designs
   1. Full crowns
   2. Splints
   3. Span bridges
   4. Cantilever bridges
   5. Pontics
   6. Connectors
   7. Hygienic considerations
   8. Limitations of vitreous dental ceramics and fracture avoidance
3. Porcelain Fused to Metal Restoration Preparation Requirements
   1. Margin design metal support and porcelain shoulders
   2. Articulation and occlusal clearance
   3. Abutment parallelism and draw
4. Design and Wax-Up of Porcelain Fused to Metal Substructure
   1. Coping thickness
   2. Metal support of porcelain
   3. Metal lingual and occlusion
   4. Porcelain butt joint
   5. Pontics and connectors
5. Metal Finishing of Porcelain Fused to Metal Substructure
   1. Coping thickness
   2. Metal support of porcelain
   3. Metal lingual and occlusion
   4. Porcelain butt joint margins
   5. Pontics and connectors
6. Metal Conditioning to Enhance Ceramo-Metal Bonding
   1. How porcelain bonds to metal
   2. Contouring
   3. Surface treatment
   4. Degassing
   5. Air abrasion
   6. Cleaning
7. Building Ceramic Restorations
   1. Opaque
   2. Body
   3. Incisal
   4. Internal characterization
   5. Stains and glazes
8. Porcelain Furnace Operation
   1. Porcelain furnace operation and safety
   2. Programming
   3. Firing cycles
   4. Atmosphere in furnace
   5. Furnace calibration
9. Contouring Fired Porcelain
   1. Aesthetics
   2. Occlusion and contacts
   3. Porcelain adds to correct for shrinkage
10. Finishing Porcelain Fused to Metal Restorations
    1. Polishing exposed metal
    2. Final seating
11. Pre-and Post-Soldering
    1. Burnout, torch, techniques, and safety procedures
    2. Matrixes and foils
    3. Fluxes
    4. Solder selection
    5. Solder flow
    6. Soldering in a porcelain furnace

DLT 207 - Advanced Dental Laboratory Technology

1. Demonstrate the concepts and techniques acquired in previous dental laboratory technology courses and apply that experience to the construction of more advanced dental work.
2. Develop and properly prepare various dental appliances with a minimum expenditure of energy, time, and resources.
3. Discuss the current and future direction and advancements made in the field of dental laboratory technology.
4. Identify the various associations and agencies in the dental laboratory technology industry and their areas of responsibility.

1. Advanced Full Dentures
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
2. Advanced Partial Dentures
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
3. Advanced Crown and Bridge
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
4. Advanced Dental Ceramics
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
5. Advanced Orthodontics
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)

DLT 207LB - Advanced Dental Laboratory Technology Lab

1. Demonstrate the concepts and techniques acquired in previous dental laboratory technology courses and apply that experience to the construction of more advanced dental work.
2. Develop and properly prepare various dental appliances with a minimum expenditure of energy, time, and resources.
3. Discuss the current and future direction and advancements made in the field of dental laboratory technology.
4. Identify the various associations and agencies in the dental laboratory technology industry and their areas of responsibility.

1. Advanced Full Dentures
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
2. Advanced Partial Dentures
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
3. Advanced Crown and Bridge
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
4. Advanced Dental Ceramics
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)
5. Advanced Orthodontics
   1. Proper asepsis procedures at each step
   2. Skills learned in other DLT courses
   3. Performing laboratory procedures
   4. Sequence tasks to maximize efficiency
   5. Multiple cases in minimum amount of time
   6. Trends in Dental Laboratory Technology
   7. Fabrication of advanced appliances/prosthesis approved by instructor
   8. National Association of Dental Laboratories (NADL)
   9. Dental Appliance Manufacturers Audit Scheme (DAMAS)
   10. International Organization for Standardization (ISO)
   11. Food and Drug Administration (FDA) Quality System/Good Manufacturing Practices (QS/GMP)

DAR 101 - Color Rendering and Theory

1. List color types and schemes.   
2. Describe color and it’s meaning in rendering and design.  
3. Create and render objects using basic concepts and techniques.   
4. Work within a professional environment meeting specifications and deadlines.

1. Color Types
   1. Primary
   2. Secondary
   3. Tertiary
2. Definition and Use of Color Schemes
   1. Complementary
   2. Analogous
   3. Triadic
   4. Monochromatic
   5. Neutral
   6. Achromatic
3. Rendering Concepts and Techniques
   1. Perspective
      1. Vanishing points
      2. Eye level line
      3. Proportion
4. Light Sources
   1. Top lit
   2. Side lit
   3. Front lit
5. Form
   1. Rectangular
   2. Spherical
   3. Cylindrical
6. Media
   1. Ink
   2. Colored pencil
   3. Collage/paper construction
   4. Paint
   5. Three-dimensional modeling
7. Technique
   1. Traditional
   2. Digital
   3. Combination
8. Composition
   1. Dynamic
   2. Static
9. Designing Characters for Animation
   1. Use various media to create an illustration
   2. Apply various techniques to an illustration
   3. Compose the elements in an illustration  
10. Three-Dimensional Techniques and Construction
    1. Armature
    2. Modeling applications
    3. Exterior color and texture
11. Professional Environment
    1. Deadlines
    2. Critiques

DAR 102 - Fundamentals of Digital Design

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

Overview of the fundamentals, theory, survey, and practice of digital arts design. Includes survey of industry careers, skills and processes necessary in digital design careers, digital arts software, and portfolio requirements in digital arts.

1. Identify the various commercial digital design careers, their inter-relationships, and the skills necessary to work in those careers.
2. Discuss target audience and marketing strategies. 
3. Define portfolio standards for printed and digital portfolios locally, nationally, and globally.
4. Work within a professional environment meeting specifications and deadlines.

1. Identify the various commercial digital design careers
2. Inter-relationship of the careers

II. Skills and Processes Necessary in Digital Design Careers

1. Fundamentals of digital art design
2. Principles of digital art design
3. Defining target audience
4. Marketing strategies using design techniques

III. Digital Arts Software

1. Adobe Illustrator
2. Adobe Photoshop
3. Adobe InDesign

IV. Portfolio Requirements in Digital Arts

1. Printed books
2. Digital portfolios
3. Standards

DAR 103 - Introduction to Digital Video and Film Arts

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

Overview of the theory and practice of the digital video and film arts industry. Includes various electronic media delivery systems, digital image, and target market and advertising.

1. Describe the various electronic media delivery systems.
2. Describe the use of the digital image for artistic, social, and professional purposes.
3. Discuss the role of market and advertising in creating and providing content.

1. Radio
2. Television
3. Cable
4. Motion pictures
5. Internet
6. Emerging systems
7. Game design

II. Digital Image

1. Artistic considerations
2. Social trends and impact
3. Professional purposes
4. Intellectual and artistic property rights

III. Target Market and Advertising

1. Content as advertising
2. Content as entertainment
3. Analyzing the audience

DAR 111 - Typography

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

Letter forms and use in visual communications. Includes type rendering, letter spacing, type and headline groupings, type relationships, type images, and type applications.

Prerequisite(s): DAR 102  or DAR 103 .

1. Design logo type and headlines into eye-catching groupings utilizing methods of alignment, word spacing, and line spacing.
2. Create effective typographical headline, subheadline, and body text design relationships to ads, brochures, posters, logos, and other media.
3. Produce typographical designs that project specific images appealing to formal and informal target audiences.
4. Work within a professional environment meeting specifications and deadlines.

1. Proportions
2. Griding methods
3. Marker techniques

II. Letter Spacing

1. Kerning
2. Tracking
3. Leading

III. Type and/or Headline Groupings

1. Alignment methods
2. Work spacing
3. Line spacing

IV. Type Relationships

1. Type styles
2. Type sizes
3. Type weights

IV. Type Images (Selection and Design)

1. Formal image
2. Informal image
3. Others

VI. Type Applications

1. Ads
2. Brochures
3. Posters
4. Logos

DAR 112 - Graphic Design

1. Create designs utilizing theory and principles of design.
2. Create design controlling color and type to convey image.
3. Produce designs that appeal to specific target audiences.
4. Work within a professional environment meeting specifications and deadlines.

1. Focal Points
   1. Size
   2. Contrast
   3. Placement
2. Unity
   1. Grouping
   2. Repetition
   3. Continuation
3. Texture
   1. Specific
   2. Generic
4. Space Relationships
   1. Dramatic break-up
   2. Negative space
   3. Asymmetrical balance
5. Color Control
   1. Contrast
   2. Valve
   3. Saturation
   4. Framing colors
6. Color Harmonies
   1. Monochromatic
   2. Analogous
   3. Complimentary
   4. Traditional
   5. Split-complimentary
   6. Sharing portions of a similar color
7. Psychology of Color

DAR 115 - Digital Video Editing

1. Identify historical development of editing.
2. List various techniques of storytelling in editing.
3. Demonstrate non-linear editing skills including importing, editing, exporting, and format considerations…
4. Work within a professional environment meeting specifications and deadlines.   

1. Historical Development of Editing
   1. Development of editing and how it affects storytelling
   2. The evolving post production environment
   3. Impact of digital media
2. Digital Video and Audio Formats
   1. Identifying digital video formats
   2. Identifying digital audio formats
3. Techniques and Theory of Storytelling in Editing
   1. Cut on action
   2. Cut on clean entry and clean exit
   3. Cut on motion
   4. Cut away from action
   5. Matching edits and avoiding jump cuts
   6. Montage editing
   7. Emerging trends in storytelling
4. Storytelling in Various Types
   1. Narrative
   2. Advertising/commercials
   3. Music videos
   4. Documentary
   5. Social media
   6. Fundraising
   7. Instructional/educational/training
   8. Web
   9. News
5. Organization for the Edit
   1. The concept of workflow
   2. Desktop environment (bins, timeline, tools) 
   3. Ingest-sources
   4. Export – distribution, portfolio

DAR 120 - Applied Computer Graphics

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

Introduction to computer graphics software. Includes current software, postscript illustration documents, paint and photo editing documents, desktop publishing documents, and introduction to graphic design concepts.

1. Create and layout postscript illustration documents.  

2. Create and layout paint and photo editing documents.  

3. Create and layout desktop publishing documents.  

4. Demonstrate basic layout techniques using graphics software.  

1. Terminology
2. Tools
3. Menus

II. Postscript Illustration Documents

1. Bezier curves
2. Using strokes, fills, and gradients to define shape and form

III. Paint and Photo Editing Documents

1.  Paint tools
2.  Masks

IV. Desktop Publishing Documents

1. Typography
2. Graphics
3. Importing

V. Introduction to Graphic Design Concepts

1. Conceptualization
2. Visualization
3. Controlling areas of focus in design

DAR 122 - DeskTop Graphics: Adobe Illustrator

1. Demonstrate the use of current Adobe Illustrator software.
2. Create desktop graphics documents using bezier curves, templates, text, color, gradients, patterns, graphs, placed images, and layers.
3. Demonstrate the use of computer graphics hardware, including input and output devices.
4. Utilize working in a professional environment with specifications and deadlines.

1. Current Adobe Illustrator Software
   1. Terminology
   2. Tools
   3. Menus
   4. Setup
   5. Preferences
2. Documents
   1. Bezier curves
   2. Templates
   3. Text
   4. Color
   5. Gradients
   6. Patterns
   7. Graphs
   8. Placed images
   9. Layers
3. Computer Graphics Hardware
   1. Input devices
      1. Mouse
      2. Keyboard
      3. Scanner
   2. Output devices
      1. Printer
      2. Central Processing Unit (CPU)
      3. Monitor
      4. Printer
4. Professional Environment
   1. Specifications
   2. Deadlines

DAR 124 - Writing for Film and Television

1. Describe storytelling in visual mediums both historically and today.
2. Identify story structure when viewing various visual mediums.    
3. Describe the techniques of scriptwriting and the vocabulary for discussing story.   
4. Work within a professional environment meeting specifications and deadlines.  

1. Story Origins and Formats  
   1. Visual storytelling  
   2. Screenplay history  
   3. Page layout
   4. Screenwriting software
2. Story Structure
   1. Three act structure  
   2. Dramatic action
   3. Structural analysis  
3. Element of Story  
   1. Plot  
   2. Character  
   3. Setting
   4. Theme
4. Dramatic Traditions  
   1. Tragedy  
   2. Comedy
      1. Ancient genres of comedy
      2. Modern genres of comedy
   3. Experimental drama  
5. Preproduction  
   1. Pitching  
   2. Synopses  
   3. Treatments  
   4. Script readers  
6. Writing for Alternative Media  
   1. Writing for games  
   2. Writing drama for the web  
   3. Writing for comics
   4. Writing for radio/podcasts
7. Working in the Film and Television Industry  
   1. The Writer’s Guild of America  
   2. Earnings in film vs. television  
   3. Collaborators, casts, and crew  
8. Adaptation
   1. Adaptation as interpretation
   2. Authenticity
9. Writing Processes
   1. Physical techniques
   2. Time management
   3. Finding and maintaining inspiration
10. Criticism
    1. Giving constructive feedback
    2. Separating oneself from one’s work
    3. Being specific

DAR 125 - Digital Cinematography I

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

Principles and techniques of digital cinematography production. Includes digital video camera, camera and shooting competencies, lighting and composition, and working as a team.

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

1. Identify the various digital video cameras, formats, and specifications.
2. Demonstrate competencies with various video cameras, and their functions including aperture, shutter speeds, and electronic light metering.
3. Describe the use of elements of lighting and composition in storytelling. 
4. Demonstrate the ability to function as a member of a production team in a professional environment.

1. Camera manual and specifications

2. Formats  

3. Memory and data considerations  

II.Camera and Shooting Competencies

1. Lenses

2. Shutter speeds

3. Depth of field

4. Lighting and exposure

III.How Lighting and Composition Affects Storytelling

1. Visual language of aesthetics

2. Expressing intentions visually

3. Images in context  

IV.Working as a Team

1. Crew duties

2. Safety  

DAR 140 - Digital Arts IllustrationStudio:Illustration Technique&Media

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

Basic principles, techniques and media applied to digital and traditional illustration styles, subject matter used in print illustration. Includes subject, media, technique, composition, and professional environment.

Prerequisite(s): DAR 101  

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. Character
2. Story
3. Object

II. Media

1. Ink
2. Colored pencil
3. Collage/paper construction
4. Paint
5. Three-dimensional modeling

III. Technique

1. Traditional
2. Digital
3. Combination

IV. Composition

1. Dynamic
2. Static

V. Professional Environment

1. Deadlines
2. Critiques

DAR 145 - Digital Arts Illustration Studio:Char Dev for Animation&Prnt

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

Principles and techniques applied to character development used for animation, products, and print material. Includes drawing in a loose manner, designing characters, materials, techniques and construction, various applications, and professional environment.

Prerequisite(s): DAR 101  

1. Describe various concepts and techniques which can be used in drawing a character. 
2. Create distinct features when developing and designing individual characters.  
3. Create characters for various applications.
4. Work within a professional environment with specifications and deadlines.

1. Simplification
2. Exaggeration
3. Caricature

II. Designing Characters

1. Personality
2. Branding

III. Materials

1. Various applications
2. Mockup
3. Combination

IV. Techniques and Construction

1. Armature
2. Modeling applications
3. Exterior color and texture

V. Various Applications

1. Animation
2. Product
3. Advertising art
4. Cartoon illustration

VI. Professional Environment

1. Deadlines
2. Specifications

DAR 173 - History of American Cinema

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

American cinematic film making as an art form, a global cultural influence, economic force in America and internationally, and a system of production and distribution. Includes history of American cinema, development of classical Hollywood style and world-wide storytelling on film, cinema genres, alternative American films, analysis and criticism, and film production teams.

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. First frames
2. American film industry
3. Early technology
4. National cinemas and film movements
5. Film stars
6. Global influences of American cinema

II. Development of the Hollywood Style/World-Wide Storytelling

1. Thomas Edison
2. Early mechanisms
3. The movie camera
4. Expressive techniques

III. 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

IV. 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

V. 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

VI. Alternative American Films

1. Documentary
2. Experimental film
3. Independent film
4. Animated film
5. Auteur theory

VII. Analysis and Criticism

1. Film reviewing
2. Film criticism
3. Film theory
4. Exporting American culture

VIII. 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 196 - Digital Arts Independent Projects: Media Projects

1. Define and recognize a variety of basic media problems.  
2. Employ a variety of basic production techniques.   
3. Use media equipment and principles to solve basic common production problems. 
4. Independently design, develop and produce a basic media 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

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

Principles and techniques as applied to advertising design. Includes advertising concepts, advertising campaign, and professional environment.

Recommendation: Completion of DAR 112  before enrolling in this course. If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.

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. Layout techniques
2. Thumbnail/rough/comp method of concept development
3. Dramatizing essential elements
4. Color scheme and image
5. Typography and image

II. 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

III. Advertising Campaign

1. Elements of a campaign
2. Defining target market
3. Elements of a campaign execution

IV. Professional Environment

1. Design studio workflow
2. Co-worker interaction
3. Deadlines
4. Critiques

DAR 212 - Digital Arts Design Studio: Collateral Design

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

Principles and techniques for creating collateral print designs such as brochures, booklets, presentation kits, postcards, logos, stationery, posters, menus, and other printed materials. Includes layout of flat print materials, layout and design of folded print materials, mock-up construction techniques, and professional environment.

Recommendation: Completion of DAR 112  before enrolling in this course. If any recommended course is taken, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.

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. 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  

II. 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   

III. Mock-Up Construction Techniques    

1. Materials   
2. Craftsmanship
3. Dimensions and accuracy
4. Presentation techniques   

IV. 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

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

Computer retouching and manipulation of photos and illustrations. Includes current Adobe PhotoShop software, edit and retouch, hardware, and professional environment.

Prerequisite(s): DAR 120  
Information: Experience in computer graphics may be substituted for prerequisites. See a Digital Arts faculty member for information.

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. Terminology
2. Tools
3. Page set up
4. Selection tools
5. Image processing

II. Edit and Retouch

1. Paint
2. Channels
3. Filters
4. Layers
5. Grey scale
6. Bitmap
7. Color

III. Hardware

1. Scanner
2. Computer
3. Printer

IV. 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

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

Design and creation of publications and printed collateral for digital arts. Includes current Adobe InDesign software, documents, printing preparation, and professional environment.

Prerequisite(s): DAR 120  
Information: Experience in computer graphics may be substituted for some prerequisites. See a Digital Arts faculty member for information.

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. Terminology
2. Tools
3. Menus
4. Word processing

II. Documents

1. Layout and design
2. Single page and multi-page
3. Typography, graphics, pictures

III. Preparation and Processes of Documents to Print

1. Packaging documents
2. File formats
3. Font and color considerations

IV. Professional Environment

1. Specifications
2. Deadlines

DAR 230 - Production Techniques for Print

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

Preparation of artwork for printing. Includes production workflow using Adobe Illustrator, Adobe Photoshop, and Adobe InDesign; trim, bleed, color, and special finishes; paper stock and budget, single and multi-page documents, and terminology and communicating with print shops.

Prerequisite(s): DAR 122 , DAR 221 , and DAR 226  or concurrent enrollment.

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. 

        A. Consistent color specifications

        B. File formats

        C. Font considerations

        D. Link files

II.       Trim, Bleed, Color, Special Finishes

         A.   Document size and bleed

         B.   Spot and (cyan, magenta, yellow, black) CMYK color

         C.   Varnish, foil, and die cut preparation

III.      Paper Stock and Budget

         A.   Paper weights, finishes, and color

         B.   Budget considerations in paper, quantity, and color

IV.     Single and Multi-Page Documents

         A.   Single and two-sided printing

         B.   Printing spreads

         C.   Folding and binding considerations

V.      Terminology and Communicating with Print Shops

         A.   Production and printing terms

         B.   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

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

Beginning modeling, rendering, and animation on the computer using Maya, may include other current industry software. Includes menus, image creation, color, printing, precision model making, object creation and design, and compatibility.

Recommendation: Completion of DAR 221  or DAR 250  before enrolling in this course. 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 - FA; Meets CTE - A&H.

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. AnimationV

VII. Compatibility

1. Multifinder
2. Scrapbook

DAR 252 - Interactive Design I

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

Interactive Design I Introduction to the theory, survey, and practice of designing and developing beginning interactive applications. Includes design for current formats, design and development planning, core concepts of Animate software, HyperText Markup Language (HTML) 5 concepts, and application development. Also includes adding media to projects, core visual aesthetics, business considerations, and publishing.

Prerequisite(s): DAR 120  
Information: Prerequisites may be waived with experience in computer graphics. See a Digital Arts faculty member for information.
Gen-Ed: Meets AGEC - FA; Meets CTE - A&H.

1. Describe current formats when designing applications for personal computers, phones and tablets. 
2. Demonstrate design and development planning by identifying development resources and design resources.
3. Utilize concepts of Animate software by creating beginning interactive design applications. 
4. Apply Animate core concepts when creating online content.
5. Create output formats, formatting tags, and simple animations using HTML 5 core concepts.
6. Use software tools to develop budgets, time lines, coding, and testing and validating during application development.
7. Develop sound, video, and animation for media projects.
8. Identify various tools which can be used to make an enhanced visually aesthetic project.
9. Describe business considerations including team structure, distribution of labor, and product ownership.  
10. Demonstrate publishing of multimedia products to the web, to the mobile phone, e-books and other formats. 

1. Personal computers (PC’s)
2. Phone
3. Tablets

II. Design and Development Planning

1. Identify development resources
2. Identify design resources
3. Creating workflows

III. Animate Software: Core Concepts

1. Developing basic animations
2. Essential ActionScript code
3. Creating and using symbols
4. Adding text, graphics, audio, and video
5. Planning for the correct screen resolution

IV. Animate Software: Core Online Design Concepts

1. Web supported features
2. Online conventions for content creation
3. Publishing

V. HTML 5: Core Concepts

1. Planning final output formats
2. Using basic formatting tags
3. Creating simple animations

VI. Application Development: Core Concepts

1. Budgeting and time lines
2. Coding and application
3. Testing and validating

VII. Adding Media to Projects

1. Sound
2. Video
3. Animations

VIII. Core Visual Aesthetics

1. Color palettes
2. Readable typography
3. Interface design

IX. Business Considerations

1. Business team structure
2. Distribution of labor
3. Product ownership

X. Publishing

1. Publishing to the web
2. Publishing to the mobile phone
3. Publishing to e-books and other formats

DAR 254 - Interactive Design II

1. Use software tools to develop budgets, time lines, coding, and testing and validating during application development.
2. Identify various tools which can be used to make an enhanced visually aesthetic project  
3. Describe current formats when designing applications for personal computers, phones, and tablets.

1. Current Multimedia Formats and Funding Options
   1. Web-based
   2. Mobile
   3. Crowdsourcing and other funding
2. Conceptualize and Storyboard Interactive Projects
   1. Identify need and/or market
   2. Conceptualize
   3. Storyboard
3. Animate: Advanced Concepts
   1. Actions and event handlers
   2. JavaScript code functions, and arrays
   3. Buttons, controlling movie clips, and creating games
4. Animate: Advanced Online Design Concepts
   1. Advanced Java Script usage
   2. Creating touch interfaces
   3. Advanced HTML and Cascading Style Sheets (CSS) formatting
5. HTML 5: Advanced Concepts
   1. Modern browser support for applications
   2. Advanced formatting tags
   3. Advanced animations
6. Application Development: Advanced Concepts
   1. Budgeting and time lines
   2. Coding the application
   3. Testing and validating
7. Develop Simple 2D and 3D Graphics and Animations
   1. 2D graphic creation
   2. 3D graphic creation
   3. Animating graphics
8. Advanced Visual Aesthetics
   1. Balancing form with functional design
   2. Advanced layout considerations
   3. Interactive graphics
9. Business and Legal Considerations
   1. Copyright issues
   2. Resource acquisition
   3. Resource legalities
10. Publishing, Marketing, and Distribution
    1. Publishing to online stores
    2. Using social media marketing
    3. Online distribution

DAR 256 - Web Design

1. Use Dreamweaver software to create static website by configuring workspace, creating design, and developing websites.
2. Create website content with text, images, links, and forms.
3. Develop Cascading Style Sheets (CSS) code employing internal, external, and inline concepts.

1. Introduction to Building Websites  
   1. Finding the right type of web hosting  
   2. Purchasing a domain name  
   3. Setting domain name server information  
2. Creating a Static Website with Dreamweaver  
   1. Configuring workspace  
   2. Creating designs  
   3. Developing websites
3. Creating a Dynamic Website with WordPress
   1. Setting up WordPress on a server  
   2. Selecting a theme  
   3. Customizing themes  
4. HyperText Markup Language (HTML)
   1. Tags  
   2. Divisions (DIV’s)  
   3. Formatting
5. Cascading Style Sheets (CSS)  
   1. Internal  
   2. External  
   3. Inline  
6. JavaScript  
   1. Libraries  
   2. Applying code  
   3. Testing
7. Web Applications
   1. Create a map application in Dreamweaver
   2. Test application on mobile devices
   3. Prepare application for distribution
8. Web Content
   1. Text
   2. Images
   3. Links
   4. Forms
9. Uploading Websites
   1. Uploading static sites with Dreamweaver
   2. Uploading dynamics content with WordPress
   3. Uploading web apps
10. Web Standards
    1. Use web conventions
    2. Creating well-formed code
    3. Testing projects for errors

DAR 257 - Advanced Web Design

1. Use WordPress software to create a dynamic website.   
2. Explain web standards for web conventions, well-formed code, and how to test projects for errors.   
3. Write HTML code using tags, divisions (DIV’s) and proper formatting.   

1. Use Basic Hypertext Preprocessor (PHP)  
   1. Syntax, variables, data types   
   2. String functions, constants, and operators   
   3. Loops, functions, and arrays   
2. Design a Simple MySQL Database   
   1. Planning the database   
   2. Creating the database with phpMyAdmin   
   3. Create a login page  
3. Add Content to a MySQL Database  
   1. Insert   
   2. Edit   
   3. Delete   
4. Create a WordPress Theme  
   1. Choosing the right sandbox starter theme  
   2. Modifying existing files   
   3. Creating new templates  
5. Use Advanced HTML Code   
   1. Browser support for advanced HTML  
   2. Footer, header, navigation, and section tags   
   3. Canvas, video, and audio tags
6. Use Advanced CSS Code    
   1. Transitions, animations, and transformations   
   2. Borders, backgrounds, and gradients  
   3. Fonts and text effects  
7. Utilize Advanced JavaScript Code  
   1. Variables, data types, and objects  
   2. Functions, operators, and comparisons  
   3. Conditions, loops, and validation
8. Formatting Multimedia Content  
   1. Video
   2. Audio  
   3. Animations  
   4. Games
9. Utilize Best Practices in Web Design  
   1. Use a best practices checklist  
   2. Developing for the semantic web  
   3. Validating projects  

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

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

Introduction to the survey and practice of designing and developing mobile applications. Includes online marketing, analytics, the effects of emerging technologies on modern cultures, and case studies.

Prerequisite(s): DAR 256  

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. 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

II. 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

III. 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

IV. 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

V. 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

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

Fundamentals of nonfiction film/video production. Includes history of documentary production, European vs. American documentary makers, operating the camera, film and video techniques, television themes, production of a television documentary, and location problems.

Information: This course will require additional expenses for supplies in addition to course and lab fees.

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. European influences
2. German influences
3. Dutch influences
4. Russian influences
5. French influences
6. Other countries

II. European vs. American Documentary Makers

1. Cinema verite
2. Direct cinema
3. Methods of funding
4. Approaches
5. Propaganda
6. Government

III. Operating the Camera

1. Film
2. Digital video
3. Choosing film over video
4. Sound applications
5. Lenses
6. Lighting

IV. Film and Video Techniques

1. Direct cinema
2. Cinema verite
3. Surveillance
4. Undercover

V. 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

VI. 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

VII. 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

2 Credits, 3 Contact Hours
1 lecture period 2 lab periods

Production of professional quality digital arts portfolio with a focus on extended, in-depth study of the digital art industry and work environment. Includes professional design relationships, current digital arts tools and processes, interviews, and presentation of portfolios.

Prerequisite(s): DAR 112 , DAR 122 , DAR 221 , and DAR 226 .

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. Develop concepts and specifications for professional quality portfolio
2. Explore various materials
3. Explore various media for presentation

 II. Professional Design Relationships

1. Create digital art projects following professional workflows
2. Professional design relationships: practices, workflow, ethics

III. 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

 IV. Interviews

1. Personal image
2. Researching companies
3. Communication skills

V. Presentation of Portfolios

1. Preparing portfolio presentations for print and interactive media
2. Presenting creative digital projects to clients in professional environment

DAR 290E2 - Digital Video and Film Arts Internship

1. Develop goals for the internship and establish interpersonal communication teamwork in the internship environment.   
2. Identify opportunities for job development and advancement.   
3. Formulate an employment search plan. 
4. Demonstrate digital video and film arts skills in a variety of tasks assigned while working in an internship environment. 

1. Interpersonal Communication   
   1. Teamwork building  
   2. Goals  
2. Professional Development  
   1. From student to professional 
   2. Job advancement opportunities   
3. Employment Strategies 
   1. Resume
   2. Job search
   3. Application/cover letter
4. Field Experience
   1. Video
   2. Audio  
   3. Film
   4. Production
   5. Screen writing

DAR 290E3 - Internship in Digital Arts/Graphics

3 Credits, 15 Contact Hours
0 lecture periods 15 lab periods

Work environment in digital arts/graphics field. Includes interpersonal communication, professional development, employment strategies, and field experience.

Prerequisite(s): DAR 101, 111, and 112.
Information: Consent of the digital arts/graphics instructor or department chair and 12 credit hours of DAR coursework is required to be placed in an internship position.

1. Develop goals for the internship and establish interpersonal communication teamwork in the internship environment.   
2. Identify opportunities for job development and advancement.     
3. Formulate an employment search plan.    
4. Demonstrate digital arts/graphics skills in a variety of tasks assigned while working in an internship environment.   

1. Teamwork building  
2. Goals  

II. Professional Development  

1. From student to professional  
2. Job advancement opportunities  

III. Employment Strategies   

1. Resume
2. Job search
3. Application/cover letter   

IV. Field Experience  

1. Design  
2. Production
3. Client relationships
4. Supplier relationships
5. Work environment

DAR 296 - Digital Arts Independent Projects

1-4 Credits, 3-12 Contact Hours
0 lecture periods 3-12 lab periods

Self-directed laboratory projects. Includes defining a project, tools and medium, conceptualize and execute a project, professional environment, and complete and critique the project.

Information: May be taken four times for a maximum of sixteen credit hours. If this course is repeated, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate. Consent of instructor is required before enrolling in this course.

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. Plans   
2. Materials   

II. Tools and Medium   

1. Traditional media   
2. Hardware
3. Software  

III. Conceptualize and Execute Project    

1. Develop the idea 
2. Produce the project  

IV. Professional Environment   

1. Deadlines   
2. Presentations  
3. Interpreting client needs  

V. Complete the Project

VI. Critique the Project

DAR 296I1 - Digital Arts Independent Projects: Design

1-4 Credits, 3-12 Contact Hours
0 lecture periods 3-12 lab periods

Self-directed laboratory projects. Includes establishing objectives, procedures and a method of evaluation.

Information: May be taken four times for a maximum of sixteen credit hours. If this course is repeated, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate. Consent of instructor is required before enrolling in this course.

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. Plans
2. Materials

II. Tools and Medium

1. Traditional Media
2. Hardware
3. Software

III. Conceptualize and Execute Project

1. Develop the Idea
2. Produce the Project

IV. Professional Environment

1. Deadlines
2. Presentations
3. Interpreting Client Needs

V. Complete the Project

VI. Critique the Project

DAR 296I2 - Digital Arts Independent Projects: Illustration

1-4 Credits, 3-12 Contact Hours
0 lecture periods 3-12 lab periods

Self-directed laboratory projects. Includes establishing objectives, procedures and a method of evaluation.

Information: May be taken four times for a maximum of sixteen credit hours. If this course is repeated, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate. Consent of instructor is required before enrolling in this course.

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. Plans
2. Materials

II. Tools and Medium

1. Traditional Media
2. Hardware
3. Software

III. Conceptualize and Execute Project

1. Develop the Idea
2. Produce the Project

IV. Professional Environment

1. Deadlines
2. Presentations
3. Interpreting Client Needs

V. Complete the Project

VI. Critique the Project

DAR 296I3 - Digital Arts Independent Projects: Desktop Publishing

1-4 Credits, 3-12 Contact Hours
0 lecture periods 3-12 lab periods

Self-directed laboratory projects. Includes establishing objectives, procedures, and a method of evaluation.

Information: May be taken four times for a maximum of sixteen credit hours. May be taken four times for a maximum of sixteen credit hours. If this course is repeated, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate. Consent of instructor is required before enrolling in this course.

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. Plans
2. Materials

II. Tools and Medium

1. Traditional Media
2. Hardware
3. Software

III. Conceptualize and Execute Project

1. Develop the Idea
2. Produce the Project

IV. Professional Environment

1. Deadlines
2. Presentations
3. Interpreting Client Needs

V. Complete the Project

VI. Critique the Project

DAR 296I4 - Digital Arts Independent Projects: Interactive Design

1-4 Credits, 3-12 Contact Hours
0 lecture periods 3-12 lab periods

Self-directed laboratory projects. Includes establishing objectives, procedures, and a method of evaluation.

Information: May be taken four times for a maximum of sixteen credit hours. If this course is repeated, see a financial aid or Veteran’s Affairs advisor to determine funding eligibility as appropriate.

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. Plans
2. Materials

II. Tools and Medium

1. Traditional Media
2. Hardware
3. Software

III. Conceptualize and Execute Project

1. Develop the Idea
2. Produce the Project

IV. Professional Environment

1. Deadlines
2. Presentations
3. Interpreting Client Needs

V. Complete the Project

VI. 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.

DAR 297 - Digital Arts Seminar

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

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

Survey of principles, materials, and techniques for the selection and evaluation of children’s literature and social studies materials. Includes history of children’s literature, resources, evaluation, use of appropriate materials, alignment with social studies standards, connections with language development in the early years, and developmentally appropriate practices.

Information: In order to be successful in all ECE courses, students must have college-level reading and writing skills.
Gen-Ed: Meets AGEC - HUM; Meets CTE - A&H

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)

         A.   Early authors and literature

         B.   Development of children’s literature

         C.   Children’s literature awards

         D.   Notable authors and illustrators

II.       Community and Global Resources

         A.   Public resources

         B.   Private resources

         C.   Local and state resources

         D.   National resources

         E.   Global and online resources

III.      Selecting and Evaluating Children’s Literature

         A.   Developmentally appropriate literature

         B.   Anti-bias literature

         C.   Book genre

         D.   Book format

IV.     Enhancing Understanding Across the Content Area

         A.   Using children’s literature to inform social studies

         B    Using children’s literature to inform art and music

         C.   Using children’s literature to inform math and science

         D.   Using children’s literature to inform anti-bias understanding

         E.   Using children’s literature to inform language and literacy

V.      Integrating Children’s Literature and Social Studies Standards

         A.   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

         B.   Presenting Literature to Young Children

               1.   Reading

               2.   Storytelling

               3.   Flannel boards

               4.   Puppet shows

               5.   Props

               6.   Technology

         C.   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

VI.     Developmentally Appropriate Techniques

         A.   Literature and the classroom community

         B.   Literature and teaching modalities

         C.   Literature and curriculum

         D.   Literature and assessment

         E.   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

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

In-depth study of the health, safety and nutritional needs of children. Includes children’s nutritional needs, caregiver responsibilities, food allergies, promoting healthy attitudes, illness prevention, record keeping, promotion of health and safety, safe environments, and community resources.

Prerequisite(s): ECE 117 , completed with a grade of C or better.
Information: All ECE classes require college-level reading and writing skills. This course replaces CDA 104, CDA 119, and CDA 151.

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).

        A.   Features of quality programs

        B.   Guidelines for safe environments

        C.   Risk assessment and management

        D.   Food safety

        E.   Sleep safety; Sudden Infant Death Syndrome (SIDS)

II.       Support Wellness Routines and Documentation

      A.   Hygiene

      B.   Childhood illnesses and disease transmission

      C.   Injuries

      D.   Child mistreatment identification and reporting

      E.   Prevention strategies  

      F.   Health assessment tools

      G.   Daily observation        

      H.   Health records

    I. Involvement and communication with families

III.     Plan Nutritious Snacks and Meals

        A.   Identifying allergies

        B.   Identifying food intolerances

        C.   Modifying diets

        D.   Meal planning

        E.   Nutritional guidelines

        F.   Family-style meals

IV.    Learning Opportunities for Children

        A.   Cultural considerations

        B.   How children learn about nutrition and health

        C.   Attitudes about food and illness 

        D.   Developmentally appropriate practices

        E.   Integrated curriculum with health, safety and nutrition topics

        F.   Ways to implement safe and healthy field trips

V.    Engaging Families and Utilizing Community Resources

        A.   Parent involvement

        B.   Role of the teacher

        C.   Role of the community

        D.   Health, safety and nutritional resources for families

ECE 129 - Infant and Toddler Education

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

Examination of effective teaching and guidance practices during infant and toddler years. Includes theory, relationships, assessment, curriculum, guidance, and professionalism in the context of providing education and care for the infant and toddler.

Information: Students must have college-level reading and writing skills to be successful in all ECE classes.
  

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)

         A.   Cognitive – Piaget

         B.   Socio-Cultural –Vygotsky

         C.   Psycho-Social - Erikson

         D.   Bio-Ecological - Bronfenbrenner

         E.   Attachment

         F.   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

II.       Family and Community

         A.   Diverse family and community characteristics

         B.   Respectful and intentional family engagement practices

         C.   Community resources - typical and atypical

               1.   Local

               2.   National

         D.   Licensing and regulations

III.      Assessment and Documentation

         A.   Goals of infant-toddler assessment

         B.   Tools of assessment

               1.   Developmental assessment tools

                     a.   Authentic

                     b.   Formal

               2.   Program assessment tools

                     a.   ITERS

                     b.   PQA

                     c.   TeachStone

                     d.   PITC PARS

         C.   Ethics

IV.     Developmentally Effective Practices

         A.   Positive relationships and supporting interactions

         B.   Guidance strategies

         C.   Teaching approaches

         D.   Reflective practices

V.      Curriculum

         A.   Individualization

         B.   Routines

         C.   Tools of inquiry when defining outcomes

         D.   Arizona Infant Toddler Developmental Guidelines

VI.     Professionalism 

         A.   Collaborative learning

         B.   Professional organizations

         C.   Use of technology as a tool to inform

         D.   Advocacy and the profession

ECE 136 - Early Childhood STEAM

2 Credits, 2 Contact Hours
2 lecture periods 0 lab periods

Theories, methods, and techniques for teaching science, technology, engineering, art, and math to young children. Includes central concepts in math, science, technology, arts, and engineering vocabulary and connections, integration into subject areas, teaching methods, and developmentally effective practices with young children.

Information: All ECE courses require college-level reading and writing skills.

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)

         A.   Investigating, questioning, problem solving, analyzing, reasoning

         B.   Communicating the scientific process

         C.   Curiosity and critical thinking, hypothesizing, and controlling variables

         D.   Developmentally effective practices

II.       Integrating Central Concepts of Technology Across the Curriculum

         A.   Types of technology

         B.   Producer vs consumer

         C.   Innovative teaching and classroom design

         D.   Developmentally effective practices

III.      Integrating Central Concepts of Engineering Across the Curriculum

         A.   Elements of engineering

         B.   Innovative teaching and classroom design

         C.   Building and imagination

         D.   Developmentally effective practices

IV.     Integrating Central Concepts in the Arts Across the Curriculum

         A.   Elements of art, music, movement

         B.   Process vs product

         C.   Developmental stages

         D.   Developmentally effective practices

V.      Integrating Central Concepts in Math Across the Curriculum

         A.   Classifying, measuring, comparing

         B.   Predicting, seriation

         C.   Numbers theory

         D.   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

II.       Typical and Atypical Development

A.      Developmental milestones

B.      Atypical development

C.      Exceptional development

D.      Risk factors

III.      Assessment

1. Initial identification
2. Referral processes
3. Assessment options
4. Ethics and confidentiality
5. Curriculum development based on assessment results

IV.      Specific Areas of Exceptional Functioning

1. Speech and language
2. Learning disabilities
3. Sensory and communication disorders
4. Social/emotional problems
5. Physical and health-related issues
6. Giftedness
7. Other disabilities

V.      Service Plans and Intervention

1. Family services plan (IFSP)
2. Individual education plan (IEP)
3. 504 plan
4. Early intervention

VI.       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

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

Introduction to theory and application of early childhood classroom planning, guidance techniques and classroom management. Includes application of developmental theories, developmentally appropriate practices, behavior management, cultural implications, teaching practices, and reflection.

Prerequisite(s): ECE 117 , completed with a grade of C or better.
Information: Includes a 6-hour practicum. In order to be successful in all ECE classes, students must have college-level reading and writing skills.

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)

         A.   Key theories and their ideas

         B.  Styles of caregiving and guidance

         C.  Application in practice

II.       Developmentally Appropriate Strategies and Applications

         A.   Developmental stages and appropriate strategies

         B.   Responsive curriculum, routines and transitions

         C.   Supportive physical environments

         D.   Observation and assessing needs

         E.   Inclusion

         F.  Relationships

         G.   Self-regulation

         H.   Internal v. external motivation

III.      Influences on Children’s Behaviors

1. Physical environments

         B.   Stress

         C.   Developmental abilities

         D.  Family and culture

IV.     Guidance, Discipline and Punishment

         A.   Definitions

         B.   Forms of punishment, including time-out

         C.   Benefits of guidance and discipline

V.      Trauma Informed Care (TIC)

         A.   Impact of stress and trauma on children

         B.   Trauma sensitive classrooms

         C.   Approaches compatible with TIC

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

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

Examination of the influences of family, culture and community on the development and learning of young children. Includes development of personal framework for understanding cultures; cultural differences in attitudes about play; age and cultural appropriateness of classroom materials; cross-cultural communication techniques; techniques for utilizing family strengths; strategies for involving families in the school and classroom; strategies for developing flexible response practices; and community project development.

Prerequisite(s): ECE 117 , completed with a grade of c or better.
Information: A one-hour practicum that focuses on early learning grades is part of the learning in this course. This course replaced ECE 128. Either ECE 128 or ECE 228 will meet the graduation requirement. In order to be successful in all ECE classes, students must have college-level reading and writing skills.

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).

         A.   Adult and cultural attitudes about play

         B.   Baby play

         C.   Preschool play

         D.   School age play

II.       Cultural Differences in Childrearing Practices

         A.   Identity development

         B.   Language development

         C.   Gender identity

         D.   Economic class influences

         E.   Differing abilities

         F.   Guidance and discipline

III.      Culturally Appropriate Classroom Materials

         A.   Selecting materials

         B.   Making materials

         C.   Repurposing stereotyped materials

         D.   Anti-bias books

         E.   Anti-bias themes

         F.   Curricular planning approaches

IV.     Creating an Anti-bias Learning Community

         A.   Interactions with children

         B.   Interactions with families

         C.   Interactions with community

         D.   Teachers’ developmental journey

V.      Cross-cultural Communication Techniques and Conflicts

         A.   Interpreting behavior

         B.   Influences of negotiation, compromise, teachers’ attitudes

         C.   Personal space, touch, and silence

         D.   Eye contact, facial expressions, time concepts

         E.   Ongoing management of unresolved conflict

ECE 240 - Assessment of Young Children

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

Assessment techniques associated with the evaluation of young children. Includes observation methods, interpreting assessment data, legal and ethical issues related to assessment, methods and strategies, and application of assessment data.

Prerequisite(s): ECE 117  and ECE 118  completed with a C or better. CDA 102 , CDA 121 , and CDA 271  together can be used instead of ECE 118 .
Information: In order to be successful in all ECE classes, students must have college-level reading and writing skills.

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).

         A.   Anecdotal 

         B.   Checklists and rating scales

         C.   Event sampling

         D.   Frequency and duration counts

         E.   Running records        

         F.   Work sampling/portfolios/photographic images

         G.   Video and audio taping

II.       Assessment

         A.   Fundamental principles

               1.   Child growth and development, including domains

               2.   Key theorists and their ideas

               3.   Developmental checklists and milestone charts

         B.   Interpretation

         C.   Play

         D.   Standardized

III.      Ethics and Legal Issues 

         A.   Biases

         B.   No Child Left Behind

         C.   Educational plan process

         D.   IEP’s and IFSP’s

         E.   Standardized testing

IV.     Using Assessment Data

         A.   Individually appropriate practices

         B.   Curriculum planning

         C.   Environment/setting planning

V.      Personal and Professional Applications

         A.   Philosophy of early childhood education observation and assessment

         B.   Reflective practices

         C.   Professional collaboration

ECE 248 - Early Childhood Curriculum

3 Credits, 3 Contact Hours
3 Lecture Periods 0 lab periods

Survey of principles, materials, techniques, and resources for integrating and teaching literacy, music/art, science,math, social studies, and technology to young children. Includes best practices regarding curriculum design, environments, family involvement and the teacher role. Also includes child development ages/stages and developmentally effective practice as it relates to curriculum design using multiple theories and approaches. 

Prerequisite(s): ECE 117 , ECE 118 , and ECE 240 ​ completed with a grade of C or better. 
Information: This course combines ECE 124, 245, and 246. This course includes an NAEYC Key Assessment to measure understanding of key early learning elements. Students must have college-level reading and writing skills to be successful in ECE courses. 

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)

         A.   Theories and learning

         B.   Concepts and stages of development

         C.   Critical/higher order thinking

II.      Integrated Curriculum Across the Curriculum

         A.   Literacy

         B.   Math

         C.   Science

         D.   Art

         E.   Music

         F.   Technology

         G.  Social Studies

III.     Environment

         A.   Authentic integrated learning environments

         B.   Inclusion of second language development

         C.   Developmentally effective practices

IV.     Curriculum Assessment

         A.   Objectives and clear language

         B.   Authentic assessment tools

         C.   Measurements to inform teaching and learning

         D.   Early learning standards

V.      Family and Community

         A.   Families/community involvement

         B.   Resources/early learning standards

         D.   Home-school communication

         E.   Reflective practices

VI.     Teacher Roles

         A.   Observer

         B.   Responder

         C.   Participator

         D.   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 with a C or better. 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.    

A. Definition and characteristics

B. Points on, inside, outside

C. Inward and outward shifts

II. Market Analysis

A. Equilibrium, shortage, surplus

B. Shifts in supply

C. Shifts in demand

D. Elasticity

E. Market failures

III. Consumer Theory

A. The law of diminishing marginal utility

B. Utility maximization

C .Derivation of demand

IV. The Theory of the Firm

A. The law of diminishing marginal returns

B. Profit maximization: minimizing costs and maximizing sales

C. Derivation of supply

D. Market structures

V. Conclusions

A. Production

B. Consumption

C. Distribution

VI. Contemporary Microeconomic Issues

A. Income distribution

B. The environment

C. Health care

D. 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. 

A. Definition and characteristics

B. Points on, inside, outside

C. 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     

ECN 296 - Independent Study in Economics

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.

         A.   Overview: education and schooling

         B.   Purposes of schools

         C.   Models of schools

         D.   Schools as cultures

         E.   Schools as transmitters of culture

         F.   Examining the nature of schools

         G.   What is a good school?

         H.   Governance, influences, and finances

         I.    Technology and education

II.       Today’s Student

         A.   Student diversity

         B.   Racial, ethnic, and cultural diversity

         C.   Diverse needs

         D.   Diverse abilities

         E.   School’s response to diversity

         F.   Teacher’s response to diversity

III.      Social Problems Affecting Today’s Students/Ethical and Legal Issues

         A.   Family patterns

         B.   Poverty

         C.   Homelessness

         D.   Teen pregnancy

         E.   Abuse

         F.   Violence

         G.   School dropouts

IV.     Curriculum

         A.   Curriculum defined

         B.   Standards-based movement

         C.   Assessment

         D.   Curriculum controversies

         E.   Influences on curriculum development and management

V.      Comparative Education

         A.   What is comparative education?

         B.   Key problems and trends throughout the world

         C.   Education reform worldwide

VI.     Effective Teaching and the Profession

         A.   Effective decision making

         B.   Attitudes

         C.   Subject matter knowledge

         D.   Theoretical knowledge

         E.   Practical knowledge

         F.   Basic teaching skills

         G.   Status of the teaching profession

         H.   Professional development

         I.    Examining personal motives for entering the field

         J.   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.

         A.   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

         B.   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)

II.       Role and Function of the Teacher Serving Students with Exceptionalities

         A.   The teacher and student advocacy

         B.   The teacher and collaborative teams

         C.   The teacher and instruction

               1.   Teaching methods and modalities

               2.   Assistive and instructional technology

               3.   Lesson plans

               4.   Instructional materials

               5.   Learning activities

         D.   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

         E.   The teacher and communication

III.      Individual Education Plans (IEPs)

         A.   The Special Education process

         B.   IEP stakeholders

         C.   Development of IEPs

               1.   Measurable annual goals and objectives

               2.   IEP goal alignment with state standards and core curriculum

         D.   Executing IEPs

         E.   Annual review

         F.   Transition plans

IV.     Assessment

         A.   Methods of assessment to determine student progress

         B.   Monitoring student progress and adjusting instruction to address student needs

V.      Classroom Management

         A.   Identifying appropriate classroom management strategies and techniques

         b.   Community building and inclusive learning environment development

         c.   Communication skills and techniques

         d.   Approaches to motivation and behavior

VI.     Collaboration Supporting Success of Exceptional Students

         A.   Collaboration with community resources

         b.   Collaboration with colleagues

         c.   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.

A. Purpose of classroom management

B. Preparation- before school starts/first days of school

C.Daily organization/conferences

D.Curriculum management (mapping, standards, curriculum, thematic units)

E. Planning for the school year

II. Managing the Physical and Psychosocial Environment

A.  Floor, wall, shelf, and countertop space; classroom ambience

B. Human relation skills and building positive relationships

C. Teacher and student responsibilities

D. Teacher-student/parent-teacher communication

E.  Maintaining a positive psychosocial environment

F.  Working with support staff/communication with colleagues

G. Strategies for motivating students (a look at William Glasser, Howard Gardner, Fredric Jones, Spencer Kagan)

III. Managing Instruction, Student Behavior, and Student Work

A.Direct, facilitative, and computer assisted teaching

B.  Routines and procedures

C. Strategies for correcting students’ work-related problems

D. Cooperative/participative discipline techniques and strategies

E. Providing assistance and useful feedback

F.  Review of programs and philosophies (Driekurs, Ginott, Canter, Jones, Glasser, Kyle, Kagan,  and Scott)

G.Stress assessment and management strategies

IV. Special Groups

A. Intellectual and communicative exceptionality

B. Sensory and behavioral exceptionality

C. Physical and multiple exceptionality

D. Language and family diversity

E. Homelessness

V. Assessment and Record Keeping

A.Key elements of assessment

B. Authentic assessment and portfolios

C. Rubrics and other tools

EDU 290 - Internship

1. Create and utilize effective instructional plans that incorporate National, State and local school district standards.  (Arizona’s Professional Teacher Standards: 1.- 9)
2. Explore and apply multiple learning and teaching styles in lesson planning and evaluation. (Arizona’s Professional Teacher Standards: 8.1-8.13)
3. Utilize a variety of technological strategies and tools to support effective instruction.  (Arizona’s Professional Teacher Standards: 3.11, 6.1-6.5, 7.1-7.5)
4. Plan and deliver a variety of lessons that address the needs of diverse learners.  (Arizona’s Professional Standards: 1- 9)
5. Address the needs of exceptional students.  (Arizona’s Professional Teacher Standards: 9.1-9.6)
6. Employ a variety of classroom management strategies to ensure classroom effectiveness.  (Arizona’s professional Teacher Standards: 2.1-2.10)
7. Develop and implement a variety of formal and informal assessments and use the information for the delivery of effective instruction.  (Arizona’s Professional Teacher Standards: 1.1-1.13, 3.1-3.15)
8. Collaborate effectively with colleagues, administrators, and families to ensure the delivery of high-quality instruction.  (Arizona’s Professional Teacher Standards: 4.1-4.5)
9. Pursue professional activities to support development as a learner and teacher.  (Arizona’s Professional Teacher Standards: 7.1, 7.5)
10. Utilize reflective teaching strategies to evaluate, enhance, and improve teaching skills. (Arizona’s Professional Teacher Standards: 8.1-8.13)

1. Observation
   1. Classroom observation
   2. Observation and receiving feedback
   3. Reflecting on practices
   4. Curriculum development and implementation
   5. Learning styles
   6. National, State, and school district academic standards
   7. Effective lesson planning
   8. Effective unit planning
   9. Reflect on practices
2. Classroom Management
   1. School policies for disruptive students
   2. Common classroom misbehaviors and appropriate correction
   3. Problem solving strategies
   4. Reflect on practices
3. Addressing Diverse Needs
   1. Differentiate instruction for all students
   2. Teaching and learning styles
   3. Students with special needs: individual plans, modifying lessons, observing behaviors and needs
   4. Reflect on practices
4. School, Family, Community Collaboration
   1. Initial introductions
   2. Familiarizing yourself with the school and community
   3. Professional behavior
   4. Staff activities and school involvement
   5. Reflect on practices
5. Reflective Teaching
   1. Importance of reflective teaching
   2. Reflection process
   3. Use reflections to improve teaching and instruction
6. Assessment
   1. Formal assessment
   2. Informal assessment
   3. Use assessment results to guide instruction
   4. Standardized testing
7. Professional Portfolios
   1. Organizing your professional portfolio
   2. Selecting work for a performance portfolio
   3. New teacher professional standards
   4. Use a portfolio in the interview process

EDU 290A - Internship I

1. Create and utilize effective instructional plans that incorporate National, State and local school district standards.  (Arizona’s Professional Teacher Standards: 1.- 9)
2. Explore and apply multiple learning and teaching styles in lesson planning and evaluation. (Arizona’s Professional Teacher Standards: 8.1-8.13)
3. Plan and deliver a variety of lessons that address the needs of diverse learners.  (Arizona’s Professional Standards: 1- 9)
4. Utilize reflective teaching strategies to evaluate, enhance, and improve teaching skills. (Arizona’s Professional Teacher Standards: 8.1-8.13)

1. Preparing Your Classroom for Success
   1. Classroom management
   2. Evaluating your classroom
   3. Curricular materials
   4. Student file review
   5. Classroom organization
2. Preparing Your Classroom for Success Continued
   1. First day of school
   2. Student orientation
   3. Setting the social environment
   4. Family and community
   5. Student special needs
3. Identifying and Implementing Methodology
   1. Pre-testing student skills
   2. Effective instruction
4. Identifying and Implementing Methodology Continued
   1. Lesson planning
   2. Brain research on learning
   3. Student motivation
   4. Goal setting

EDU 290B - Internship II

1. Explore and apply multiple learning and teaching styles in lesson planning and evaluation. (Arizona’s Professional Teacher Standards: 8.1-8.13)
2. Employ a variety of classroom management strategies to ensure classroom effectiveness. (Arizona’s professional Teacher Standards: 2.1-2.10)
3. Collaborate effectively with colleagues, administrators, and families to ensure the delivery of high-quality instruction. (Arizona’s Professional Teacher Standards: 4.1-4.5)
4. Utilize reflective teaching strategies to evaluate, enhance, and improve teaching skills. (Arizona’s Professional Teacher Standards: 8.1-8.13)

1. Teacher and Student Communication
   1. Establishing a learning climate
   2. Basic communication skills
   3. Cross-cultural communication
2. Teacher and Student
   1. Grouping students
   2. Collaboration and working other faculty and staff
   3. Communication with families
3. Planning for Student Safety
   1. Preventative discipline
   2. Reducing conflict and confrontation
   3. Avoiding power struggles
4. Planning for Student Safety Continued
   1. Emergency planning and systems
   2. Effectively handling crisis
   3. Supporting children dealing with crisis

EDU 290C - Internship III

1. Employ a variety of classroom management strategies to ensure classroom effectiveness. (Arizona’s professional Teacher Standards: 2.1-2.10)
2. Develop and implement a variety of formal and informal assessments and use the information for the delivery of effective instruction. (Arizona’s Professional Teacher Standards: 1.1-1.13, 3.1-3.15)
3. Utilize reflective teaching strategies to evaluate, enhance, and improve teaching skills. (Arizona’s Professional Teacher Standards: 8.1-8.13
4. Address the needs of exceptional students. (Arizona’s Professional Teacher Standards: 9.1-9.6)

1. Analyzing Behavior in the Classroom
   1. Behavior modification pros and cons
   2. Token reinforcement systems pros and cons
   3. Contingency contracts pros and cons
   4. Guidelines for natural and logical consequences
2. Teaching to Diverse Needs
   1. Understanding learning disabilities
   2. Understanding Attention Deficit Hyperactivity Disorder (ADHD)
   3. Understanding emotional and behavioral problems
   4. Students who are truant or school phobic
   5. Gifted and talented students
   6. Youth at-risk
3. Assessment Skills and Techniques
   1. Grading and assessment
   2. Curriculum-based assessment
   3. Reading assessment
   4. Writing assessment
   5. Math assessment
   6. Instructional assessment
   7. Performance assessment
   8. Portfolios and efolios
   9. Grading contracts and rubrics
   10. Self-assessments

EDU 290D - Internship IV

1. Utilize a variety of technological strategies and tools to support effective instruction. (Arizona’s Professional Teacher Standards: 3.11, 6.1-6.5, 7.1-7.5)
2. Plan and deliver a variety of lessons that address the needs of diverse learners. (Arizona’s Professional Standards: 1- 9)
3. Pursue professional activities to support development as a learner and teacher. (Arizona’s Professional Teacher Standards: 7.1, 7.5)
4. Utilize reflective teaching strategies to evaluate, enhance, and improve teaching skills. (Arizona’s Professional Teacher Standards: 8.1-8.13)

1. Political Awareness for Professional Educators
   1. Educational structure at the federal level
   2. Educational structure at the state level
   3. School boards
2. Political Awareness in Schools
   1. Role of the superintendent and principal
   2. Teachers’ role and relationships outside the classroom
   3. Teacher unions
3. Materials for the Classroom 
   1. Reading materials and resources
   2. Writing materials and resources
4. Subject Area Materials for the Classroom
   1. Math materials and resources
   2. Science materials and resources
   3. Social skills materials and resources
   4. Social studies materials and resources
   5. Other materials and resources

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. Examine learning standards. (Interstate Teacher Assessment and Support Consortium (InTASC) 4; Council for Exceptional children (CEC) 5)
2. Identify the components of a lesson plan. (InTASC 7; International Society for Technology in Education (ISTE) 5; CEC 5)
3. Analyze assessment data. (InTASC 6; CEC 4)
4. Design an online survey. (InTASC 6; ISTE 2; CEC 5)
5. Navigate educational technologies. (InTASC 5, 8; ISTE 5; CEC 5)
6. Create a digital video or website. (InTASC 5, 8; ISTE 5; CEC 5)

1. K-12 Content Standards
   1. Arizona K12 Content Standards and Common Core Standards
   2. ISTE Standards for Teachers and Students
   3. 21st Century Learning FrameworkUsing standards to drive instruction
2. Instructional Objectives
   1. Bloom’s Revised Taxonomy
   2. Performance objectives
   3. Goals vs. Objectives
   4. Smart goals
   5. Task analysis
3. Unit and Lesson Planning
   1. Long range planning
   2. Essential elements of instruction
   3. Developing and adapting lesson plans
   4. Choosing resources and activities
4. Data Literacy
   1. Types of student data
   2. Using data to drive instruction
   3. Aligning assessments with goals
   4. Evaluating learner progress against standards
5. 21^st Century Learning
   1. Interdisciplinary themes
   2. Learning and innovation
   3. Life and career skills
   4. Information, media and technology Skills
6. Challenges of Technology Integration
   1. Social and educational issues
   2. Cultural and equity issues
   3. Legal and ethical issues
7. Benefits of Technology Integration
   1. Engaging learners
      1. Diverse modalities
      2. Real-world relevance
      3. Authentic audiences for student work
      4. Leveraging out-of-school practices
   2. Supporting individual needs
      1. Differentiated instruction
      2. Universal design for learning
8. Technology Functions
   1. Listening/viewing
   2. Searching/annotating
   3. Communicating/collaborating
   4. Producing/presenting
   5. Sharing/networking
   6. Storing/curating
9. Technology Tools
   1. Types of technology (drills, tutorials, simulations, games)
   2. Basic tools (word processing, spreadsheets, presentation tools)
   3. Advanced software tools
   4. Teacher productivity tools
   5. Web-based tools

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. Describe the developmental stages of literacy. (Interstate Teacher Assessment and Support Consortium (InTASC) 4)
2. Examine concepts associated with phonology. (InTASC 4)
3. Analyze running records. (InTASC 6)
4. Analyze Informal Reading Inventories. (InTASC 6)
5. Interpret literacy data. (InTASC 6)
6. Plan data-driven instruction. (InTASC 6)

1. Literacy Development
   1. Developmental Stages
   2. Text Types
      1. Narrative
      2. Explanatory
      3. Persuasive
      4. Functional
2. Informal Reading Assessments
   1. Concepts about print
   2. Letter and word identification
   3. Writing/dictation
   4. Running records
   5. Reading inventories
3. Commercial Reading Assessments
   1. Developmental Reading Assessment 2^nd (DRA2)
   2. Qualitative Reading Inventory 5^th (QRI-5)
   3. Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next)
4. Instructional Strategies for Foundational Skills
   1. Alphabet books
   2. Predictable texts
   3. Rhyming/word families
   4. Word building
   5. Elkonin boxes
   6. Cut-up sentences
   7. Language experience approach
   8. Word walls
   9. Word sorts
   10. Cloze passages
   11. Semantic maps
   12. Frayer model
5. Instructional Strategies for Fluency & Comprehension
   1. Read aloud
   2. Prompting
   3. Shared reading
   4. Buddy reading
   5. Independent reading
   6. Reader’s theatre
   7. Reciprocal teaching
   8. Retrospective miscue analysis
   9. Reader Response
6. Instructional Approaches
   1. Balanced literacy
   2. Reading recovery
   3. Guided reading
   4. Literature circles
   5. Daily 5

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 276 - Secondary Methods: Math/Science

1. Identify domains and concepts that are central to the discipline (Math or Science). (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 Math/Science. (InTASC 4)
3. Describe the ways in which cross-curricular instruction and 21^st century learning skills can be integrated into Math/Science. (InTASC 5; International Society for Technology in Education (ISTE) 2)
4. Identify a variety of methods to informally and formally assess student learning in Math/Science. (InTASC 6)
5. Describe how formal assessments drive instructional decisions in Math/Science and identify strategies for engaging learners in analyzing their own data. (InTASC 6)
6. Describe strategies for differentiated instruction in Math/Science. (InTASC 7)
7. Develop standards-based lessons and objectives for Math/Science 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 Math/Science. (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)

         A.   The legal, historical, and educational reasons for SEI

         B.   Basic SEI terminology

         C.   Language acquisition theoretical principles

         D.   The role of culture in learning

II.       ELL Proficiency Standards

            A.   Comparison of English Language Learner Proficiency (ELP) Standards and the Arizona K12 Standards for ELA/Literacy

         B.   Domains of the ELP Standards

         C.   Integration of ELP Standards across content areas

         D.   Use of ELP Standards to plan, deliver, and evaluate instruction

III.      Second Language Acquisition

         A.   Developmental stages of language acquisition

         B.   The silent period

         C.   Students’ pre- and early- production strategies

         D.   Vocabulary development approaches in the content areas

         E.   Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)

IV.     Home/School Partnerships

         A.   Sociocultural influences on ELLs and the role of culture in learning

         B.   The impact of bilingualism and home language use

         C.   Parental and community sources for aiding English acquisition

         D.   Strategies for cultivating home/school partnerships for ELLs

V.      Formal and Informal Assessment

         A.   Diagnostic, formative, and summative assessments for ELLs

         B.   Importance of creating and offering multiple assessments

         C.   Use of assessment results for placement and accommodation of special education and gifted students

         D.   Use of standardized testing and language proficiency as methods for monitoring student progress

VI.     Data Analysis and Application

         A.   Examination of the Arizona English Language Learner Assessment (AZELLA)

         B.   The AZELLA Student Report

         C.   Examination and interpretation of snapshots of longitudinal data

         D.   Tracking student status and progress on the ELP standards using AZELLA results

         E.   Analysis and application of disaggregated data to differentiate instruction

VII.    Instructional Strategies

         A.   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 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 .

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. 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

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