Courses

ECED 2115 - Introduction to Language, Literacy and Reading

Student Learning Outcomes

1. Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years.
2. Demonstrate knowledge of the developmental sequence of language and literacy, including the influence of culture and home factors.
3. Demonstrate knowledge of how children acquire and use verbal, non-verbal, and alternative means of communication.
4. Develop partnerships with family members to promote early literacy in the home.
5. Establish partnerships with community members in promoting literacy.
6. Demonstrate knowledge of the reading and writing components of emergent literacy at each developmental level.
7. Provide and use anti-bias materials/literature and experiences in all content areas of the curriculum.
8. Create and manage a literacy-rich environment that is responsive to each child’s unique path of development.
9. Use a variety of strategies during adult-child and child-child interactions and facilitate communication and dialogue of expressive language and thought.
10. Demonstrate a variety of developmentally appropriate instructional strategies that facilitate the development of literacy skills.

ECED 2120 - Curriculum Development through Play Birth through Age 4 (PreK)

Student Learning Outcomes

1. Use appropriate guidance to support the development of self-regulatory capacities in young children.
2. Demonstrate knowledge of relevant content for young children and developmentally appropriate ways of integrating content into teaching and learning experiences for children from birth to four (0-4) years of age.
3. Demonstrate the integration of knowledge of how young children develop and learn with knowledge of the concepts, inquiry tools, and structure of content areas appropriate for different developmental levels.
4. Adapt content to meet the needs of each child, including the development of individualized family service plans (IFSP) or individualized education plans (IEP) for children with diverse abilities through the team process with families and other team members.
5. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with diverse abilities.
6. Create environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy through the selection and use of materials and equipment that are suitable to individual learning, developmental levels, diverse abilities, and the language and cultures in New Mexico.
7. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences.
8. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play.
9. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors.
10. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning.
11. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.
12. Demonstrate a variety of developmentally appropriate instructional strategies that facilitate the development of emergent literacy skills.
13. Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development of intervention planning.

ECED 2121 - Curriculum Development through Play Birth through Age 4 (PreK) Practicum

1. Provide a variety of activities that facilitate development of the whole child in the following areas: Physical/motor, social/emotional, language/cognitive and adaptive/living skills.
2. Develop, implement and evaluate an integrated curriculum that focuses on children’s development and interests, using their language, home experiences, and cultural values.
3. Provides and uses anti-bias materials and literature, and experiences in all content areas of the curriculum.
4. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences.
5. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play.
6. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors.
7. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning.
8. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.

ECED 2130 - Curriculum Development and Implementation Age 3 (PreK) through Grade 3

1. Use appropriate guidance to support the development of self-regulatory capacities in young children.
2. Demonstrate the integration of knowledge of how young children develop and learn with knowledge of the concepts, inquiry tools, and structure of content areas appropriate for different developmental levels.
3. Demonstrate knowledge of what is important in each content area, why it is of value, and how it links with early and later understandings within and across areas.
4. Demonstrate knowledge of the language, reading and writing components of emergent literacy at each developmental level.
5. Adapt content to meet the needs of each child, including the development of individualized family service plans (IFSP) or individualized education plans (IEP) for children with diverse abilities through the team process with families and other team members.
6. Demonstrate knowledge of varying program models and learning environments that meet the individual needs of all young children, including those with diverse abilities.
7. Create environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy through the selection and use of materials and equipment that are suitable to individual learning, developmental levels, diverse abilities, and the language and cultures in New Mexico.
8. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences.
9. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play.
10. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors.
11. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning.
12. Demonstrate knowledge of developmentally appropriate uses of technology, including assistive technology.
13. Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development of intervention planning.

ECED 2131 - Curriculum Development and Implementation Age 3 (PreK) through Grade 3 Practicum

1. Provide a variety of activities that facilitate development of the whole child in the following areas: Physical/motor, social/emotional, language/cognitive and adaptive/living skills.
2. Develop, implement and evaluate an integrated curriculum that focuses on children’s development and interests, using their language, home experiences, and cultural values.
3. Provides and uses anti-bias materials and literature, and experiences in all content areas of the curriculum.
4. Create and manage inclusive learning environments that provide individual and cooperative opportunities for children to construct their own knowledge through various strategies that include decision-making, problem solving, and inquiry experiences.
5. Demonstrate understanding that each child’s creative expression is unique and can be encouraged through diverse ways, including creative play.
6. Plan blocks of uninterrupted time for children to persist at self-chosen activities, both indoors and outdoors.
7. Demonstrate understanding of the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children’s development and learning.
8. Use and explain the rationale for developmentally appropriate methods that include play, small group projects, open-ended questioning, group discussion, problem solving, cooperative learning and inquiry experiences to help young children develop intellectual curiosity, solve problems, and make decisions.

ECED 2140 - Effective Program Development for Diverse Learners and their Families

1. Describe important aspects of leadership that an administrator in an early childhood setting must demonstrate.
2. Identify and describe ways in which classrooms can have a multicultural environment.
3. Observe a classroom and identify, using photographs, good practice with classroom environment.
4. Describe important aspects of a good early childhood curriculum.
5. Describe how culture and socioeconomic factors influence classroom environment.

ECED 2141 - Effective Program Development for Diverse Learners and their Families Practicum

ECED 2150 - Relationships and Reflective Practice in Infant Family Studies

1. Identify and describe differences in cultural practice in child-rearing that will enable the caregiver to work effectively with families of diverse cultural backgrounds.
2. Identify and describe ethical and professional considerations to be followed in working with families.
3. Identify and describe key behaviors in caregiver and infant relationships.

ECED 2151 - Relationships and Reflective Practice in Infant Family Studies Practicum

1. Demonstrate basic understanding of the impact of the staff-parent relationship as it relates to positive, mutually satisfying and growth-promoting parent-child interactions.
2. Use basic understanding of and respect for the family’s role in the development of their infant and toddler within diversity of culture, community and ability.
3. Develop the ability to work collaboratively with the community toward promoting the health, welfare, and development of infants and toddlers, including those with or at-risk for developmental delay.
4. Demonstrate ability to carry out responsibilities with infants and families in a professional manner and engage as a professional.

ECED 2215 - Program Management

1. Develop a comprehensive program philosophy.
2. Demonstrate the ability to develop systems that are effective for quality program operation.
3. Create a program budget and understand the Income and Expense sides and what affects each part.
4. Model best practices that integrate various leadership styles.

ECED 2240 - Infant Toddler Growth and Development (Prenatal to 3)

1. Demonstrate understanding of significant theories of child development.
2. Identify and describe significant milestones in child development.
3. Identify and describe major stages in infant brain development
4. Apply understanding of how delayed development will affect the different domains
5. physical-motor, perception, cognition, learning, language, personality, emotional, and social behavior.
6. Explore and describe cultural differences in child development.

ECED 2241 - Infant Toddler Growth and Development Practicum

1. Demonstrate basic understanding of the impact of the staff-parent relationship as it relates to positive, mutually satisfying and growth-promoting parent-child interactions.
2. Use basic understanding of and respect for the family’s role in the development of their infant and toddler within diversity of culture, community and ability.
3. Develop a basic level of ability to work collaboratively with the community toward promoting the health, welfare, and development of infants and toddlers, including those with or at-risk for developmental delay. Demonstrate ability to carry out responsibilities with infants and families in a professional manner and engage as a professional.

ECED 2245 - Effective Principles and Practices in Infant Family Studies

1. Develop a theoretical understanding of infant and toddler development in the context of the close relationship with the caregiver.
2. Observe an experienced infant caregiver and reflect on the physical, social, emotional practices that create relationships with young children.
3. Describe the team approach to working with young children.

ECED 2280 - Professional Relationships

1. Interview an administrator and write a paper describing personnel management, staff support, supervision, and professional development.
2. Identify and describe ethical and legal requirements in maintaining a professional relationship with subordinates, the community, clients, and fellow administrators.
3. Identify and describe technologies which may be used in an early childhood setting.
4. Identify and describe legal and ethical considerations in the employment of others.

ECED 2281 - Professional Relationships Practicum

ECME 2241 - Early Childhood Mentorship I

1. Describe how to assist practicum students in the design, implementation, and evaluation of learning experiences that promote all children’s development and learning. 
2. Define reflective practice and use facilitate reflective dialogue to examine one’s own pedagogical knowledge base as well as practicum students’ knowledge base. 
3. Research and apply anti-bias curriculum in the early childhood environment. 
4. Use knowledge of adult learners in the context of mentoring 

5. Create written plans on effective communication with mentee including how to resolve conflicts, how to listen to different perspectives and provide constructive feedback. 

ECME 2242 - Early Childhood Mentorship II

1. Create a document that uses theory to support how creative expression and play and implemented in your classroom. 

2. Connect reflective practice and evaluation to enhancing professional practices and effectiveness as an educator.
3. Develop and implement a cultural diversity plan that honors the diversity of language and culture in the early childhood classroom.
4. Create a mentor profile based on student’s understanding of curriculum and documentation, self-reflection, and leadership and collaboration skills.

ECME 2996 - Special Topics

• To be determined based on course topic

GEOL 1110 - Physical Geology

1. Recall, describe or explain geologic vocabulary.
2. Identify or explain aspects of the geologic time scale and compare the uses and limitations of relative and absolute dating.
3. Recognize or explain the evidence used to support the theory of plate tectonics. Describe or identify how plate tectonics is related to the structure and features of the Earth.
4. Describe the formation of, and describe, compare, and classify minerals.
5. Identify or describe the three main rock types, how each forms in the context of the rock cycle and what each indicates about its environment of formation.
6. Recognize or explain the fundamentals of surface and groundwater hydrology and discuss the impact of human activities on water quality and quantity.
7. Describe or discuss the processes that are responsible for specific geologic hazards (e.g., earthquakes, volcanic eruptions, mass movement, flooding, etc.).
8. Recognize or describe the geologic processes involved in the formation and concentration of geologic resources.

GEOL 1110L - Physical Geology Laboratory

1. Use physical properties to identify mineral specimens.
2. Describe, classify, and identify igneous, sedimentary, and metamorphic rocks and their textures.
3. Utilize the principles of stratigraphy to provide an explanation of the geologic history portrayed in a photograph or cross-section.
4. Explain how contour lines are used to represent topography, use map scales to measure distances on the ground, and construct topographic profiles.
5. Identify landforms from images and topographic maps.
6. Interpret geologic maps and construct geologic cross-sections.
7. Acquire and communicate scientific data, ideas, and interpretations through written, oral, or visual means. Examples may include creating and describing graphs, maps and photos.
8. Apply critical thinking skills such as inductive, deductive, and mathematical reasoning to solve geological problems.

GEOL 1130 - Dinosaurs and Their World

1. Demonstrate a basic understanding of stratigraphy, sedimentology, taphonomy, fossils, and fossil collecting.
2. Describe aspects of the Mesozoic Era including plate tectonic settings, paleoenvironments, atmospheric/oceanic circulation systems, and paleoclimates.
3. Define “dinosaur” and list key evolutionary traits.
4. Summarize, analyze or critique research concerning the question of whether dinosaurs were warm- or cold-blooded.
5. Explain the difference between the major dinosaur groups.
6. Summarize the origin and early evolution of birds.
7. Analyze, compare or critique hypotheses surrounding the end-Cretaceous mass extinction.
8. Analyze or discuss the media representation of dinosaurs and compare with factual information presented in class.

GEOL 2110 - Historical Geology

1. List the major principles of stratigraphy and biostratigraphy and discuss their significance.
2. Recognize or explain how sedimentary rocks can be used to interpret ancient environments.
3. Recognize or explain how plate tectonics has affected the distribution of life, climate, and sea level.
4. Describe the process of Darwinian evolution.
5. Demonstrate a basic knowledge of biodiversity.
6. Recognize and explain taphonomy and the biases inherent in the fossil record.
7. Discuss the major mass extinctions recorded by fossil evidence including potential causes and organisms affected.
8. Compare relative versus absolute time and explain how geologists determine the ages of rocks, fossils, and the Earth.
9. Discuss the development of the geologic time scale.
10. Recognize or explain the history of life on Earth during major time periods and describe major biological innovations through time.
11. Recognize or explain the physical geologic evolution of Earth over time.

GEOL 2110L - Historical Geology Laboratory

1. Explain or discuss geologic time and how the geologic time scale was developed.
2. Recognize or explain how geologic time is measured.
3. Describe and use the basic principles of stratigraphy and explain how stratigraphy can be used to interpret sedimentary environments.
4. Describe and use the basics of paleontology and how fossils can be used to interpret ancient sedimentary environments.
5. Identify fossils in hand samples and explain how organisms are preserved in the fossil record.
6. Identify, explain, or interpret geologic structures on geologic maps.
7. Reconstruct the history of geologic events using geologic maps and cross-sections.
8. Construct cross-sections,fence diagrams, and isopach maps from stratigraphic sections and thickness data.

GEOL 2140 - Geology of New Mexico

1. Identify or describe New Mexico’s physiographic provinces.
2. Reconstruct and interpret New Mexico’s geologic history using geologic maps.
3. Identify and describe New Mexico’s orogenic provinces and explain the state’s orogenic history.
4. List, describe, or explain major periods of igneous activity in New Mexico’s history.
5. Describe how magma types relate to rock types, plutonic bodies, volcanic landforms, and eruptive processes.
6. Describe when, where, and why ancient seas covered portions of New Mexico and explain what the sedimentary rock record tells us about these seas and their inhabitants.
7. Identify or interpret unconformities and their significance.
8. Explain the changes in New Mexico’s flora and fauna over time as revealed in the fossil record.
9. Recognize or describe the geologic processes involved in the formation and concentration of our natural resources.

ECON 1110 - Survey of Economics

1. Gain and demonstrate a contextual understanding of economic terms and concepts.
2. Recognize and analyze common economic issues which relate to individual markets and the aggregate economy.
3. Learn basic economic principles that influence global trading and challenges relating to globalization.
4. Outline the implications of various economic policies on individuals and on economies.
5. Demonstrate ability to use diagrams and graphs to explain economic principles, policies and their applications.
6. Appreciate and understand how individual decisions and actions, as a member of society, affect economies locally, nationally and internationally.
7. Explain the roles of governments in influencing buyer and seller behavior in the market and how government failure occurs when intervention fails to improve or actually worsens economic outcomes.
8. Be able to apply course concepts to interpret, evaluate and think critically about economic events and policies, especially as regularly reported in the media and other public forums.

ECON 2110 - Macroeconomic Principles

1. Explain the concepts of opportunity cost, comparative advantage and exchange.
2. Demonstrate knowledge of the laws of supply and demand and equilibrium and use supply and demand curves to analyze responses of markets to external events.
3. Explain the circular flow model and use the concepts of aggregate demand and aggregate supply to analyze the response of the economy to disturbances.
4. Explain the concepts of gross domestic product, inflation and unemployment and how they are measured.
5. Describe the determinants of the demand for money, the supply of money and interest rates and the role of financial institutions in the economy.
6. Define fiscal policy and monetary policies and how these affect the economy.
7. Students will be able to identify the causes of prosperity, growth, and economic change over time and explain the mechanisms through which these causes operate in the economy.

ECON 2120 - Microeconomic Principles

1. Explain the concept of opportunity cost.
2. Demonstrate knowledge of the laws of supply and demand and equilibrium.
3. Use supply and demand curves to analyze responses of markets to external events.
4. Use supply and demand analysis to examine the impact of government intervention.
5. Explain and calculate price elasticity of demand and other elasticities.
6. Demonstrate an understanding of producer choice, including cost and break-even analysis.
7. Compare and contrast the following market structures: perfect competition, monopoly, monopolistic competition, and oligopoly.

ECON 2125 - Society & Environment

1. Describe historical patterns and trends of resource use and pollution creation for the US and the world.
2. Apply the concept of environmental externalities to a variety of real world situations.  
3. Use cost-benefit analysis to analyze policies to reduce pollution and discuss shortcomings of this approach.
4. Compare and contrast different policies for pollution reduction, including taxes, tradable permit systems, and direct regulatory approaches, with respect to both costs and effectiveness.
5. Identify common property resources and use information on extraction costs and market demand to predict outcomes and devise policies to improve outcomes.
6. Study one environmental issue in depth and apply a variety of the tools developed in this class to the issue. Produce a written research paper.
7. Describe the scientific evidence of climate change, summarize current global and national climate change policies and evaluate proposed policies with respect to effectiveness and cost.

ECON 2996 - Special Topics

ARTE 2214 - Art in Elementary and Special Classrooms

1. Understand the importance of art in education.
2. Recognize and implement the elements of art and the principles of design in their own art work.
3. Understand the artistic cognitive, affective, motor, and sensorial development of children.
4. Prepare and present an integrated art lesson.
5. Understand the scope of art history and utilize examples in lesson plan.
6. Learn effective teaching techniques in handling art materials, classroom management, and classroom procedures.
7. Develop personal creative growth teaching art by reflecting on the readings in their journals.
8. Learn how to relate the visual arts to music, drama, dance, language arts, math, social studies, and science.

CEPY 2110 - Learning in the Classroom

1. Define learning and compare and contrast the factors that cognitive, behavioral, and humanistic theories believed to influence the learning process, giving specific examples of how these principles could be used in the classroom.
2. Observe and reflect upon the teaching learning processes in economically, socially, culturally and educationally diverse classroom populations in order to develop a current understanding of students and families in public and private school.
3. Discuss how theories of information processing and cognitive theories of learning can impact memory, study strategies, and how certain teaching techniques can help students learn.
4. Compare teacher-centered and student-centered approaches to learning, and to identify a positive learning environment.
5. Identify various methods to motivate students and create effective learning environments.
6. Use major concepts of child and adolescent development, human learning, and social and cultural influences in planning and implementing classroom instruction, strategies, and management.
7. Evaluate the best means of accommodating instruction to meet individual needs and differences.
8. Students will examine how learning style, cultural and social issues and learning disabilities impact the learner’s effectiveness in the classroom setting.
9. Explain different types of assessment used to assess learning and provide examples of effective assessment practices.
10. Discuss the relationship between motivation and classroom management.

ECED 2860 - Emergent Literacy: Foundations for PreK-Grade 3 Literacy Instruction

1. Students will develop interdisciplinary lesson plans using early childhood guidelines and Common Core State Standards
2. Students will explain how their lesson plans include explicit connections to family, school, and community literacy practices. 
3. Students will facilitate a learning experience that explicitly addresses the needs of second language and students with disabilities.

ECED 2862 - Developmentally Appropriate Observation, Assessment, and Learning Environments

Student Learning Outcomes

1. Students will apply knowledge of child development and developmentally appropriate practice as it relates to best practices in early childhood environments.   
2. Students will use authentic assessment and observational practices as the foundation for classroom practice while considering the effects of cultural and socio-economic factors and key legal and ethical issues.  
3. Students will design and implement learning environments that address the ways in which children effectively acquire knowledge of concepts through the use of inquiry tools and intentional structure of content. 
4. Students will construct curricular plans using developmentally appropriate practice that meets the academic, social, and emotional needs of all young children PreK-3rd grade, including those with diverse abilities.

 
Credits: 3

ECED 2864 - Child Guidance and Supporting Positive Behavior: Child, Family, Community and Culture

1. Students will use effective and professional methods to communicate with culturally diverse families to create safe and welcoming classroom environments. 

2. Students will create guidance plans that support the development of self-regulatory capacities in young children and take into account knowledge of socioeconomic conditions, family structures, relationships, stressors, and supports (including the impact of having a child with diverse abilities), home language, and ethnicity.

EDUC 1120 - Introduction to Education

1. Describe the teaching and learning of various American education settings including early childhood, elementary, middle school, high school, and special education.
2. Describe how teachers use educational theory and the results of research of students’ learning.
3. Explain the techniques for establishing a positive and supportive environment in the classroom
4. Identify and describe instructional strategies supported by current research to promote thinking skills of all learners.
5. Recognize the teachers’ role and responsibilities in an increasingly diverse, multicultural society.

EDUC 1190 - Introduction to Education Practicum

1. Observe teaching and learning to identify the skills and dispositions of effective teachers.
2. Demonstrate an understanding of personal attitudes and motivations for entering the field of education.
3. Students will explore the development of curriculum as relates to student understanding and develop an original lesson that emphasizes transfer.
4. Identify effective teaching strategies that enhance student learning outcomes.
5. Identify classroom management techniques and learning styles.

EDUC 2097 - Independent Study

1. Review and discuss defined content (as determined between instructor and student).
2. Apply critical concepts in an appropriate context (as determined between instructor and student).

EDUC 2190 - Supervised Field Experience

1. At the end of this course it is expected that students will have met or be making significant progress toward meeting all competencies listed in the NMPED Entry Level Teacher Competencies and the NM Teacher Competencies.
2. This course specifically addresses the competency areas listed below, organized according to the Core Values of the CNM Education Program. (Core Values: Critically Reflective Practice & Professionalism)
3. Reflect on, analyze, and evaluate the effect of his or her choices and actions on others, including students, parents, and other professionals in the learning community, and will be able to use this knowledge to improve the learning process. (NMPED Entry Level Teacher Competency: A-1)
4. Actively seek out opportunities to grow professionally, including participation in professional organizations and professional development such as conferences, workshops, classes and research, colleagues, and other resources to support self-development as a learner and as a teacher. (NMPED Entry Level Teacher Competency: A-2)
5. Evaluate lesson plans through observation of classroom interactions, questioning, and analyzing student work and uses assessment of student learning to improve his or her own teaching and to revise curriculum. (NMPED Entry Level Teacher Competency: B-9) (Core Values: Diversity & Multicultural Perspectives)
6. Provide a safe classroom environment where individual differences are respected (NMPED Entry Level Teacher Competency: C-4).
7. Understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners (NMPED Entry Level Teacher Competencies: B-1, B-2, B-5, F-1).
8. Develop sequential lessons that include knowledge of the discipline, student diversity, the local community, and the district/state curriculum goals (NMPED Entry Level Teacher Competencies: B-1, B-10).
9. Use a variety of assessment tools to provide diverse opportunities for students to demonstrate knowledge and skills. (NMPED Entry Level Teacher Competency: D-11 and INTASC Standards and Indicators: 8).
10. Maintain high expectations for the success of all students while establishing a classroom environment where students believe they can be successful. (NMPED Entry Level Teacher Competency: K-5).
11. Understand how children learn and develop, and provide learning opportunities that support their cognitive, social, aesthetic, emotional, and physical development and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, physical, and aesthetic development of the learner. (NMPED Entry Level Teacher Competency: I-2)
12. Understand special education regulations, different levels of disabilities, and the development and use of individualized education plans and implement necessary modifications and adaptations in instruction and curriculum so that students with disabilities have access to the general education curriculum in the least restrictive environment. (NMPED Entry Level Teacher Competencies: H-1, H-2, H-3 and NM Teacher competency 2-E).
13. Understand how students differ in their approaches to learning based on diverse cultural and linguistic backgrounds and create instructional opportunities that are adapted to these diverse learners. (NMPED Entry Level Teacher Competency: F-1 and NM Teacher competency 7-D).
14. Demonstrate sensitivity to New Mexicos unique linguistic and cultural diversity and use knowledge of different cultural contexts within the community (socio-economic, ethnic, cultural) to connect with the learner through types of interaction and assignments. (NMPED Entry Level Teacher Competency: F-7 and INTASC Standards and Indicators: 3). (Core Values: Collaboration)
15. Understand the principles of effective classroom management and use a range of strategies to promote positive relationships and cooperation in the classroom. (NMPED Entry Level Teacher Competency: C-2 and INTASC Standards and Indicators: 5).
16. Collaborate with specialists, support personnel, colleagues, parents and administrators for the success of the individual student. (NMPED Entry Level Teacher Competency: C-8).
17. Recognize that family and community can be used as teaching resources to enhance learning and childrens self-value. (NMPED Entry Level Teacher Competency: G-5).
18. Communicate to parents and community members, student progress, important events and school activities. (NMPED Entry Level Teacher Competency: G-6).
19. Use technology to enhance communication and collaboration. (NMPED Entry Level Teacher Competency: E-2, adapted).

EDUC 2222 - Literacy/Language Instruction for ESL Learners

1. Evaluate current theories, research and pedagogical practices for teaching linguistic skills related to oral and written language development for second language learners.
2. Understand how to modify teaching strategies and materials for students for whom English is a second language.
3. Develop short standards-based instructional plans incorporating an understanding of the above.
4. Develop an understanding of multiple assessment tools in order to use them for enriching and extending individual students oral, reading and writing needs.
5. Examine specific linguistic and affective issues as they relate to second language students in the southwest.
6. Explore the implications of these issues for teaching and learning in the classroom.

EDUC 2224 - ESL Across the Content Areas

1. Describe the meaning and the goals of Sheltered English as defined by leading authorities in the field of ESL.
2. Implement strategies and teaching techniques for Sheltered English in a classroom with ESL students.
3. Modify teaching strategies and materials for students for whom English is a second language.
4. Develop short standards-based instructional plans incorporating an understanding of the above.
5. Describe how culture and background impact individual learning and teaching.
6. Reflect on personal teaching method, style, techniques and strategies as a way to improve professionally.

EDUC 2225 - Theories and Principles of Bilingual Education

1. Apply knowledge of the philosophical, historical, legal, theoretical, and sociological foundations of bilingual education programs, including a knowledge of national, state and local curriculum requirements and standards.
2. Describe major models and prototypes of bilingual and English as a second language programs and components of such programs.
3. Recognize potential linguistic and cultural biases of assessment instruments and procedures when prescribing a program for the second language learner.
4. Identify the legal issues concerning the education of language minority children in New Mexico.
5. Articulate the importance of advocating knowledge of bilingual education among peers, family, and community.
6. Analyze current trends related to the education of culturally and linguistically diverse students.

EDUC 2226 - Instructional Methods and Strategies for the Bilingual Classroom

1. Demonstrate knowledge of the nature of bilingualism and the process of becoming bilingual.
2. Apply knowledge of theories of first and second language acquisition by utilizing teaching methods appropriate to various language groups, distinct learning styles, and different developmental levels.
3. Use theories, approaches, methods, and techniques for teaching listening, speaking, reading, and writing in two or more languages in the development of literacy, mathematics, social studies, science , art, music, and physical education.
4. Demonstrate curriculum planning and classroom management skills, including procedures for identifying biases and deficiencies in existing curriculum and strategies to modify the curriculum to better address student linguistic, cultural, and developmental needs in English and the language other than English
5. Apply strategies to develop, acquire, adapt and evaluate materials appropriate to the bilingual/multicultural classroom.
6. Demonstrate abilities to organize, plan and teach specific lessons in required curriculum areas using the appropriate terminology in English and the language other than English.
7. Explore, evaluate and use technology including applications, tools, educational software, and assorted documentation for culturally and linguistically diverse students.
8. Use culturally relevant information and materials from the community for curriculum content and instructional materials
9. Evaluate growth of learners first and second language in the context of the curriculum.

EDUC 2230 - Introduction to Gifted Education

• See Teacher Education Endorsements.

EDUC 2231 - Curriculum for Gifted Learners

• See Teacher Education Endorsements

EDUC 2232 - Strategies for Teaching Gifted Learners

• See Gifted Endorsement

EDUC 2240 - Foundations of Career and Technical Education

Student Learning Outcomes

1. Examine the historical, social, economic, and political background that undergirds career and technical education (CTE) in the United States and the role of CTE in public schooling.
2. Evaluate and analyze teacher practice in the career and technical education (CTE) classroom.
3. Develop and refine their own pedagogical beliefs regarding effective teaching and learning and use it to identify and develop strategies for professional practice.
4. Examine educational practice as it relates to issues of race, class, gender, language, sexuality, and other socially constructed categories.
5. Understand the NMTEACH rubric as it applies to teacher evaluation in New Mexico.
6. Network and collaborate with other CTE teachers (or teacher candidates) around the state.

EDUC 2242 - Curriculum Development for Career Technical Education

1. Examine and evaluate existing career and technical education (CTE) curriculum to determine efficacy with regard to student learning outcomes, project-based learning, purposeful assessment (formative and summative), and standards-based grading.
2. Design project-based curriculum relevant to their specific CTE field utilizing learning theory and backward design curricular principles.
3. Engage in networking and collaborative discussion with regard to effective curriculum development and implementation.

EDUC 2243 - Children’s Literature

1. Students will evaluate children’s literature
2. Students will identify ways in which children’s literature leads to effective literacy instruction
3. Students will participate in a collaborative learning community to discuss literature and connect to instruction that is anchored by children’s literature as mentor texts across subjects

EDUC 2244 - Methods and Classroom Design for Career and Technical Education

Student Learning Outcomes

1. Identify and apply best practices for developing and implementing classroom culture, physical environment (including lab spaces), classroom management, and communication in the career technical education (CTE) setting.
2. Evaluate how their personal experiences, beliefs, and attitudes about teaching and learning influence their choices on classroom culture, physical environment, classroom management and communication in the career technical education (CTE) setting.
3. Identify and apply instructional strategies that support effective classroom management, student engagement, and safe learning environments.
4. Engage in networking and collaborative discussion with regard to effective classroom organization and management

EDUC 2246 - Supporting Diverse Learners in the CTE Classroom

1. Explore the diverse populations of students found in career and technical education, including English Language Learners, students with special learning needs, and students with non-traditional academic backgrounds.
2. Identify and compare strategies to address diverse learning needs, including the application of differentiation in lesson planning and instructional delivery.
3. Identify and compare strategies to address the integration of content-area literacy instruction in career and technical education (CTE) classrooms.
4. Engage in networking and collaborative discussion with regard to effective curriculum development and implementation.

EDUC 2250 - Foundations of Education

1. Teacher candidates will evaluate effective teaching through 1) collecting specific evidence (such as artifacts, quotes, student actions, and teacher actions) that supports analysis and critique, 2) developing critiques of what makes for effective instruction in multiple contexts, and 3) identifying explicit examples of how their critiques of teachers and teaching will inform their own choices as educators.
2. Teacher candidates will analyze teacher practices as influenced by educational experience, race, class, gender, language, sexuality, and other socially constructed categories, and teacher beliefs as they are manifest in the classroom.

EDUC 2260 - Emergent Literacy for Diverse Learners

1. (Core Values: Critically Reflective Practice & Professionalism)
2. Engage in critical reflection as a means to developing a personal theory of literacy instruction.
3. Participate in an on-going process of researching current educational issues and practices (NMPED Entry Level Teacher Competencies: A-3, F-6, J-a).
4. Identify and evaluate the major research-based approaches to reading instruction
5. Reflect upon individual teaching strategies and their effects on student literacy development and use findings to improve upon overall instruction (NMPED Entry Level Teacher Competencies: D-5, J) (Core Values: Diversity & Multicultural Perspectives)
6. Develop an understanding of the fundamentals of literacy development and instruction to better support the diversity of student needs in literacy development and instruction (NMPED Entry Level Teaching Competencies: F-6, J-a, J-c,)
7. Identify the phonemic, morphemic, semantic, syntactic, and pragmatic systems of language and their relation to the reading process characterize the role of metacognition in reading and writing
8. describe the patterns of child growth and development and their relation to the teaching of reading
9. define emergent literacy and identify research-based methods for supporting early literacy development
10. identify role of oral language in the development of literacy
11. identify the stages of second language acquisition and the theories that underscore ESL methodology
12. identify the competencies and benchmarks necessary for appropriate language and reading development
13. identify integrated language/reading activities that support student achievement and interest in all phases of language development
14. Develop an understanding of the principles of effective reading instruction to support the literacy learning of diverse students (NMPED Teacher Competencies: H-4, H-5, H-6, F-6, F-7)
15. identify effective methods, strategies and materials that support the literacy development of all students
16. address literacy differences among students through a literature-based approach to instruction, which focuses on the cognitive, social, emotional and cultural factors that underlie these literacy differences
17. identify the unique cultural aspects of New Mexico students as they relate to literacy development and instruction
18. identify the major approaches to literacy instruction as it pertains to Second Language Learners (a.k.a. ESL/TESOL)
19. describe modification of methodologies, techniques, and materials for teaching reading to children with special needs
20. implement developmental, corrective and remedial instructional strategies in the teaching of reading
21. identify the state standards and benchmarks that guide reading instruction in New Mexico
22. Develop an understanding of the continuous assessment process in reading instruction (NMPED Entry Level Teaching Competencies: B-5, B-9)
23. Identify assessments that are appropriate to the developmental levels and unique cultural aspects of students
24. Assess students reading abilities using formal and informal reading assessments (Core Values: Collaboration)
25. Recognize that family and community can be used as teaching resources to enhance learning and childrens self-value (NMPED Entry Level Teaching Competency: G-5)

EDUC 2262 - Intermediate Literacy for Diverse Learners

Student Learning Outcomes

1. Teacher candidates will evaluate assessment data and develop/implement universally designed, differentiated, standards-aligned, and age-appropriate reading instruction based upon the needs and abilities of diverse students.

EDUC 2264 - Reading and Writing in Secondary Education for Diverse Learners

Student Learning Outcomes

1. Teacher candidates will teach content area literacy lessons that accommodate and support the diverse needs and abilities of all* adolescent learners using differentiated materials and evidence-based strategies.
2. Teacher candidates will facilitate and apply professional learning about literacy instruction using reflection and peer collaboration.

*Note: Reference to all learners includes culturally and linguistically diverse, English learners, and students with learning disabilities.

EDUC 2284 - Classroom Management and Effective Teaching Strategies

1. Understanding Philosophical Orientations (Core Value connections: Critically Reflective Practice & Professionalism) 
2. Explore and analyze classroom practices based upon various philosophical orientations, teaching styles, and teaching dimensions.
3. Creating engaging, motivating learning environments that support the success of all students (Core Value Connections: Diversity & Multicultural Perspectives)
4. Explore ways to implement effective instructional techniques to support the needs of diverse learners (Supports NMPED Entry Level Teacher Competencies: B-2, F-1, G-2, H-8, K-1)
5. identify instructional approaches that are adaptive to diverse learners use families and community as teaching resources to enhance learning and students self-value
6. adjust lessons and strategies as specified by the modifications for students with exceptionalities with regard to academic levels, physical environment, emotional and transition needs
7. identify and implement various techniques and teaching strategies that enhance student motivation
8. Create safe classroom environments where individual differences are respected (NMPED Entry Level Teacher Competency: C-4)
9. Identify and implement techniques that develop positive self-esteem, social and emotional skills, and character traits necessary for healthy, productive individuals and positive social interactions
10. arrange the physical classroom environment that is optimal to learning, safety and respect for individual differences Establish a classroom environment where students believe they can be successful while maintaining high expectations for the success of all students (NMPED Entry Level Teacher Competency: K-5).
11. Building respectful and responsive relationships with students, families and the community. (Core Value connections: Collaboration, Diversity, Multicultural Perspectives)
12. Understand the principals of effective classroom management and can use a range of strategies to promote positive relationships and cooperation in the classroom (Supports NMPED Entry Level Teacher Competencies: C-2, C-10, C-11)
13. identify and use preventative management techniques
14. use various signals and cues to assist in effective classroom management
15. manage transition times
16. manage time and materials effectively to minimize distraction and disruptions
17. use communication techniques to build positive relationships and enhance student motivation and collaboration
18. utilize feedback in a manner that encourages motivation and collaboration
19. Reflect on, analyze, and evaluate the effect of his or her choices and actions on others, including students, parents, and other professionals in the learning community, and will be able to use this knowledge to improve the learning process. (NMPED Entry Level Teacher Competencies: A-1)
20. Recognize that family and community can be used as teaching resources to enhance learning and childrens self-value (NMPED Entry Level Teaching Competency: G-5)
21. Develop strategies to foster relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being (Supports NMPED Entry Level Teaching Competencies: C-8, G-5, G-7, H-8)

EDUC 2285 - Curriculum Development Assessment and Evaluation I

Student Learning Outcomes

1. Teacher candidates will design discipline and grade-level relevant project-based curriculum, including appropriate summative assessments (and scoring tools, e.g., rubrics, checklists), utilizing the learning theory and curricular principles outlined in Understanding by Design.

EDUC 2286 - Curriculum Development Assessment and Evaluation II

Student Learning Outcomes

1. Teacher candidates will create developmentally and culturally responsive, differentiated classroom instructional plans and assessments using the principles and processes of Understanding by Design and Differentiated Instruction.

EDUC 2315 - Educating Linguistically and Culturally Diverse Students

Student Learning Outcomes

1. Describe the needs, abilities, and strengths of linguistically and culturally diverse students, including factors that affect student access to learning
2. Describe key concepts and models of bilingual education, including theories of first and second language acquisition
3. Design a K-12 curriculum unit using culturally relevant materials and practices for anti-bias education
4. Develop critical dispositions for becoming a culturally inclusive educator, including self-reflection

 
Credits: 3

EDUC 2375 - Technology Integration in the Classroom

1. Use technology tools and information resources to facilitate academic learning for the 21st century classroom.
2. Use content area standards that reflect best practices in teaching and learning with technology in the K-12 classroom.
3. Use technology to support learner-centered strategies that increase access and address the diverse needs of all students, including second language learners and student receiving special education services.

ELTR 1005 - Electrical Theory I

1. Describe the components of an electrical circuit, electron theory, structure of an atom, properties of conductors, semiconductors, and insulators, sources of electricity, and the conversion of electrical energy.
2. Describe and identify the characteristics of DC circuits, units of electrical measurement, characteristics of current, resistance, and voltage in a circuit, characteristics of a combination circuit, electrical components, safety training, intent and purpose of the National Electrical Code, definitions and division of articles in the NEC.
3. Interpret NEC applications to residential wiring and the NEC enforcement on electrical codes, selection and calculation of conductor maximum ampacity including correction for ambient temperature of Branch circuit conductors, production of a sinusoidal wave, key differences between AC and DC current, applications and theory of electrical components such as inductors, capacitors and transformers.
4. Upon successful completion of this course the student will define the following concepts and demonstrate her/his ability to apply them to the electrical trade by means of written examinations and assignments, with a minimum accuracy of 71%.
5. Describe the components of an electrical circuit, electron theory, structure of an atom, properties of conductors, semiconductors, and insulators, sources of electricity, and the conversion of electrical energy.

ELTR 1015 - Electrical Math I

1. Demonstrate the ability to calculate complex mathematical formulas such as algebraic formulas and units of measure, whole numbers, common and decimal fraction operations, Ohm’s Law for series and parallel circuits, and mathematics involving Kirchoff’s Law.
2. Select and solve complex mathematical formulas commonly used in the electrical industry such as mathematics involving power formulas, calculations for solving combination series-parallel circuits, Pythagorean Theorem geometry, and trigonometry.
3. Select and solve complex mathematical formulas commonly used in the electrical industry such as calculations of phase angles, calculations of period, frequency, and wavelength, calculation of RMS, peak, and instantaneous voltage, and calculations electrical values such as impedance, voltage, current in series-parallel resistive, capacitive, and inductive circuits.
4. Apply basic arithmetic functions, electrical formulas, calculaions of material and circuit load requirements, rules for series, parallel and cominarion circuits and mehancical work and power.

ELTR 1020 - Electrical DC/AC Lab

1. Demonstrate and describe the functions of safety as it applies to the lab procedures and occupational safety, electrical symbols, series-parallel circuits and testing for electrical units of measure such as voltage, current,resistance using analog and digital voltmeters, ohmmeters and ammeters, conductors and insulators, magnetism and electromagnetism, trades tools and electrical materials used in the electrical industry.
2. Design and wire series resistive, parallel resistive, and series-parallel combination circuits on the laboratory circuit boards using correct materials.
3. Demonstrate on the laboratory analog or digital multimeters the ability to measure resistance, current, and voltage on selected DC resistive circuits.
4. Demonstrate on their personally owned digital multimeter the ability to measure resistance, current, and voltage on selected DC resistive circuits.

ELTR 1030 - AC Circuitry, Motors, Generators

1. Demonstrate and describe the functions of magnetism and electromagnetism, sinusoidal waveforms as it relates to AC voltage, generation of AC waveforms, conductors and insulators, series and parallel circuits, transformers and transformer ratios, Inductance and inductive reactance in electrical circuits, capacitance and capacitive reactance in electrical circuits, RLC electrical circuits, Trade tools and electrical materials used in the electrical industry.
2. Demonstrate the ability to construct and measure AC series and parallel resisitve circuits, combination series-parallel AC circuits, and AC inductive-resisitive circuits using the standard lab kits and digital or analog multimeters.
3. Design and construct electrical circuits such as single-pole switch control of lighting, single-pole control of receptacles, single-pole control of split-wired receptacles, single-pole control of receptacle/lighting combinations, three-way switch control of lighting and receptacles, and four-way switch control for lighting,in the residential laboratory using correct trade materials.

ELTR 1096-1996 - Special Topics

• To be determined based on course topic

ELTR 1210 - Electrical Theory II

1. Demonstrate knowledge of safety and lockout procedures.
2. Define trade terms and conductor identification and identify electrical equipment, tools and conductors.
3. Determine and calculate branch circuits, standard calculations, baseboard heaters for a single-family dwellings, boxfill, conduit fill, range conductor sizes, and ampacity adjustments.
4. Determine 100A overhead service requirements, find motor sizes and protection using the NEC, find code articles using code searches, calculate conduit bending problems.
5. Interpret state and national electrical codes.
6. Determine overhead and underground service requirements as required by state and national electrical codes.
7. Design and illustrate electrical drawings and diagrams.

ELTR 1215 - Blueprint Reading I

1. Describe and explain how electrical wiring is conveyed to the electrician through the use of electrical symbols and notations on electrical drawings.
2. Draw electrical circuits on a residential floor plan.
3. Evaluate and complete an electrical material take-off for a residence.
4. Identify and illustrate electrical symbols used in residential and commercial construction.
5. Calculate square footage and locate position of electrical devices using a tape measure and an architect’s scale.

ELTR 1220 - Residential Wiring Lab

1. Demonstrate and describe jobsite safety procedures.
2. Demonstrate the ability to install electrical circuits such as single-pole, three and four way lighting circuits, heating and cooling system circuits, door chime circuits, and residential and light commercial branch-circuits.
3. Demonstrate and/or describe the function of Overcurrent Protection in an electrical system.
4. Demonstrate the ability to analyze blueprint applications as it applies to electrical installations.
5. Demonstrate the ability to analyze the National Electrical Code as it applies to electrical installations.

ELTR 1230 - Residential Electrical Services

1. Demonstrate and/or describe pipe bending calculations and techniques.
2. Demonstrate and/or describe Overhead and Underground electrical service installations.
3. Demonstrate and/or describe the function of the NEC, State of New Mexico, and local utility compliance.
4. Demonstrate and/or describe main panel and sub panel installations and replacement.

ELTR 2005 - Electrical Theory III

1. Demonstrate the basic safety rules and locout/tagout when working on electrical systems.
2. Demonstrate the ability to use various formulas used in conduit bending and select proper raceway size dependent up on the conductor sizes and number.
3. Demonstrate the ability to read and interpret electrical drawings.
4. Demonstrate the ability to calculate branch and feeder circuits conductor sizes and over current protection and boxfill on junction boxes, according to the National Electrical Code and State of New Mexico electrical code.
5. Demonstrate the ability to correctly size and draw connections for single phase and three phase transformers.
6. Identify various types of hazardous or classified locations.
7. Explain grounding requirements for electrical systems.

ELTR 2015 - Electrical Motor Control Theory

1. List safety precautions used when working on an electrical circuit.
2. Identify and describe applications for devices and equipment used in motor control circuits.
3. Explain the principles of operation of manual motor starters.
4. Read, draw, and interpret line diagrams for motor control circuits such as basic two wire control circuits, basic three wire control circuits, jog circuits, sequential control circuits, timing circuits, forward and reversing circuits, braking and plugging circuits.
5. Select proper protection for motors and motor control circuits in accordance with the National Electrical Code.
6. Identify connections for various single and three phase motors.

ELTR 2020 - Industrial Motor Control Lab

1. Demonstrate proper safety procedures while working in the lab including operating proper lockout/tagout procedures.
2. Design and install various electro-mechanical motor controls circuits including basic two wire control circuits, basic three wire control circuit, jog circuits, sequential control circuits, forward and reversing circuits, braking and plugging circuit, time delay control circuits, and phase protection circuits.
3. Demonstrate the ability to correctly make the proper wiring connections for 230V/460V, three-phase wye motors, and 230V/460V, three-phase delta motors.
4. Demonstrate the ability to design and troubleshoot a motor control circuit using motor control software on the computer.

ELTR 2030 - Industrial Power Distribution

1. Demonstrate the ability to perform typical operations with hand tools and power tools when performing electrical installations such as cutting and threading conduit using power tools, using hand, ratchet, and hydraulic knockout punches when installing electrical conduit, using power actuated tool and fastening devices, bending conduit using hand, mechanical, and hydraulic bending methods.
2. Demonstrate the ability to pull wire through electrical conduit by hand using a fish tape and vacuum systems and mechanical pullers.
3. Demonstrate the ability to interpret and layout electrical installations as per blueprint drawings.
4. Demonstrate the ability to correctly wire a transformer and three phase panel boards based on the given and needed voltage and connect them in an electrical system.
5. Demonstrate the ability to correctly install various splicing devices on electrical conductors.

ELTR 2096-2996 - Special Topics

• To be determined based on course topic

ELTR 2205 - Industrial Electrical Circuitry Safety

ELTR 2210 - Programmable Logic Controller Theory

1. List the safety requirements as per OSHA and the electrical lab safety policies for electrical work performed in the work place.
2. List and define the purpose of the components for setting up a master control, emergency stop safety circuit for PLC installation.
3. Diagram and label the correct wiring and components for PLC operation according to NEC, OSHA, and NEMA standards.
4. Design programs and program programmable controllers which implement safety measures for equipment and personnel.
5. Troubleshoot and correct problems with control wiring and program errors.
6. Design PLC programs that perform given criteria for industrial processes such as timer instructions for PLCs, PLC installation and troubleshooting, developing PLC diagrams and programs, PLC sequencer Instructions, MCR and SCL instructions, and Data manipulation instructions.

ELTR 2220 - PLC Installation and Operation

1. List and apply safety requirements as per OSHA guielines for all electrical work including lockout/tagout procedures and MSDS sheets.
2. Demonstrate the ability to set up and hard wiremotor controls circuits such as stop/start motor control relays with indicator lights, stop/start/jog motor control relays with indicator lights, and a master safety circuit for PLC’s.
3. Demonstrate the ability to set up, define, and wire input and output device for PLC modules.
4. Identify the main components of a PLC, common operating modes, and describe their functions.
5. Evaluate, troubleshoot, and correct problems with control wiring and programming errors.

ELTR 2230 - PLC Systems Operation and Troubleshooting

1. Identify, wire, and describe the functions and components of a PLC system.
2. Describe the functions of I/O modules and demonstrate the ablilty to explain I/O addressing on advance systems.
3. Define and apply numbering systems such as binary, decimal, hexadecimal, and convert them from one system to another.
4. Develop gate logic and convert relay ladder to a relay logic program.
5. Develop timer instructions, counter instructions and compare their functions.
6. Identify data tables, memory tables, and develop sequencing.
7. List and apply safety requirements as per OSHA guidelines and Lab Safety policies for all electrical work including lockout/tagout procedures and MSDS sheets.

ELTR 2610 - Photovoltaic Installation Safety

1. Identify OSHA Construction Standard requirements for PV system installation jobsite safety.
2. Describe the hazards of electrical shock, the effects of electrical current on the human body and methods used to control electrical hazards, including GFCI’s, lockout/tagout, and proper grounding.
3. Identify proper use of PPE, fall protection, scaffolds, hand and power tools, and ladders ued for photovoltaic installations.
4. Demonstrate an awareness of potential jobsite hazards, and the ability to identify hazard controls.

ELTR 2620 - Photovoltaic Theory/Design and Installation

1. Identify the factors affecting the quantitiy and composition of the solar radiation received by PV systems on Earth.
2. Describe the purposes and funstions of the major componenets in PV systems.
3. Identify factors to consider in a preliminary assessment, including the local solar resource, environmental conditions, and local building coe and utility interconnection requirements.
4. Discuss PV module basics including the photvoltaic effect, the fundamental operation of PV devices, the differences between PV cells, modules, and arrarys, PV modules output charcteristics, and the types of PV technology available.
5. Identify the common types of PV system energy storage systems, the operations of batteries and the considerations for designing battery banks.
6. Understand PV inverter functions, specifications, and ratings.

ELTR 2630 - Advanced PV Theory /Design/ Installation/ Maintenance and Commissioning

1. Identify electrical codes, regulations, and practices applicable to PV systems.
2. Evaluate the design priorities for PV systems in different applications and calculate the size and configurations of necessary PV components.
3. Describe the steps involved with commissioning a PV system.
4. Identify the mainteneance tasks involved with maximizing arrary output, battery health, and other equipment operation.

ELTR 2692 - PV Installation Lab

1. Demonstrate proper PV jobsite safety considerations including proper use of PPE, tools and electrica meters, fall protection, ladders, and other equipment.
2. Assemble various PV array and electrical system lab projects.
3. Demonstrate proper application of local building codes and practices when installing a PV system.

ELTR 2997 - Independent Study

• Demonstrate mastery of the topic of the independent study course.

EHR 1010 - Introduction to Electronic Health Record

1. Demonstrate entry-level profeciency in the navigation of the EHR.
2. Identify all the components of a typical electronic health record.
3. Enter information correctly and accurately in electronic health records
4. Retrieve targeted information from EHRs.

EHR 1090 - Electronic Health Record Practicum

1. Perform at an entry-level expectation in the role of maintaining the electronic medical record in the health care setting. Student Learning Outcomes
2. Navigate the EHR effectively
3. Assist healthcare providers and others who need access to the EHR in getting the data they need
4. Troubleshoot problems that arise with the EHR
5. Exhibit professional behavior consistent with expectations in the EHR industry

EHR 2210 - Health Information Exchange and Mobile-Health

1. Interpret data formatted in different EHR software designs.
2. Solve problems related to the electronic health record.
3. Enter information correctly and accurately in electronic health records.
4. Demonstrate advanced-level profeciency in the navigation of the EHR.
5. Demonstrate current knowledge of CMS regulations of health informaiton exchange.
6. Apply concepts of mobile technology for medical monitoring.
7. Instruct the public in accessing patient portal systems.

EHR 2290 - Electronic Health Records Practicum II

• Perform at an advanced-level expectation in the role of maintaining the electronic medical record in the health care setting.
• Navigate the EHR effectively at an advanced level.
• Assist healthcare providers and others who need access to the EHR in getting the data they need.
• Troubleshoot problems that arise with the EHR
• Exhibit professional behavior consistent with expectations in the EHR industry

EHR 2292 - Health Information Exchange and Mobile-Health Lab

1. Interpret data formatted in different EHR software designs in the lab environment.
2. Enter information correctly and accurately in electronic health records in the lab environment.
3. Navigate different electronic health record types in the lab environment.
4. Solve problems in the electronic health record in the lab environment.
5. Demonstrate current knowledge of CMS regulations of health informaiton exchange.
6. Apply concepts of mobile technology for medical monitoring.
7. Instruct the public in accessing patient portal systems.

EMS 1001 - EMS First Responder Theory

1. Provide basic emergency medical care at the scene and interface with responding EMS personnel.
2. Demonstrate an understanding of the comprehensive EMS system and the role of the First Responder.
3. Perform interventions with basic equipment typically found on a first response vehicle.

EMS 1053 - EMT Basic Theory

1. Provide basic emergency medical care and transportation for critical and emergent patients who access the emergency medical system.
2. Possess the basic knowledge and skills necessary to provide patient care and transportation.
3. Be part of a comprehensive EMS response, under medical oversight.
4. Perform interventions with the basic equipment typically found on an ambulance.
5. Be the link from the scene to the emergency health care system.

EMS 1091 - EMS First Responder Lab

1. Demonstrate the ability to select appropriate emergency care for the sick and injured patient at the scene of accident or medical emergency.
2. Demonstrate proper techniques of: - airway management - splinting - bandaging - bleeding control - patient assessment - drug administration at the First Responder level of training.
3. Demonstrate the ability to gather appropriate clinical information.

EMS 1092 - EMS Basic Supplemental Skills Lab (CR/NC)

1. Demonstrate the ability to identify areas of weakness in either their lab or theory courses.
2. Formulate a plan of study to address the identified areas of weakness.

EMS 1093 - EMT Basic Lab

1. Provide basic emergency medical care and transportation for critical and emergent patients who access the emergency medical system.
2. Possess the basic knowledge and skills necessary to provide patient care and transportation.
3. Be part of a comprehensive EMS response, under medical oversight.
4. Perform interventions with the basic equipment typically found on an ambulance.
5. Be the link from the scene to the emergency health care system.

EMS 1096-1996 - Special Topics

• To be determined based on course topic

EMS 1190 - EMT Basic Clinical

1. Demonstrate proper behavior in a clinical environment.
2. Demonstrate proper patient interviewing techniques.
3. Demonstrate proper report writing techniques.
4. Demonstrate appropriate skills within their level of licensure on live patients.

EMS 1412 - Advanced EMT (EMT-I) Theory

1. Provide intermediate emergency medical care and transportation for critical and emergent patients who access the EMS emergency medical system
2. Demonstrate the intermediated level of knowledge and skills necessary to provide patient care and transportation
3. Demonstrate and understanding of the comprehensive EMS response system and the role of the Advance EMT
4. Perform intermediate interventions with basic and advanced equipment typical found on an ambulance
5. Demonstrate an understanding to Medical Control

EMS 1493 - Advanced EMT (EMT-I) Lab

1. develop and demonstrate the skills needed to give emergency care at the Intermediate level.
2. have a comprehensive knowledge of the medications, routes and dosages in the EMT Intermediate scope of practice
3. develop a personal and professional ethical code concerning the treatment and care of patients.

EMS 1890 - Advanced EMT (EMT-I) Clinical

1. Demonstrate appropriate clinical behavior.
2. Demonstrate the proper technique to take vital signs.
3. Demonstrate the proper technique to perform a patient interview.
4. Demonstrate the proper technique to write a patient report.
5. Correctly perform skills at their level of licensure on live patients.

EMS 2015 - EMS Combo BLS/ILS/ALS Refresher

EMS 2092 - EMS Advanced Supplemental Skills Lab (CR/NC)

1. Demonstrate the ability to identify weakness in core content or skills.
2. Demonstrate the ability to formulate a study plan to address either identified weaknesses in core content or skills.

EMS 2103 - Human Systems Pathophysiology and Development

1. Identify and describe the anatomy and physiology of the nine major body systems for the assessment and management of an emergent patient.
2. Apply general concepts of pathophysiology with a specific emphasis on Cardiac, Respiratory, Neurological, and Endocrine systems.
3. Locate anatomical landmarks and structures of the human body.
4. Apply anatomical and pathophysiological terminology within context.
5. Demonstrate knowledge of communication and assessment strategies for patients of all age ranges.