All Courses

ECE 0002 - Worker Characteristic

A. Attendance

1. Attends class as scheduled.
2. Arrives/leaves on time (no tardies).
3. Notifies instructor prior to or day of being absent.

B. Character

1. Displays loyalty, honesty, trustworthiness.
2. Displays dependability and reliability.
3. Displays initiative, self-discipline and self-responsibility.
4. Displays self-discipline and performs what is asked of them.

C. Teamwork

1. Respects the rights of others.
2. Maintains appropriate confidentiality.
3. Is a team worker that is cooperative, mannerly, and appropriately assertive.
4. Displays a customer service attitude.
5. Seeks opportunities for continuous learning from others.

D. Appearance

1. Demonstrates appropriate dress indicative of trade.
2. Demonstrates professional grooming and hygiene.
3. Presents oneself professionally each day.

E. Attitude

1. Displays a positive and professional attitude.
2. Displays self-confidence.
3. Displays high expectations of success in trade.

F. Productivity

1. Follows safety practices.
2. Maintains a neat and clean work area.
3. Follows directions and procedures.
4. Completes assignments in keeping with deadlines.

G. Organization Skills

1. Prioritizes and manages class time.
2. Demonstrates flexibility in handling change.

H. Communications

1. Displays appropriate nonverbal skills (eye contact, body language).
2. Displays appropriate listening skills.
3. Uses appropriate language on a professional level.

I. Cooperation

1. Displays leadership skills.
2. Appropriately handles criticism, conflicts and complaints.
3. Demonstrates problem-solving capabilities.
4. Maintains appropriate relationships with instructors and peers.
5. Follows requests of instructor.

J. Respect

1. Engages with cultural and racial diversity in a professional manner.
2. Refrains from engaging in harassment of any kind.
3. Encourages others to avoid harassment.

ECE 0003 - Worker Characteristic

A. Attendance

1. Attends class as scheduled.
2. Arrives/leaves on time (no tardies).
3. Notifies instructor prior to or day of being absent.

B. Character

1. Displays loyalty, honesty, trustworthiness.
2. Displays dependability and reliability.
3. Displays initiative, self-discipline and self-responsibility.
4. Displays self-discipline and performs what is asked of them.

C. Teamwork

1. Respects the rights of others.
2. Maintains appropriate confidentiality.
3. Is a team worker that is cooperative, mannerly, and appropriately assertive.
4. Displays a customer service attitude.
5. Seeks opportunities for continuous learning from others.

D. Appearance

1. Demonstrates appropriate dress indicative of trade.
2. Demonstrates professional grooming and hygiene.
3. Presents oneself professionally each day.

E. Attitude

1. Displays a positive and professional attitude.
2. Displays self-confidence.
3. Displays high expectations of success in trade.

F. Productivity

1. Follows safety practices.
2. Maintains a neat and clean work area.
3. Follows directions and procedures.
4. Completes assignments in keeping with deadlines.

G. Organization Skills

1. Prioritizes and manages class time.
2. Demonstrates flexibility in handling change.

H. Communications

1. Displays appropriate nonverbal skills (eye contact, body language).
2. Displays appropriate listening skills.
3. Uses appropriate language on a professional level.

I. Cooperation

1. Displays leadership skills.
2. Appropriately handles criticism, conflicts and complaints.
3. Demonstrates problem-solving capabilities.
4. Maintains appropriate relationships with instructors and peers.
5. Follows requests of instructor.

J. Respect

1. Engages with cultural and racial diversity in a professional manner.
2. Refrains from engaging in harassment of any kind.
3. Encourages others to avoid harassment.

ECE 1010 - Orientation to Early Childhood

1. Working with young children
   1. Explain how social and economic changes will increase the need for child care services and early childhood teachers.
   2. Describe career opportunities in the early childhood field.
   3. Describe the CDA Credential.
   4. List responsibilities of the early childhood teacher.
   5. Explain how certain personal characteristics can help early childhood teachers care for and educate young children.
2. Types of Early Childhood Programs
   1. List and describe the various types of early childhood programs available to parents and their children.
   2. Explain the advantages and disadvantages of each type of program.
   3. Name the three types of center sponsorship.
3. Explain steps a parent may take in choosing quality child care.
4. List the components of center accreditation.
5. Describe the difference between early childhood education and babysitting.
6. Describe what a quality program should include.

ECE 1020 - Foundations of Early Childhood Development

1. Child Development Principles and Theories
   1. Describe the areas and principles of development.
   2. Define windows of opportunity as related to brain development.
   3. Explain the historical influences on educating young children.
   4. Summarize how theories about development can be used as practical to early care and education.
   5. Contrast the developmental theories of Erikson, Piaget, Vygotsky, and Gardner.

ECE 1030 - Food and Nutrition Education

1. Planning Nutritious Meals and Snacks
   1. List goals for a good nutrition program.
   2. Explain the importance of a healthful diet.
   3. Describe nutritional problems that can result from a poor diet.
   4. Identify two systems useful in planning healthful meals and snacks.
   5. Plan nutritious and appealing meals and snacks for children.
2. Guiding Food and Nutrition Experiences
   1. Explain the value of food and nutrition experiences.
   2. Conduct positive food and nutrition experiences for children that promote healthy eating habits.
   3. Give examples of ways to work with parents to best serve children’s nutritional needs.
   4. List nutritional concepts to teach in early childhood settings.
   5. Outline the procedure for conducting cooking experiences.
   6. Select and prepare simple recipes for children to use in early cooking experiences.
   7. Identify various eating problems encountered in young children.
   8. Teach children to set a table, serve food, and clean up.

ECE 1040 - Safe Healthy Learning Environment

1. Promoting Children’s Safety
   1. List objectives for maintaining a safe environment for children.
   2. Describe guidelines for promoting children’s safety.
   3. Name ways to promote and practice fire safety in an early childhood program.
   4. Outline the procedures for treating poisonings.
   5. Recognize the signs of child abuse.
   6. Teach children how to resist child abuse.
2. Guiding Children’s Health
   1. Develop a workable health policy for a child care center.
   2. List steps for controlling the spread of foodborne illnesses.
   3. Explain the importance of first aid training.
   4. Identify various injuries and outline procedures for treating them.
   5. Explain how to care for children who become ill while in your care
   6. Describe your responsibility when caring for children with special illnesses.
   7. Demonstrate adult and pediatric CPR procedures.
   8. Demonstrate basic first aid procedures.
   9. Explain the importance of sanitary control.
   10. Describe the positive environmental factors that influence good health in children.

ECE 1050 - Child Development (B-8)

1. Understanding Children from Birth to Age Two
   1. Chart the physical development of children in the first two years after birth.
   2. Describe how children develop cognitively in the first two years after birth.
   3. Explain how children in the first two years after birth develop socially and emotionally.
2. Understanding Two- and Three-Year-Olds
   1. Describe the physical, cognitive, and social-emotional development of two-year-olds.
   2. Explain how three-year-olds develop physically, cognitively, socially, and emotionally.
   3. Relate how the development of two- and three-year-olds will affect your role as a teacher.
3. Understanding Four- and Five-Year-Olds
   1. Describe the physical, cognitive, and social-emotional development of four- and five-year-olds.
   2. Explain how you as a teacher can plan programs and relate to four- and five-year-olds in developmentally appropriate ways.
4. Middle Childhood
   1. Describe the physical, cognitive, and social-emotional development of school-age children.
   2. Summarize potential health concerns of middle childhood.
   3. Explain moral development during childhood.

ECE 1060 - Guidance Behavior & Discipline

1. Developing Guidance Skills
   1. Identify goals of effective guidance.
   2. List personality traits of effective early childhood teachers.
   3. Describe principles of direct and indirect guidance.
   4. Explain various techniques for effective guidance.
   5. Summarize ways to promote a positive self-concept in each child.
2. Guidance Challenges
   1. Identify situations and feelings that cause tension in children.
   2. Describe behavior problems that result from tension.
   3. Guide children as they learn appropriate behavior.
   4. Describe the effect of family stressors on children and families.
3. Establishing Classroom Limits
   1. Explain the reasons for having classroom limits.
   2. List guidelines for establishing classroom limits.
   3. Describe methods for enforcing limits.
   4. List useful limits for various classroom areas and activities.
4. Handling Daily Routines
   1. Explain the importance of a daily schedule.
   2. Guide children successfully through the daily routines of dressing and undressing, eating, napping, toileting, and cleanup.
   3. Explain the use of transition techniques to move smoothly from one activity to another.

ECE 1070 - Clinical Practicum I

1. Explain how interests, abilities, personal priorities, and family responsibilities affect career choices.
2. Create your resume.
3. Write a cover letter.
4. List various methods for seeking employment.
5. List questions to ask during an interview.
6. Describe illegal questions and how to respond to them.
7. Describe the rights and responsibilities of employees and employers.
8. Summarize the importance of finding balance among family, work, and community roles.
9. Participate in an interviewing process.

ECE 2010 - Classroom Environment Indoors & Outdoors

1. Preparing the Environment
   1. Explain the value of planned indoor and outdoor space.
   2. Name the basic activity areas in a center, along with the functions of each area.
   3. List criteria to consider when choosing playroom furniture and color schemes.
   4. Summarize factors that affect the organization of space in a center.
   5. Organize basic activity areas of the classroom and outdoor play yard.
2. Selecting Toys, Equipment, and Educational Materials
   1. Explain guidelines for selecting developmentally appropriate toys, equipment, and educational materials.
   2. Describe safety factors to consider when purchasing toys and play yard equipment.
   3. Explain how to report unsafe toys and equipment to the appropriate agencies.
   4. List sources and methods for purchasing toys and equipment.
   5. Identify toys and educational materials that teach children appreciation for people of all cultures.

ECE 2020 - Language Development Literature & Dramatic Play

1. Guiding Storytelling Experiences
   1. Explain the advantages of storytelling
   2. List the four types of children’s books
   3. Discuss the process of choosing children’s books.
   4. Outline the steps to follow when reading aloud to children.
   5. Explain a variety of storytelling methods.
2. Guiding Play and Puppetry Experiences
   1. Describe the stages of play.
   2. Explain the stages of material use in play.
   3. Summarize the benefits of socio-dramatic play.
   4. Prepare the classroom environment and guide socio-dramatic play activities.
   5. Summarize the benefits of puppetry experiences.
   6. Make and use three types of puppets.
   7. Write and tell a puppet story.
3. Guiding Manuscript Writing Experiences
   1. Define manuscript writing.
   2. List reasons for encouraging the development of writing skills in preschool settings.
   3. Explain activities that help children develop writing skills.
   4. Make letters following the Zaner-Bloser writing system.
   5. Outline the sequence children follow in learning alphabet letters.
   6. Discuss guidelines for helping children develop writing skills.
4. Guiding Social Studies Experiences
   1. Explain the importance of social studies experiences
   2. Outline the role of the teacher in designing and guiding social studies experiences.
   3. Describe ways to include multicultural intergenerational, government, ecology, geography, community living, holiday, and current events concepts in the curriculum.
   4. Explain the importance of morning meetings.

ECE 2030 - Music and Movement

1. Guiding Music and Movement Experiences
   1. Explain the benefits of music experiences
   2. Design a music center.
   3. Outline the teacher’s role in music experiences.
   4. Name a variety of rhythm instruments.
   5. Demonstrate the use and purpose of rhythm instruments in the program.
   6. Plan a variety of music activities.
   7. Explain how to teach various movement activities.
   8. Describe movement activities that promote children’s development.

ECE 2040 - Creative Art

1. Guiding Art, Blockbuilding, and Sensory Experiences
   1. Explain how art experiences promote physical, social, emotional, and cognitive growth.
   2. Describe techniques for guiding art experiences.
   3. List the stages of art skill development.
   4. Compile a list of art supplies needed for a well-stocked classroom.
   5. Plan a variety of art, blockbuilding, sensory, and woodworking activities suitable for young children.

ECE 2050 - Math and Science

1. Guiding Math Experiences
   1. List objectives of early math experiences.
   2. Use two basic assessments to determine math skills of children.
   3. Recognize a variety of items that can be used to promote math experiences.
   4. Identify math experiences that promote the development of key math concepts.
   5. Design math experiences that stress specific math concepts.
2. Guiding Science Experiences
   1. Explain what is meant by the term science.
   2. Discuss reasons for studying science.
   3. Outline the procedure for planning science activities.
   4. List a variety of science activities and sources for supplies.
   5. Explain the role of the teacher in guiding science experiences.
   6. Identify methods for developing children’s understanding of their senses.
   7. Name and explain various ways to teach science concepts.

ECE 2060 - Clinical Practicum II

A. The Curriculum

1. Develop program goals.
2. Indicate who is involved in curriculum.
3. Cite the importance of assessment in curriculum planning.
4. Explain the content and process-centered approach to curriculum development.
5. Describe factors to consider in curriculum planning.
6. Illustrate the use of themes as a basis for planning curriculum.
7. Write block plans and lesson plans.
8. Compile a 4-week curriculum unit.

B. Guiding Field Trip Experiences

1. Describe the importance of field trips.
2. Explain points of consideration for first field trip experiences.
3. List ways to promote safety on field trips.
4. Outline the process for selecting a field trip.
5. Explain the types and purposes of theme walks.
6. Plan a field trip from pre-trip planning to follow-up activities.

ECE 3010 - Family Dynamics and Community Involvement

1. Involving Parents and Families
   1. List objectives for parent involvement.
   2. Cite advantages and disadvantages of various methods for involving parents in the center.
   3. Describe the importance of a positive caregiver/family alliance.
   4. Design a center newsletter.
   5. Write a letter to parents.
   6. Plan, conduct, and follow up on a parent-teacher conference.
   7. Explain how to conduct a discussion group.
   8. Describe the process of recruiting and orientating parent volunteers.

ECE 3020 - Development Assessment

1. Observing Children: A Tool for Assessment
   1. List purposes of assessment.
   2. Contrast initial and ongoing assessment.
   3. List the factors to consider in choosing a method of assessment.
   4. List the advantages and disadvantages of various assessment tools.
   5. Compile a list of contents for a child’s portfolio.
   6. Summarize guidelines for observing children.

ECE 3030 - Development of Children with Special Needs

1. Guiding Children with Special Needs
   1. Contribute to the development of an Individualized Education Plan for a child with special needs.
   2. Develop individualized learning objectives and teaching strategies for a child.
   3. Explain the role of the teacher in working with children who have special needs.
   4. Describe methods for identifying and working with special needs that may be encountered in the early childhood program: hearing, speech, language, vision, physical, health, cognitive, and behavioral disorders.
   5. Describe methods of integrating children with special needs into a typical program.
   6. Explain the special needs of children who are gifted and how these needs can be met.

ECE 3040 - Administration of Child Care Centers

1. The Director: A Broad View
   1. State the responsibilities of a Director.
   2. Describe management styles and methods.
   3. Describe leadership qualities.
   4. Discuss the role of a Director as a communicator.
   5. Devise and use a self-evaluation tool.
2. Diversity and Early Education
   1. Describe “developmentally appropriate”.
   2. Describe “culturally appropriate”.
   3. Identify ways that classrooms can honor and support diversity.
3. Choices: Schools and Programs
   1. State the differences between a half-day school and a full-day school.
   2. Describe characteristics for each type of privately and publicly funded program.
   3. Discuss the advantages and disadvantages of various program types.
4. Administering Program Plans
   1. Describe the steps of program planning.
   2. Tell what is meant by the philosophy of a school.
   3. Discuss how goals are developed.
   4. Discuss delivering and implementing a curriculum.
   5. List methods of assessing program
5. Planning: Infants - School-Age Children
   1. State the characteristics of a caregiver for each age group.
   2. Identify the essential areas to be included for each group.
6. Family Child Care
   1. List the reasons parents choose family child care.
   2. List common characteristics of family child care providers.
   3. List steps in starting a family child care business.
   4. State the challenges of running a home-based business.
   5. Discuss quality improvement measures.
7. Staff Selection/Personnel Policies
   1. Identify the procedures for recruiting qualified staff.
   2. List criteria for selecting qualified staff.
   3. Outline the process of selecting a staff member from qualified applicants.
   4. List the necessary information to be included in a personnel policy manual.
8. Staff Supervision and Training
   1. List various components of effective supervision.
   2. Sequence the steps in an evaluation process.
   3. Cite methods and sources for staff training.
   4. Outline strategies for preventing burnout among employees.
9. Budgeting
   1. Discuss the role of a budget in operating a child care program.
   2. List the major categories of expenses.
   3. List possible sources of income.
   4. Identify marketing strategies.
10. Opening a Center: Where to start?
    1. List the components of a business plan.
    2. List start-up costs.
    3. Identify requirements that must be met before beginning operation.
    4. Develop procedures and tasks to facilitate opening and closing.
    5. Identify methods of retaining families.
11. Maintaining the Quality of Child Care
    1. Describe the accreditation process.
    2. Cite laws pertaining to child care.
    3. Salaries
12. Safety

ECE 3050 - Clinical Practicum III

1. Student-Teaching
   1. Dress professionally to the standards of the workplace.
   2. Work independently, initiating tasks with minimum supervision.
   3. Adhere to schedule, giving ample notices of absences.
   4. Manage time and resources effectively.
   5. Get along cooperatively with supervisor and co-workers.
   6. Make sound guidance and discipline decisions.
   7. Maintain a pleasant disposition with children.
   8. Present a creative, fun, and developmentally appropriate curriculum.
   9. Maintain confidentiality.

ECED 1310 - Introduction to Early Childhood Education

Outcome 1: Identify the foundations of the early childhood profession, its historical, philosophical, and social foundations and how these foundations, as well as current trends and issues, influence thought and practice.

Outcome 2: Describe the diversity of settings, teacher qualifications, types of employment, locations, etc., in the early childhood field.

Outcome 3: Locate professional journals, websites, organizations, and community agencies that support the early childhood professional.

Outcome 4: Identify basic components of quality in an early childhood program setting.

Outcome 5: Identify the goals and basic components of several prominent, theoretical curriculum models and approaches. 

Outcome 6: Use the NAEYC Code of Ethical Conduct to address basic ethical dilemmas in early education.

ECED 2185 - Special Topics in Early Childhood Education

ECED 2186 - Special Topics

ECED 2285 - Special Topics in Early Childhood Education

ECED 2286 - Special Topics

ECED 2300 - The Mentoring Teacher

Outcome 2: Recognize the stages of educator development in order to plan strategies that appropriately assess and support the professional development of all early childhood educators.

Outcome 3: Identify effective approaches and strategies for self-assessment and reflective practice in order to examine individual values, beliefs, and practices in early childhood care and education.

Outcome 4: Demonstrate skills necessary for leading collaborative work with various educational partners.

ECED 2310 - Safe, Healthy Learning Environments

Outcome 2: Demonstrate knowledge of the principles for creating safety, health, and nutrition practices in the early childhood setting. 

Outcome 3: Identify appropriate resources in the community related to health, safety, and nutrition. 

Outcome 4: Identify, describe and compare strategies to create a developmentally appropriate and inclusive learning environment to foster children’s physical and mental health, safety, and sense of security. 

ECED 2312 - Administration of Early Childhood Programs

Outcome 2: Demonstrate knowledge of the basic principles of curriculum and program development.

Outcome 3: Identify basic guidelines for facilities management, including licensing regulations and multidisciplinary resources.

Outcome 4: Identify and compare leadership and administrative styles and roles, and their impact on an organization including communication and other effective relationship skills.

Outcome 5: Describe and apply the basic concepts of establishing a program including working with a board, choosing a philosophy, equipping staff, marketing a program, and continuous, collaborative learning to inform practice.

Outcome 6: Demonstrate positive communication and advocacy techniques while working with colleagues, families, volunteers, and the community using ethical and professional guidelines.

ECED 2315 - Early Childhood Curriculum

Outcome 2: Discuss the role of play within the early childhood curriculum and how it supports young children’s learning and development and its utilization as a core teaching practice. 

Outcome 3: Demonstrate knowledge of and ability to implement meaningful, integrated learning experiences for young children in academic content areas using early learning standards and pedagogical content knowledge. 

Outcome 4: Discuss teaching strategies that support children’s social emotional learning and the development of executive function skills.  

Outcome 5: Describe how assessment approaches should be connected to the learning goals, curriculum and teaching strategies for individual young children. 

Outcome 6: Demonstrate knowledge of strategies for engaging families in extending equitable learning opportunities for children. 

Outcome 7: Use a variety of resources, including the Internet, technology, the community, professional resources and standards across academic disciplines to support young children’s learning. 

ECED 2320 - Infant, Toddler, Child Development

Outcome 2: Explain the influence of multiple contexts and individual differences on child development and learning. 

Outcome 3: Compare the major theories of human development and learning to explain aspects of early childhood development. 

Outcome 4: Recognize that authentic and appropriate assessment is necessary to evaluate and support young children’s development and learning. 

ECED 2330 - Infant and Toddler Care

Outcome 2: Modify, evaluate, and select developmentally appropriate materials and environments for infants and toddlers.

Outcome 3: Demonstrate an understanding of responsive, culturally sensitive caregiving techniques.

Outcome 4: Identify ways to collaborate with families through various communication strategies based on an understanding of the unique needs of families with infants and toddlers.

ECED 2335 - Initial Practicum

Outcome 2: Evaluate and reflect on daily practices and analyze the effectiveness of the learning environment using multiple sources of evidence and knowledge. 

Outcome 3: Create a classroom culture that respects each child and practices positive and supportive relationships and interactions. 

Outcome 4: Modify or create an aspect of the learning environment that represents a broad range of appropriate teaching skills and strategies that reflect the principles of universal design for learning. 

ECED 2340 - Family Dynamics and Community Involvement

Outcome 2: Discuss the benefits of forming strong reciprocal relationships with children and families, engaging with them as partners to support learning. 

Outcome 3: Use a broad repertoire of responsive strategies to build partnerships with families, community partners and colleagues to support each child’s development and learning including professional communication skills, technology, and community resources.

Outcome 4: Identify and reflect on the role of childhood educators as informed advocates for young children, families, and the profession. 

Outcome 5: Interpret ethical and other early childhood professional guidelines. 

ECED 2360 - Development of Exceptional Children

Outcome 2: Identify the characteristics and classification of developmental delays and disabilities.

Outcome 3: Identify recommended practices and responsive teaching strategies, including the use of assistive technologies, for inclusive early childhood environments.

Outcome 4: Describe the role and use of formal and authentic assessments including those used for identification of exceptionalities, eligibility for services, and instructional program planning. 

Outcome 5: Recognize the importance of collaboration with professional colleagues to support appropriate programming for children with exceptionalities, integrating families, schools, and community resources.

ECED 2365 - Final Practicum

Outcome 2: Locate and utilize professional resources to inform teaching practices. 

Outcome 3: Demonstrate professional behaviors and dispositions related to advocacy, ethical behavior, professional standards, professional development, and reflective practice. 

Outcome 4: Practice engaging in professional relationships with children, colleagues and families. 

Outcome 5: Apply developmentally appropriate teaching strategies and classroom management. 

ECED 2370 - Developmental Assessment

Outcome 2: Describe the strengths and limitations of a variety of assessment methods and tools (including technology related tools) used with young children. 

Outcome 3: Select and use contextually appropriate tools and approaches for observation, documentation, and interpretation of data, including the use of technology. 

Outcome 4: Plan for assessment partnerships with families and professional colleagues to create and implement individualized goals.

Outcome 6: Identify equitable practices in selecting assessment tools, conducting assessment, and interpreting data to use in planning.  

ECED 2375 - Social-Emotional Development

Outcome 2: Demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.

Outcome 3: Identify and utilize strategies to support the development of executive function skills and engagement in the early childhood classroom setting.

Outcome 4: Use reflective and intentional practices when planning and evaluating developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based opportunities that support the development of positive social and emotional skills for each child.

ECED 2380 - Language and Literacy in Early Childhood

Outcome 2: Design effective culturally responsive teaching strategies for involving families in supporting language and literacy in young children. 

Outcome 3: Examine and select informal tools for assessing children’s language development and literacy learning. 

Outcome 4: Utilize multi-dimensional and pedagogical knowledge when planning and implementing appropriate learning experiences for children to support the development of early language and literacy skills. 

Outcome 5: Evaluate and reflect on early language and literacy experiences for children using pedagogical content knowledge that results in a plan for modification of teaching practices.  

Outcome 6: Interpret how technology can be integrated to support the development of early language and literacy in the curriculum. 

ECED 2385 - Math and Science in Early Childhood

Outcome 2: Utilize multi-dimensional and pedagogical knowledge when planning and implementing appropriate learning experiences for children to support the development of math and science skills. 

Outcome 3: Recognize appropriate assessment strategies in science and math to evaluate children’s progress and to plan instruction.

Outcome 4: Explain how technology can be used within the universal design of learning to support the development of math and science in the curriculum. 

Outcome 5: Evaluate and reflect on science inquiry and math experiences for children using pedagogical content knowledge for math and science that results in a plan for modification of teaching practices. 

Outcome 6: Design effective culturally responsive teaching strategies for involving families in supporting math and science in young children. 

ECED 2385 - Special Topics in Early Childhood Education

ECED 2385 - Special Topics in Early Childhood Education

ECED 2386 - Special Topics

ECED 2390 - Creative Development

Outcome 2: Describe the role of play in a child’s growth across the developmental sequences in the creative arts. 

Outcome 3: Explain the difference between process vs. product in the arts. 

Outcome 4: Discuss strategies for stimulating creativity, including questioning, problem-solving, investigations and inquiry for use throughout an integrated curriculum. 

Outcome 5: Create, implement and evaluate developmentally appropriate creative materials and experiences with a perspective of diversity. 

Outcome 6: Examine effective strategies for involving families and communities in supporting creative development in young children. 

ECED 2395 - School Age Curriculum

ECON 2100 - Macroeconomics

ECON 2200 - Microeconomics

ELCM 2799 - Construction Methods & Codes

1. Identify and work with:
   1. Mechanical, electric and hydraulic Benders
   2. Types of conduits and threading conduits
   3. Proper wiring methods - general and specific installation requirements
   4. Lighting and receptacles
   5. NEC’s requirements for cable assemblies
   6. Boxes and fittings as defined by the NEC
   7. Branch circuits including outside branch feeders
2. Calculate conductor ampacity
3. Develop NEC Code Book skills and interpret CODES:
   1. Identifying key words and phrases relating to the NEC
   2. Applying the NEC’s numbering and outlining system
   3. Working with and applying NEC exceptions

ELCM 2921 - Programmable Logic Controls

1. Understand Boolean algebra
2. Understand AND logic, AND logic gates, OR logic, OR logic gates, BUFFERS and INVERTER amplifiers, NAND and NOR logic, NAND logic gates, NOR logic gates, XOR and XNOR logic, XOR logic gates, XNOR Logic Gates
3. Understand digital switching circuits
4. Understand programmable controller fundamentals and PLC programming software
5. Understand numbering systems, ladder programming and advanced programming instructions
6. Understand timers and counters, shift registers and sequencers

EVP 0001 - Worker Characteristic

• The student will demonstrate attendance skill.
• The student will demonstrate character.
• The student will demonstrate teamwork
• The student will demonstrate knowledge of appearance expectations
• The student will demonstrate appropriate attitude
• The student will remain productive
• The student will demonstrate basic organizational skills
• The student will demonstrate communication skills
• The student will show effective cooperation
• The student will demonstrate respect

EVP 0002 - Worker Characteristic

• The student will demonstrate attendance skills.
• The student will demonstrate character.
• The student will demonstrate teamwork.
• The student will demonstrate knowledge of appearance expectations.
• The student will demonstrate appropriate attitude.
• The student will remain productive.
• The student will demonstrate basic organizational skills.
• The student will demonstrate communication skills.
• The student will show effective cooperation.
• The student will demonstrate respect.

EVP 1005 - Technology Foundations

• The student will demonstrate prior knowledge of basic reading, math, and graphic literacy skills.
• The student will demonstrate knowledge of basic principles of applied mathematics.
• The student will demonstrate the ability to comprehend a written article.
• The student will demonstrate basic ability to read and understand graphic representations of data.

EVP 1010 - Orientation

• Become familiar with rules and regulations of the technical college and the EVPT program.
• Commitment to program objectives.
• Discuss time management skills related to the demands of coursework.
• Discuss setting and achieving goals.

EVP 1020 - Digital Literacy

• Access and navigate between digital environments.
• Identify digital devices and connections.
• Explain fundamental software, operating system, networking, and hardware concepts.
• Customize digital environments.
• Use a personal digital calendar.
• Define higher-level technology concepts.
• Identify and explain common hardware adjustments.
• Explain core printer concept.
• Understand fundamental printing concepts.
• Identify digital devices and connections.
• Create and manage multiple digital identities.
• Cultivate, manage, and protect your digital reputation.
• Apply digital etiquette standards.
• Seek opportunities to increase digital competence.
• Respond to inappropriate digital behavior and content.
• Use and refine criteria for online searches.
• Determine the veracity of an individual search result or digital artifact.
• Understand methods for searching within digital content.
• Understand copyright and licensing restrictions for digital content.
• Determine digital information needs and requirements.
• Manage online data collection, storage, and retrieval.
• Create and edit documents, workbooks, and presentations.
• Perform basic image and video editing.
• Understand accepted referencing and attribution practices.
• Responsibly repurpose digital resources.
• Save and back up work.
• Manage digital information and files.
• Publish or present content for a specific audience.
• Interact with others in a digital environment.
• Understand Internet commerce basics.
• Identify digital collaboration concepts.
• Use digital tools and technologies to collaborate on the creation of content.
• Identify and apply digital etiquette standards for collaborative processes.
• Describe digital security threats.
• Protect devices and digital content.
• Be aware of data-collection technology.
• Identify health risks associated with the use of digital technologies.
• Understand device and file security.

EVP 1030 - Certified Production Technician

This course introduces the student to safety concepts used in a productive manufacturing workplace and quality concepts used in a productive manufacturing workplace. This course informs the student of maintenance issues in an advanced manufacturing environment, highlighting preventive maintenance checks and services (PMCS). This course also introduces the student to the stages of a manufacturing process from customer contact, through creating products, through manufacturing operations, through production packing and distribution.

Student Learning Outcomes:

• Explain why manufacturing is an excellent career choice.
• Understand the major sub-industries within manufacturing.
• Understand the major responsibilities of a frontline production worker.
• Understand the six major concentrations in frontline manufacturing.
• Explain the importance of MSSC certification.
• Identify agencies that regulate safety in the workplace.
• Describe the role of a safety committee.
• Demonstrate knowledge of proper personal protective equipment (PPE).
• Demonstrate knowledge of safety issues and practices to prevent accidents or recommend action in the workplace.
• Explain how to handle hazardous materials and hazardous waste safely.
• Define Quality in reference to advanced manufacturing.
• Explain the key elements of a quality system.
• Explain the purpose of quality management systems.
• Explain the importance of data collection and analysis to quality.
• Identify statistical tools used in process improvement.
• Identify the roles of management and production workers regarding quality.
• Describe inspection procedures.
• Identify methods of inspecting materials, processes, and final products.
• Explain the purpose of documentation and record keeping for inspections.
• Explain the purpose of a quality audit.
• Describe the procedures of a quality audit and how results are reported.
• Identify conditions that require preventative or corrective actions.
• Explain the process of root cause failure analysis.
• Identify when to use preventative action and when to use corrective action.
• Understand principles of Total Productive Maintenance (TPM).
• Understand what equipment is to be maintained and monitored.
• Understand how to troubleshoot to identify a problem with equipment.
• Understand preventive maintenance schedules.
• Understand materials management to know what is recyclable and what is not.
• Use appropriate maintenance tools to maintain machines.
• Use monitoring or diagnostic devices to find out when equipment is operating correctly.
• Ensure that equipment is producing a quality product using statistical methods charts.
• Understand which forms and procedures to correctly documenting processes.
• Understand the repair of equipment using diagrams, schematics, manuals and specifications.
• Verify machine safety through proper set‐up.
• Understand safety procedures to prevent accidents.
• Know the certification/license requirements to operate specific equipment.
• Understand how to use and store hazardous materials and chemicals (e.g., compliance with SDS.
• Understand electrical systems reliability issues, including knowledge of when to inform maintenance.
• Understand pneumatic systems reliability issues, including knowledge of when to inform maintenance.
• Understand hydraulic systems reliability issues, including knowledge of when to inform maintenance.
• Understand machine automation systems reliability issues, including knowledge of when to inform maintenance.
• Understand and interpret specifications, drawings, and work orders.
• Identify the major stages of production, production resources, and factors for production method selection.
• Identify the six (6) types of simple machines, operation and application of levers, and concepts of force and weight.
• Understand the effects of friction on machine operation, operation of machine linkages, cams, and turnbuckles.
• Understand production process types and the operation/application of casting, molding, machining, finishing, assembly, separation, conditioning, combining, and filling.
• Understand types, applications and use of hand tools, portable power tools, and equipment.
• Understand and interpret standard operating procedures, read technical manuals to obtain information and machine operating procedures.
• Understand basic concepts of production planning, work flow, and facilities layout; identify bottlenecks and ways to balance workflow, lean manufacturing concepts, product cost estimating.
• Understand types of inventory and inventory management concepts, read a bill of material, identify cost of downtime.
• Understand types and applications of product packaging, packaging regulations and laws; select packaging for products.
• Understand methods and applications of transporting produced products, interpret shipping documents, use a tracking system.
• Implement and promote environmental programs, projects, policies, and procedures.
• Conduct environmental incident and hazard investigations.
• Conduct preventative environmental inspections.

EVP 1040 - Precision Measurement

 

Course Description:
This course prepares the student to complete the Snap-on Precision Measurement Instruments Certification. The student will be able to demonstrate a solid understanding of the fundamentals of working with precision measurement instruments. The course will include hands- on training on instruments that are vital to engineering, manufacturing, power generation, and natural resources. Students will become proficient in the use of a variety of instruments ranging from tapes and rules to calipers and micrometers.

Student Learning Outcomes:

• Perform tape and rule measurement.
• Perform side caliper measurement.
• Perform gauge measurement.
• Perform angle measurement.
• Perform micrometer measurement.
• Perform dial gauge measurement.

EVP 1050 - Introduction to Manufacturing

• Demonstrate DC tool operation.
• Know electrical connectors and wire Harness.
• Demonstrate hoist operation.
• Use hand tools - torque tool.
• Read and follow OIS/JSA.
• Wear proper PPE.
• Demonstrate correct part selection.
• Demonstrate assembly in correct sequence of operation.
• Demonstrate proper installation and alignment of coolant hoses.
• Demonstrate proper seat.
• Recognize components of an E- Motor for EV.
• Perform visual quality checks targeting underbody.
• Understand how to perform tasks within cycle rate.
• Perform quick connects and pop clamps.

EVP 2010 - LEAN Manufacturing Basics

• Discuss inventory minimization as an important basis for increased productivity.
• Apply the principle of pull production control.
• Compare LEAN manufacturing with conventional production control methods.
• Name the types and functions of different pull production control methods.
• Apply the Process Confirmation method.
• Apply the Process Verification method.
• Understand Kanban: the class pull principle.
• Understand SMED: optimization of setup processes with Single Minute Exchange of Die.
• Understand CIP as part of the business game.
• Learn basic principles of Value Stream Mapping.
• Name the 5s Principles.

EVP 2020 - Introduction to Mechatronics

• Explain the function of electro-pneumatic systems.
• Explain and demonstrate the function of Stacking, Conveying, and Handling Systems.
• Identify the components of automated systems.
• Explain and demonstrate the functionality of Pneumatics, Electrical, and Mechanical components.
• Use software tools to design, simulate, and control automated systems.
• Identify the elements of Programmable Logic Controllers.
• Analyze logic circuits and develop sequence programs.
• Apply the engineering design process to create automated systems and solutions.
• Apply critical thinking, problem solving, and teamwork.

EVP 2030 - FANUC Certified Robot Operator 1

• Safety.
• Jog Speed Settings.
• Basic Systems Components.
• Control Panel and Status Indicators.
• Basic Teach Pendant Navigation.
• Program Selection & Cycling of Programs.
• Understanding Program Flow.
• Tool Center Point Verification.
• Mastering Verification.
• Proper Use of Function Abort.
• Introduction to Inputs and Outputs.
• Auto Mode Preparation and Recovery.

EVP 2040 - Six Sigma White Belt

• Introduction to LEAN.
• Introduction to Six Sigma.
• History of LEAN Six Sigma.
• The DMAIC Method.

EPC 0001 - Worker Characteristic

1. Attendance
   1. Attends class as scheduled.
   2. Arrives/leaves on time (no tardies).
   3. Notifies instructor prior to or day of being absent.
2. Character
   1. Displays loyalty, honesty, trustworthiness.
   2. Displays dependability and reliability.
   3. Displays initiative, self-discipline and self-responsibility.
   4. Displays self-discipline and performs what is asked of them.
3. Teamwork
   1. Respects the rights of others.
   2. Maintains appropriate confidentiality.
   3. Is a team worker that is cooperative, mannerly, and appropriately assertive.
   4. Displays a customer service attitude.
   5. Seeks opportunities for continuous learning from others.
4. Appearance
   1. Demonstrates appropriate dress indicative of trade.
   2. Demonstrates professional grooming and hygiene.
   3. Presents oneself professionally each day.
5. Attitude
   1. Displays a positive and professional attitude.
   2. Displays self-confidence.
   3. Displays high expectations of success in trade.
6. Productivity
   1. Follows safety practices.
   2. Maintains a neat and clean work area.
   3. Follows directions and procedures.
   4. Completes assignments in keeping with deadlines.
7. Organization Skills
   1. Prioritizes and manages class time.
   2. Demonstrates flexibility in handling change.
8. Communications
   1. Displays appropriate nonverbal skills (eye contact, body language).
   2. Displays appropriate listening skills.
   3. Uses appropriate language on a professional level.
9. Cooperation
   1. Displays leadership skills.
   2. Appropriately handles criticism, conflicts and complaints.
   3. Demonstrates problem-solving capabilities.
   4. Maintains appropriate relationships with instructors and peers.
   5. Follows requests of instructor.
10. Respect
    1. Engages with cultural and racial diversity in a professional manner.
    2. Refrains from engaging in harassment of any kind.
    3. Encourages others to avoid harassment.

EPC 0002 - Worker Characteristic

1. Attendance
   1. Attends class as scheduled.
   2. Arrives/leaves on time (no tardies).
   3. Notifies instructor prior to or day of being absent.
2. Character
   1. Displays loyalty, honesty, trustworthiness.
   2. Displays dependability and reliability.
   3. Displays initiative, self-discipline and self-responsibility.
   4. Displays self-discipline and performs what is asked of them.
3. Teamwork
   1. Respects the rights of others.
   2. Maintains appropriate confidentiality.
   3. Is a team worker that is cooperative, mannerly, and appropriately assertive.
   4. Displays a customer service attitude.
   5. Seeks opportunities for continuous learning from others.
4. Appearance
   1. Demonstrates appropriate dress indicative of trade.
   2. Demonstrates professional grooming and hygiene.
   3. Presents oneself professionally each day.
5. Attitude
   1. Displays a positive and professional attitude.
   2. Displays self-confidence.
   3. Displays high expectations of success in trade.
6. Productivity
   1. Follows safety practices.
   2. Maintains a neat and clean work area.
   3. Follows directions and procedures.
   4. Completes assignments in keeping with deadlines.
7. Organization Skills
   1. Prioritizes and manages class time.
   2. Demonstrates flexibility in handling change.
8. Communications
   1. Displays appropriate nonverbal skills (eye contact, body language).
   2. Displays appropriate listening skills.
   3. Uses appropriate language on a professional level.
9. Cooperation
   1. Displays leadership skills.
   2. Appropriately handles criticism, conflicts and complaints.
   3. Demonstrates problem-solving capabilities.
   4. Maintains appropriate relationships with instructors and peers.
   5. Follows requests of instructor.
10. Respect
    1. Engages with cultural and racial diversity in a professional manner.
    2. Refrains from engaging in harassment of any kind.
    3. Encourages others to avoid harassment.

EPC 0003 - Worker Characteristic

1. Attendance
   1. Attends class as scheduled.
   2. Arrives/leaves on time (no tardies).
   3. Notifies instructor prior to or day of being absent.
2. Character
   1. Displays loyalty, honesty, trustworthiness.
   2. Displays dependability and reliability.
   3. Displays initiative, self-discipline and self-responsibility.
   4. Displays self-discipline and performs what is asked of them.
3. Teamwork
   1. Respects the rights of others.
   2. Maintains appropriate confidentiality.
   3. Is a team worker that is cooperative, mannerly, and appropriately assertive.
   4. Displays a customer service attitude.
   5. Seeks opportunities for continuous learning from others.
4. Appearance
   1. Demonstrates appropriate dress indicative of trade.
   2. Demonstrates professional grooming and hygiene.
   3. Presents oneself professionally each day.
5. Attitude
   1. Displays a positive and professional attitude.
   2. Displays self-confidence.
   3. Displays high expectations of success in trade.
6. Productivity
   1. Follows safety practices.
   2. Maintains a neat and clean work area.
   3. Follows directions and procedures.
   4. Completes assignments in keeping with deadlines.
7. Organization Skills
   1. Prioritizes and manages class time.
   2. Demonstrates flexibility in handling change.
8. Communications
   1. Displays appropriate nonverbal skills (eye contact, body language).
   2. Displays appropriate listening skills.
   3. Uses appropriate language on a professional level.
9. Cooperation
   1. Displays leadership skills.
   2. Appropriately handles criticism, conflicts and complaints.
   3. Demonstrates problem-solving capabilities.
   4. Maintains appropriate relationships with instructors and peers.
   5. Follows requests of instructor.
10. Respect
    1. Engages with cultural and racial diversity in a professional manner.
    2. Refrains from engaging in harassment of any kind.
    3. Encourages others to avoid harassment.

EPC 1010 - Orientation Safety Alcohol Education & Haven Training

• Understanding how alcohol will affect you and the people around you and its dangers.
• Understanding what constitutes sexual harassment and how to deal with it.

EPC 1020 - OSHA and Safety

EPC 1030 - Technology Foundations

Students will be able to demonstrate knowledge of:

Reading

• Reading material such as workplace documents such as messages, emails, letters, directions, signs, bulletins, manuals, policies, contracts, and regulations.
• Using the information read to make job-related decisions and solve problems.
• Identify correct meaning of a word when the word is defined in the reading.
• Identify correct meaning of a word based on how the word is used in passage.
• Identify acronyms, jargons or technical terms that are defined in passage.
• Identify purposes, main idea and/or topics in messages.
• Identify details that support topics in messages.
• Identify needed actions from messages.
• Identify steps, and sub steps, in a set of directions.
• Read/Follow instructions/directions in correct order.
• Read/Follow instructions/directions that include if-then-else statements.
• Read/Follow instructions/directions that include maps, diagrams or floor plans.
• Identify cause and effect in directions.
• Solve problems from troubleshooting directions using cases and effects.
• Apply general reading strategies for reading directions.
• Find information in indexes, tables of contents, and glossaries.

Basic Writing

• Produce writing that consists of complete sentences.
• Exhibit organization of thoughts and ideas.
• Develop writing using proper sentence parts/parts of speech and sentence structure.
• Use punctuation and capitalization appropriately.
• Demonstrate proper use of plural forms for names, compound words and numbers.
• Identify verb tenses and demonstrate using them properly.
• Identify adjectives and adverbs and demonstrate using them properly.
• Identify commonly misspelled words.
• Proofread and edit writing.
• Write structurally, grammatically, and mechanically correct sentences.
• Demonstrate the phases of writing including draft, revision, and final copy.
• Construct an easy-to-follow, logical progression of ideas and information.

Graphic Literacy

• Read, review and interpret simple to more complex graphs, charts (bar, line, & pie), and tables.
• Identify trends and patterns in graphs, charts and/or tables; and locate information in graphs, charts and/or tables.
• Read and interpret blueprints, schematic drawings, diagrams, specifications, and/or work orders/ticketing systems.
• Read and understand various equipment gauges, valves, levels, dials, dashboards, etc. for operation monitoring.
• Follow and understand checklists.
• Practice visualization to imagine how something will look after it is moved around or when its parts are moved, rearranged, or newly assembled.
• Demonstrate an understanding of data relationships and comparing trends - variables, dependency, creating summaries, etc.
• Draw conclusions and/or apply data from graphs, charts, and/or tables to specific situations.
• Evaluate information/data to determine compliance with standards.
• Making decisions and solving problems by analyzing information/data and evaluating results.
• Ability to concentrate on a task over time without being distracted.

Applied Mathematics

• Efficiently and accurately solve basic mathematical operations dealing with whole numbers, fractions, decimals and percentages.
• Convert between fractions, decimals, and percentages.
• Apply basic mathematical operations to applied mathematical situations.
• Apply basic graphing and statistical principals to a technical field.
• Efficiently and accurately solve basic algebraic methods and operations.
• Calculate one- and two-step conversions.
• Calculate averages, simple ratios, proportions and rates using whole numbers and decimals.
• Locate and use appropriate formulas.
• Calculate using mixed units.
• Calculate perimeter and areas of basic shapes.
• Calculate percentage discounts or markups.
• Decide what information, calculations, or unit conversions to use to find the answer to a problem.
• Identify where a mistake occurred in a calculation.
• Solve problems that require mathematical operations using mixed units - ie. 6 feet 2 inches.
• Conversions between standard and metric measurements.
• Able to work multiplication and division with ease. 
• Calculate volume of basic shapes.

EPC 1040 - Math Review

• Understand how to combine operations with “Whole Numbers”.
• Understand how to combine operations with “Common Fractions”.
• Understand how to combine operations with “Decimal Fractions”.
• Understand how to calculate “Combined Problems on Percent’s, Averages and Estimates”.
• Understand how to calculate and “Metric Measure and Scientific Notation”.
• Understand how to calculate and “Combined Problems on Measure”.
• Understand how to calculate “Combined Operations with Ratio and Proportion”.
• Understand how to calculate and “Combined Problems on Formulas”.
• Understand how to calculate “Combined Numbers in Trigonometry.

EPC 1051 - Tools (Safety & Instruction)

• Describe the purpose of construction safety.
• Identify who is responsible for safety.
• Identify dangers on a jobsite.
• Safety Understand employer responsibilities as required by OSHA.
• Understand employee responsibilities as required by OSHA.
• Describe the purpose of the NFPA 70E (Standard for Electrical in the Workplace).
• Describe how an electrical current affects the human body.
• Describe the hazards associated with receiving an electrical shock.
• Understand what determines the severity of an electrical shock.
• Describe the steps necessary to remove electrical power.
• Understand the procedures used to ensure equipment is in a de-energized state.
• Describe the use and purpose of GFCI devices.
• Describe the dangers associated with an arcing incident.
• Understand the impact that an arcing incident will have on persons and property.
• Describe situations that could result in an arcing incident.
• List the steps necessary to protect a person from an arcing incident.
• Describe situations that may necessitate working on live circuits or equipment.
• Describe the various approach boundaries.
• Understand how the NFPA 70E tables apply to the various approach boundaries.
• Describe an energized work permit.
• Describe the personal protective equipment used to prevent electrical shock.
• Describe the personal protective equipment used to prevent injuries from an arcing incident.
• Describe the proper care for various types of personal protective equipment.
• Describe the steps in a lockout tag-out procedure.
• Explain the need for personal protective equipment.
• Describe the various types of:
  • Eye protection
  • Hearing protection.
  • Foot protection.
  • Respiratory protection.
  • Fall protection.
• Explain the proper use of:
  • Eye protection.
  • Hearing protection.
  • Foot protection.
  • Respiratory protection.
  • Fall protection.
• Describe the dangers associated with the various tools and equipment used on a construction site.

EPC 1060 - Electrical Theory (Basic AC Theory & Ohms Law)

• Students will have a working knowledge of the differences between conductors and insulators.
• Compute different electrical values using the Ohm’s law formulas.
• Discuss different types of electrical circuits.
• Select the proper Ohm’s law formula from a chart.
• List the major types of fixed resistors.
• Determine the resistance of a resistor using the color code.
• Compute the values of voltage drop in a series circuit using the voltage divider formula
• Define a combination circuit.
• List the rules for parallel circuits.
• List the rules for series circuits.
• Solve combination circuits using the rules for parallel circuits, series circuits, and Ohm’s law.
• Connect a voltmeter to a circuit.
• Connect and read an analog multimeter.
• Connect an ammeter.
• Select a conductor from the proper wire table.
• Discuss the differences between direct and alternating current.

EPC 1072 - The National Electrical Code (NEC 2017)

• Be aware that electrical requirements in addition to the NEC may exist, and if so, that compliance is required.
• Understand the meaning of the term accessible (1) when applied to wiring methods and (2) when applied to equipment.
• Be able to identify accessible equipment that is not readily accessible.
• Be able to accurately evaluate a location as accessible, readily accessible,or not readily accessible.
• Be able to identify equipment classified as appliances.
• Be familiar with the four categories of branch circuits and be able to list their differences.
• Be able to distinguish the difference between the terms enclosed and guarded.
• Be able to determine whether a load is continuous or non-continuous.
• Know the difference between branch - circuit conductors and feeder conductors.
• Know the support requirements for MC,AC and nonmetallic -sheathed cable.
• Be aware that a minimum bending radius must be maintained with cables.
• Understand that cables must be protected from physical damage.
• Be familiar with both general and specific installation provisions for MC, AC, and nonmetalic sheathed cable.
• Be familiar with box requirements when using nonmetallic - sheathed cable.
• Know the minimum conductor length to be left inside boxes.
• Know the maximum number of bends for raceways installed between pull points.
• Have a good understanding of rigid and intermediate metal-conduit provisions.
• Be able to determine the type of raceway best suited for each installation.
• Be familiar with intermediate metal conduit (IMC), rigid metal conduit (RMC), and electrical metallic tubing (EMT) support requirements.
• Be able to calculate the minimum number of 15- and 20- ampere branch circuits in a one family dwelling.
• Know the requirements for single receptacles on individual branch circuits.
• Understand the branch - circuit ratings allowed for general - purpose receptacles.
• Know the receptacle ratings allowed on various size branch circuits.
• Understand the requirements for receptacle boxes.
• Know the minimum number of circuits required for kitchens, pantries, dining rooms, breakfast rooms, and similar areas.
• Have an extensive understanding of the grounding system as a whole.
• Be able to calculate the general lighting load in a one - family dwelling.
• Know the minimum volt - amp (VA) requirements for small - appliance and laundry branch circuits.
• Know how to apply demand factors to the general lighting load.
• Be able to apply demand factors to fastened in place appliances.
• Be able to calculate feeder - demand loads for household clothes dryers.
• Know how to calculate feeder - demand loads for household cooking equipment.
• Be able to calculate heating and air - conditioning feeder - demand loads.
• Be able to calculate a one family dwelling service or feeder using the standard method.
• Be able to calculate a one - family dwelling service or feeder using the optional method.
• Know how to size service and feeder conductors.
• Be able to calculate and choose the appropriate size neutral conductor.
• Understand how the grounding electrode conductor is selected.
• Be familiar with service conductor vertical clearance requirements.
• Know that the number of dwelling units is essential in performing a multifamily calculation.
• Be able to calculate the general lighting load in a multifamily dwelling.
• Have a good understanding of the elements required to perform a non-dwelling load calculation.
• Know that working space clearances vary depending on the conditions and voltages.
• Understand what constitutes Class I, II, and III locations, as well as the parameters for Divisions 1 and 2 within each class.
• Have an adequate understanding of health care facility terminology.
• Be familiar with service entrance provisions with or without a single main disconnecting means.
• Know the location of provisions relating to recreational vehicles and recreational vehicle parks.
• Have a good understanding of floating building requirements.
• Be familiar with the provisions for marinas and boatyards.
• Be familiar with definitions pertinent to swimming pools, fountains, and similar installations.
• Understand what constitutes an equipotential bonding grid (for permanently installed pools) and what items must be bonded to the grid.
• Have a solid grasp of equipment, panelboard, receptacle, and lighting (including underwater lighting) provisions pertaining to permanently installed swimming pools.
• Be able to accurately define the storable pool and know the applicable requirements.
• Be familiar with spa and hot tub provisions.
• Know where to find requirements for therapeutic pools and tubs.
• Understand the fundamental hydro-massage bathtub provisions.

EPC 1081 - Residential Wiring Basic & Lab

• Identify and explain the electrical outlet symbols used in the plans of the single-family dwelling.
• Discuss the types of outlets, boxes, luminaires, and switches used in the residence.
• Explain the methods of mounting the various electrical devices used in the residence.
• Understand the preferred way to position receptacles in wall boxes.
• Understand issues involved in remodel work.
• Understand how to determine the maximum number of conductors permitted in a given size box.
• Understand the NEC® requirements for calculating branch-circuit sizing and loading.
• Understand the term volt-amperes per square foot.
• Calculate the occupied floor area of a residence.
• Determine the minimum number of lighting and laundry branch circuits.
• Know where receptacle outlets and lighting outlets are required.
• Determine the current-carrying capacity (ampacity) of conductors.
• Understand overcurrent protection for conductors and maximum loading of branch circuits.
• Identify the grounded and ungrounded conductors in cable or conduit (color coding).
• Identify the various types of toggle switches for lighting circuit control.
• Describe the operation that each type of toggle switch performs in typical lighting circuit installations.
• Determine when a neutral conductor must be available for switch boxes.
• Demonstrate the correct wiring connections for each type of switch per Code requirements.
• Understand the various ways to bond wiring devices to the outlet box.
• Understand how to design circuits to avoid heating by induction.

EPC 1091 - Multi-Meters

• List the personal protective equipment (PPE) required when using a DMM.
• List the four overvoltage installation categories and an example of each.
• Identify the maximum voltage and current listings on DMM terminals and test leads.
• Test condition of DMM test leads and fuse.
• Identify common DMM abbreviations.
• Identify common DMM symbols.
• Define DMM terms including an abbreviation and/or symbol.
• Identify common prefixes used with electrical/electronic values.
• Identify the resolution of a DMM reading.
• Determine maximum readings with different range settings.
• Determine the value of a bar graph measurement.
• Identify ghost voltage displayed.
• List the ranges of the voltage, current, and resistance scales on the DMM.
• Set the DMM to record minimum and maximum measurements.
• Set the DMM to display the difference between a reference measurement and subsequent measurements using the Relative mode.
• Set the DMM to automatically subtract the resistance of the test leads when taking low-resistance measurements.
• Measure AC voltage.
• Determine branch circuit voltage drops.
• Use Relative mode with AC voltage measurements.
• Convert RMS, average, peak, and peak-to-peak voltage values.
• Measure DC voltage.
• Determine DC circuit polarity.
• Use Relative mode with DC voltage measurements.
• Use MIN MAX Recording mode with DC voltage measurements.
• Test continuity.
• Use RANGE setting to display resistance measurement ranges.
• Measure current in a series branch of circuit.
• Use MIN MAX Recording mode to monitor changes in current.
• Measure line frequency on an AC circuit.
• Convert capacitance values in farads, microfarads, and Nano farads.
• Measure capacitance using Capacitance Measurement mode.
• Test capacitor using Resistance mode.
• Identify the acceptable resistance range of good test leads.
• Interpret key information listed in DMM specifications.

EPC 2010 - Class Project Residential-Commercial

• Working safely using proper PPE.
• Working safely with tools of the trade.
• Demonstrating safe work habits.
• Demonstrating knowledge at the task at hand.

EPC 2020 - Advanced Residential-Commercial Wiring and Transformers

• Understand how GFCIs, AFCIs, IDCIs, and ALCIs operate
• Understand NEC® requirements of where and how GFCIs and AFCIs are to be installed and connected.
• Understand luminaire terminology, such as Type IC and Type NON IC.
• Understand the NEC® requirements for installing and connecting surface and recessed.
• Understand the meaning of general, accent, task, and security lighting.
• Estimate loads for the outlets connected to a branch circuit.
• Determine how many receptacles to connect to a branch circuit.
• Determine how many branch circuits are needed.
• Understand where AFCIs are required for bedrooms.
• Study Code requirements for the installation of ceiling suspended (paddle) fans.
• Estimate probable connected load for a room based on the number of luminaires and outlets included in the circuit supplying the room.
• Understand Code requirements for receptacles installed in bathrooms.
• Understand Code requirements for receptacle outlets in hallways.
• Discuss fundamentals of proper lighting for bathrooms.
• Become familiar with simple landscape lighting.
• Know the NEC® requirements for
• small-appliance branch circuits in kitchens.
• Decide where it might be desirable to install multi - wire branch circuits and
• split-circuit receptacles in areas where a high concentration of plug-in appliances might be used.
• Understand the NEC® requirements for underground cable and conduit wiring.
• Understand 3-wire (multi-wire) branch circuits.
• Understand the operation of electric water heaters and their components.
• Install circuits for a typical food waste disposer and dishwasher.
• Understand the NEC® requirements for embedded resistance heating cable, electric furnaces, electric baseboards, and heat pumps.
• Understand the basics of the National Fire Alarm Code NFPA 72 (2013), the Standard for the Installation of Household Carbon Monoxide (CO) Warning Equipment NFPA 720 (2012), and the National Electrical Code NFPA 70 (2014).
• Understand the basics of smoke, heat and carbon monoxide alarms
• Understand the important NEC® requirements for fuses and circuit breakers.
• Calculate the size of the service entrance, including the size of the neutral conductors, using conventional and optional methods.
• Understand why the neutral conductor is permitted to be smaller than the ungrounded conductors.
• Understand and apply the basic NEC® requirements for the wiring of swimming pools, spas, hot tubs, and hydro - massage bathtubs.
• Read and interpret electrical symbols used in construction drawings.
• Determine whether an adjustment is needed for continuous loads.
• Apply adjustment and correction factors as appropriate.
• Apply factors for continuous, motor, and heating loads.
• Determine the correct rating for branch-circuit protective devices.
• Determine the preferred type of wire for a branch circuit.
• Connect single-pole, three-way, four-way, and double-pole switches to control circuits.
• Select the proper size of outlet, pull, and junction boxes based on the applicable requirements.
• Determine branch-circuit and feeder ratings and conductor sizes for motors.
• Determine maximum rating of branch circuit and feeder short-circuit and ground-fault protection for motors.
• Determine appropriate overcurrent protection for motors.
• Understand the meaning of the terms Type 1 and Type 2 protection.
• Locate the disconnecting means appropriately for controllers and motors.
• Discuss the advantages/disadvantages between single- and 3-phase supply systems.
• Understand requirements for wiring an elevator.
• Describe the connections necessary to control a sump pump.
• Prepare a panelboard directory.
• Install power transformers to meet the NEC® requirements.
• Draw the basic transformer connection diagrams.
• Understand the technical terms associated with lamps and ballasts.
• Identify the lamps scheduled to be used in the Commercial Building.
• Understand the basics of incandescent, halogen, fluorescent, LED, and HID lamps.
• Understand the basics of electronic and magnetic ballasts.
• Understand the practical application of lamps used in the Commercial Building.
• Understand more about energy savings for lamps and ballasts.
• Use the time-current characteristics curves and peak let-through charts.
• The electrical principles that allow transformers to function.
• What a transformer is.
• How a transformer work.
• The difference between primary and secondary transformer coils.
• Show how to calculate transformer values of voltage, current, and power.
• Describe the transformer losses that cause actual values to be somewhat different from the calculated values.
• Define transformer inrush current and secondary voltage drop and then describe their effects.
• Define the meaning of transformer impedance and then show how this value is used to calculate the available short circuit current (fault current) of the transformer secondary.
• Transformer lead identification.
• Transformer voltage and power ratings.
• Single and multiple winding transformer characteristics, symbols, and connection diagrams.
• Nonstandard three-phase connections, such as center tapped delta and open delta, and how they are used.

EPC 2030 - 2030 National Electrical Code-Advanced Codeology (NEC 2011) Load Calculations, Motors, Appliances

• Be able to calculate the general lighting load in a one - family dwelling.
• Know the minimum volt - amp (VA) requirements for small - appliance and laundry branch circuits.
• Know how to apply demand factors to the general lighting load.
• Be able to apply demand factors to fastened in place appliances.
• Be able to calculate feeder - demand loads for household clothes dryers.
• Know how to calculate feeder - demand loads for household cooking equipment.
• Be able to calculate heating and air - conditioning feeder - demand loads.
• Be able to calculate a one family dwelling service or feeder using the standard method.
• Be able to calculate a one - family dwelling service or feeder using the optional method.
• Understand the standard method for calculating a multifamily dwelling service.
• Successfully calculate a multifamily dwelling service using the optional method.
• Be able to calculate a feeder for one unit in a multifamily dwelling using either method.
• Know how to size service and feeder conductors.
• Have a good understanding of the elements required to perform a non-dwelling load calculation.

EPC 2040 - Conduit-Bending

• Describe the differences between rigid metal conduit and electrical metallic tubing.
• Summarize the appropriate section of the NEC for rigid, EMT, PVC, and IMC.
• Describe the color coding of the thread protector caps used with rigid conduit and IMC.
• List the components of a hand bender.
• List the shoe markings on hand benders.
• Explain how to determine the take-up of a bender.
• Demonstrate the basic arithmetic and take up used when fabricating 90 degree bends.
• Calculate the amount of gain in 90 degree bends and back to back 90 degree bends.
• Define offset bend and kick and distinguish between them.
• Demonstrate the multiplier method for making offset bends.
• Calculate the distance between bends.
• Describe shrink and explain how to calculate shrink.
• Calculate the shift required when bending parallel offsets.
• Demonstrate the measured rise method for making offset bends.
• Demonstrate how to use shrink to calculate the required length of conduit before bending.
• Demonstrate how to thread conduit with a handheld threading and with a threading machine.

EPC 2050 - Bonding & Grounding

• Connections of grounding and bonding equipment.
• The importance of providing clean surfaces for grounding and bonding connections.
• Systems that are required to be grounded, those that are permitted but not required to be grounded, and those circuits that are not permitted to be grounded.
• Grounding requirements for grounded systems.
• Installing and sizing grounded service and system conductors.
• System conductors that are required to be grounded.
• Function and sizing of main and system bonding jumpers.
• Grounding requirements for separately derived systems.
• Grounding for two or more buildings supplied by a feeder or branch circuit.
• Requirements for grounding portable and vehicle-mounted generators.
• Requirements for high-impedance grounded neutral systems.
• Requirements for the use of a common grounding electrode.
• Installation requirements for grounding electrode conductors.
• Minimum size of grounding electrode conductors.
• Methods for connecting grounding and bonding conductors to grounding electrodes.
• Using building structural metal members and water pipes as grounding electrode conductors.
• Grounding requirements for service raceways and enclosures.
• Grounding requirements for other conductor enclosures and raceways.
• General requirements for bonding.
• Bonding requirements for services.
• Bonding requirements for other enclosures.
• Bonding in hazardous locations.
• Material for, attachment of, and sizing equipment bonding jumpers.
• Bonding of metal piping and exposed structural steel.
• Bonding of lightning protection system.
• Types of acceptable equipment grounding conductors.
• Identification requirements for equipment grounding conductors.
• Installation requirements for equipment grounding conductors.
• The minimum size of equipment grounding conductors.
• Rules for continuity of equipment grounding conductors.
• Means of identification of wiring device terminals.
• Grounding requirements for agricultural buildings and structures supplied overhead and underground from a site-isolation device.
• Requirements for an equipotential plane and for GFCI protection in agricultural buildings or structures.
• Grounding and bonding requirements for services and feeders for mobile homes and manufactured homes.

EPC 3010 - Plumbing Safety

• Demonstrate the knowledge of when and how to use the following PPE equipment.
  • Eye protection
  • Face protection
  • Hand protection
  • Knee protection
  • Foot protection
  • Inhalation protection

EPC 3020 - Plumbing Tools

• Identify and describe the hand tools the plumber commonly uses.
• Use hand tools in a safe and appropriate manner.
• Identify and describe power tools a plumber often uses.
• Identify which drill or saw t be used relevant to the work location.
• Identify which drill bit or saw blade to be used relevant to a system installation.
• Use power tools in a safe an appropriate manner.

EPC 3030 - Types of Pipe, Fitting & Valve

• Identify and describe common types of pipe and tubing used in a residential plumbing installation.
• Understand that certain pipe and tubing materials can be used only for specific systems.
• Understand that some pipe and tubing materials can be used in all residential systems.
• Relate pipe and tubing selection to plumbing codes.
• Order pipe and tubing materials.
• Identify and describe common types of fittings used in a residential plumbing installation.
• Understand that certain fitting materials and designs can be used only for specific systems.
• Understand that some fitting materials can be used in all residential systems.
• Relate fitting design selection to plumbing codes.
• Order fittings based on their installation requirements, size, and materials.
• Identify and describe valves and devices used in a residential plumbing installation.
• Understand that certain valves designs can be used only for specific systems.
• Know the safety devices used in residential piping systems and their unique characteristics.
• Relate installation of valves and devices to plumbing codes.

EPC 3040 - Fixtures & Equipment Install

• Identify the basic types of residential fixtures.
• Order each fixture based on its type and variations.
• Understand that different fixtures are installed during various phases of construction.
• Recognize the importance of manufacturer installation information.
• Understand the differences in basic faucet designs.
• Recognize various faucets styles and finishes.
• Identify the variations in fixture outlets and drain assemblies.
• Order the correct faucets and drain assembly for a particular fixture.
• Explain the difference in water heater designs.
• Understand the basic principles of heating water.
• Explain the variations in equipment connections.
• Correctly order plumbing equipment.

EPC 3050 - Water Distribution Install

• Know correct techniques for installing a water distribution system.
• Respect that a plumber installs water piping per code and protects water quality.
• Know drilling and notching codes to ensure structural safety of a building.
• Understand the rough-in aspects of a water supply to specific fixtures.

EPC 3060 - Drainage, Waste & Ventilation Installation

• Identify and describe segments of a drainage waste and vent (DWV) system.
• Recall the basic abbreviations of a DWV system.
• Size the various segments of a DWV system.
• Understand basic conventional septic system operation.

EPC 3070 - Troubleshooting

• Know basic and safe troubleshooting approaches.
• Understand that a troubleshooting approach is based on a specific product or system.
• Recognize that a manufacturer warranty applies to the replacement of a defective product.
• Know that a manufacturer of a specific product provides repair information based on that product.
• Understand basic water heater, well pump, and toilet repair approaches.

ELCM 1061 - Electrical Construction Blueprint Reading I

1. Identify commonly used electrical materials
2. Understand the fundamentals of blueprint drawing and how to make proper sketches
3. Understand architectural views and how to draw them
4. Recognize and understand common scales used on blueprints
5. Use blueprint specifications, elevations and schedules properly
6. Understand and draw electrical and mechanical symbols used on blueprints
7. Understand how to properly use, read and analyze a residential blueprint

ELCM 1062 - Electrical Construction Blueprint Reading II

1. Understand the basic fundamentals of blueprints and how they are drawn
2. Analyze and lay out residential circuits
3. Understand job costs and how to do an actual takeoff
4. Understand, interpret, and evaluate blueprint specifications
5. Interpret blueprint schedules and locate components on the print
6. Recognize Blueprint Systems Integration

ELCM 1063 - Electrical Construction Blueprint Reading III

1. Understand, interpret, and evaluate commercial specifications
2. Understand, interpret, and evaluate industrial specifications
3. Understand, interpret, and evaluate legends and schedules
4. Understand, interpret, and evaluate wiring drawings related to control panels
5. Recognize Blueprint Systems Integration

ELCM 1080 - Industrial Electricity I

1. Use electrical units and Ohm’s Law: Current, Voltage, Resistance & Power
2. Identify DC series, parallel and combination circuits
3. Draw basic electrical circuits correctly
4. Understand the Principles of Magnetism and Electromagnetism
5. Understand how DC generators produce electrical current
6. Understand overcurrent protection devices in DC circuits

ELCM 1980 - Industrial Electricity I

1. Use electrical units and Ohm’s Law: Current, Voltage, Resistance & Power
2. Identify DC series, parallel and combination circuits
3. Draw basic electrical circuits correctly
4. Understand the Principles of Magnetism and Electromagnetism
5. Understand how DC generators produce electrical current
6. Understand overcurrent protection devices in DC circuits

ELCM 1990 - Industrial Electricity II

1. Understand the basic characteristics of AC circuits
2. Understand Alternating Current (AC) and how generators produce electricity
3. Recognize AC Resistive (R) Circuits, Inductive (L) Circuits, Capacitive (C) Circuits and Combination Circuits (RLC).
4. Identify and understand single-phase systems and three-phase systems
5. Understand the fundamental design and function of transformers: step up/down, and Delta-Wye configurations
6. Understand overcurrent protection devices in AC circuit

ELCM 1993 - Industrial Electricity III

1. Understand Kirchh Off’s Laws, Thevenin’s and Norton’s Theorems
2. Understand filters such as low pass and high pass
3. Understand power factor, power factor correction, power quality, power harmonics
4. Understand semiconductor diodes, oscillators, IC 555 Timers, DIAC and TRIAC
5. Identify power supplies; half-wave rectifier circuits, voltage regulations, full wave rectifiers
6. Understand differential and operational amplifiers, controlling the gain of operational amplifiers, and differential amplifiers

ELCM 1994 - Industrial Electricity IV

1. Understand grounding and bonding based on the NEC including phase and equipment grounding.
2. Understand ground faults, short circuits and grounding at separate buildings
3. Understand the principles and methods used for Earth testing
4. Understand overcurrents: overloads, short circuits and ground faults and selecting devices to protect against them (V, A, IR).
5. Understand branch circuits, feeders & services
6. Understand motor overload and single phasing protection
7. Understand Motor Branch Circuits - Article 430 and Transformer Protection - Article 450

ELCM 2110 - Industrial Safety

1. Understand basic tools of the trade and the workplace of an electrical worker
2. Execute safety, including the proper care & use of ladders, overhead work and hoisting loads properly
3. Install and properly use fastening devices
4. Understand the reality of electrical shock
5. Tie basic knots

ELCM 2480 - Rotating Machines I

1. Understand and identify motors including: DC, AC Fractional HP motors, Universal motors and Polyphase motors
2. Understand motor installations
3. Understand general principles of motor control: manual starters, magnetic coils, control relays, timers, electronic relays, pilot devices and overcurrent/phase failure relays
4. Understand control transformers
5. Understand reversing and sequential motor control; pushbutton interlocks; mechanical interlocks; combined pushbutton and mechanical interlocks; pushbutton initiated sequential control; automatic sequential control; automatic timed sequential control;
6. Understand jogging and plugging controls; jogging using a control relay I; jogging using a control relay II; jogging using a control relay III; jogging under a selector switch; jogging a reversing starter

ELCM 2490 - Rotating Machines II

1. Understand motor controls such as solid State, DC, Wound-Rotor, Synchronous motor, Stepping motors, etc.
2. Understand the principles of motor speed control for: Single Phase AC motors, Three-Phase AC motors,
3. Understand clutches and drives
4. Understand air conditioning/refrigeration fundamentals and their electrical controls
5. Locate cable faults - terminal methods, tracing methods, magnetic detection
6. Identify hazardous locations - classifications and wiring methods and equipment

ELCM 2640 - Structured Cabling Systems

1. Use related code interpretation TIA/EIA standards and wiring methods
2. Understand various systems such as: fire alarm systems, interface systems, voice and alarm systems (i.e. motion detectors), home automation
3. Understand cabling: plans & specifications, structured cabling, twisted pairs / shielded and unshielded, telecommunications (cabling and grounding)
4. Understand residential telecommunications
5. Identify sensors
6. Understand and identify I/O devices

ELCM 2645 - Solar Power Systems

1. Understand site surveys
2. Understand solar radiation
3. Understand photovoltaic systems
4. Understand system components & devices
5. Understand modules and arrays
6. Understand inverters
7. Understand electrical integration
8. Understand utility interconnection

ELCM 2650 - Fuel Cell Systems

1. Identify information tech sights and critical loads
2. Work with UPS - Uninterruptible Power Systems, infrastructure components and UPS design configurations
3. Understand fuel cell basics, fuel cell applications and fuel cell installation
4. Understand operation and monitoring

EAP 1010 - Orientation Registration and Program Introduction I

• Understand the requirements of being a student in the program
• Have completed all registration paperwork and financial aid forms
• Attended the New Student Orientation
• Understand the requirements of the work-based-learning (WBL) portion of the program

EAP 1020 - OSHA Construction Safety I

• Identify hazards associated with electricity and in the construction field
• Understand the need for safety programs and training
• Discuss methods of minimizing or eliminating the potential for hazards when working around electricity
• Understand Electrical Hazards and safe electrical practices
• Understand the importance of PPE
• Understand fall protection systems
• Understand Scaffolds general and safety requirements
• Understand Fall Protection, Ladders and Stairways, and Scaffolds