Departmental Student Learning Outcomes Report for 2009-2010
Department: Allied Health
Kinesiology Program Major
 Develop a basic understanding of the anatomical components of the human body with
specific application to human movement and an understanding of appropriate
anatomical and physiological language.
 Develop an ability to do movement analysis with a focus on functional anatomy.
 Have an understanding of the importance of macro and micronutrients to human life as
well as body’s metabolic process of foods.
 Demonstrate an ability to analyze nutrient intakes and report on experiences.
 Develop the ability to discuss the metabolic pathways and their relationship to training
and performance
 Develop an understanding of the mechanical and physiological basis of pulmonary
ventilation and the relationship the pulmonary system has to limits of human
performance
 Develop a working knowledge of the structure and control of the cardiovascular system
and the acute and chronic adaptations seen in the system in response to exercise
 Develop an understanding of the structure, function and control of the neuromuscular
system and its adaptations with training
 Learn the techniques commonly used in exercise physiology to assess human
performance.
 Develop an understanding of the principles of mechanics as they pertain to the
description and production of human motion
 Develop an understanding of the mechanical characteristics of the musculoskeletal
system as it relates to the production of motion and to injury.
 Develop an understanding of the relationship between mechanical and metabolic
factors in terrestrial motion.
 Examine the importance of skill, ability, reaction time and decision making on human
movement development
 Develop an ability to recognize how attention, anxiety, and arousal are related and
affect human movement
 Understand how to best organize practice sessions appropriate for different levels of
performers
 Develop an understanding of proper use of feedback and motivation
 Demonstrate and ability to apply concepts related to motor behavior to teaching,
coaching, and/or rehabilitation settings.
 Develop an ability to conduct risk stratifications and fitness assessments that
incorporate cardio-respiratory, body composition, and muscular fitness tests as set forth
by the American College of Sports Medicine
 Understand the considerations necessary in exercise prescription for cardiovascular
fitness and muscular fitness in individuals with various metabolic and cardiorespiratory risk factors and disease as set forth by the American College of Sports
Medicine.
 The ability to understand and discuss strength and aerobic training principles and
mechanisms
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The ability to construct periodized strength training and aerobic training programs for
various applications
An understanding of testing and evaluation procedures for athletic conditioning
An understanding of the proper strength training facility layout and facility
maintenance as outlined by the National Strength and Conditioning Association.
An understanding of the proper strength training facility layout and facility
maintenance as outlined by the National Strength and Conditioning Association.
An understanding of the proper strength training facility layout and facility
maintenance as outlined by the National Strength and Conditioning Association.
An understanding of the proper strength training facility layout and facility
maintenance as outlined by the National Strength and Conditioning Association.
An understanding of the proper strength training facility layout and facility
maintenance as outlined by the National Strength and Conditioning Association.
Develop an understanding of the research process and an appreciation for scientific
writing
Gain knowledge of the major peer reviewed publications in the exercise sciences
Understand and demonstrate the research presentation process
Develop an appreciation for the equipment used in assessing human exercise responses
Students will demonstrate professional and community engagement through
participation in internships and other outreach programs
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Kinesiology Program Minor
 Develop a basic understanding of the anatomical components of the human body with
specific application to human movement and an understanding of appropriate
anatomical and physiological language.
 Develop an ability to do movement analysis with a focus on functional anatomy.
 Have an understanding of the importance of macro and micronutrients to human life as
well as body’s metabolic process of foods.
 Demonstrate an ability to analyze nutrient intakes and report on experiences
 Develop the ability to discuss the metabolic pathways and their relationship to training
and performance
 Develop an understanding of the mechanical and physiological basis of pulmonary
ventilation and the relationship the pulmonary system has to limits of human
performance
 Develop a working knowledge of the structure and control of the cardiovascular system
and the acute and chronic adaptations seen in the system in response to exercise
 Develop an understanding of the structure, function and control of the neuromuscular
system and its adaptations with training
 Learn the techniques commonly used in exercise physiology to assess human
performance.
 Develop an understanding of the principles of mechanics as they pertain to the
description and production of human motion
 Develop an understanding of the mechanical characteristics of the musculoskeletal
system as it relates to the production of motion and to injury.
 Develop an understanding of the relationship between mechanical and metabolic
factors in terrestrial motion.
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Examine the importance of skill, ability, reaction time and decision making on human
movement development
Develop an ability to recognize how attention, anxiety, and arousal are related and
affect human movement
Understand how to best organize practice sessions appropriate for different levels of
performers
Develop an understanding of proper use of feedback and motivation
Demonstrate and ability to apply concepts related to motor behavior to teaching,
coaching, and/or rehabilitation settings
Develop an ability to conduct risk stratifications and fitness assessments that
incorporate cardiorespiratory, body composition, and muscular fitness tests as set forth
by the American College of Sports Medicine
Understand the considerations necessary in exercise prescription for cardiovascular
fitness and muscular fitness in individuals with various metabolic and cardiorespiratory risk factors and disease as set forth by the American College of Sports
Medicine.
The ability to understand and discuss strength and aerobic training principles and
mechanisms
The ability to construct periodized strength training and aerobic training programs for
various applications
An understanding of testing and evaluation procedures for athletic conditioning
An understanding of the proper strength training facility layout and facility
maintenance as outlined by the National Strength and Conditioning Association.
Develop an understanding of the research process and an appreciation for scientific
writing
Gain knowledge of the major peer reviewed publications in the exercise sciences
Understand and demonstrate the research presentation process
Develop an appreciation for the equipment used in assessing human exercise responses
Students will demonstrate professional and community engagement through
participation in internships and other outreach programs
Rehabilitation Services Program
 Understand the concerns that Individual with Disabilities Face: See CORE Guidelines
Document, Area 1, Competencies 1.1 – 1.3
 Understand how the Rehabilitation Delivery System Functions: See CORE Guidelines
Document, Area 2, Competencies 2.1 – 2.4
o Develop Successful Vocational Rehabilitation Outcomes for Individuals with
Disabilities:See CORE Guidelines Document, Area 3, Competencies 3.1 – 3.5
o Understand about the importance interpersonal communication skills play in relating to
Individuals with Disabilities: See CORE Guidelines Document, Area 4, Competencies
4.1 – 4.5
o Understand how Individuals with Disabilities can get involved and learn how to
advocate for their own needs: See CORE Guidelines Document, Area 5, Competencies
5.1 – 5.9
o Understand how to become ethical and professional in regards to serving Individuals
with Disabilities: See CORE Guidelines Document, Area 6, Competencies 6.1 – 6.3
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o Link Theory to Practice in using Core Curriculum Education and Apply to
Rehabilitation Skills within Rehabilitation Work Setting: See CORE Guidelines
Document, Area 7, Competencies 7.1
o Learn about specialty practices in Rehabilitations Services related to Assistive
Technology: See CORE Guidelines Document, Area 8, Competencies 8.1
Sports Medicine Minor
 Develop a basic understanding of the anatomical components of the human body with
specific application to human movement and an understanding of appropriate
anatomical and physiological language.
 Develop an ability to do movement analysis with a focus on functional anatomy.
 Have an understanding of the importance of macro and micronutrients to human life as
well as body’s metabolic process of foods.
 Demonstrate an ability to analyze nutrient intakes and report on experiences
 Develop the ability to discuss the metabolic pathways and their relationship to training
and performance
 Develop an understanding of the mechanical and physiological basis of pulmonary
ventilation and the relationship the pulmonary system has to limits of human
performance
 Develop a working knowledge of the structure and control of the cardiovascular system
and the acute and chronic adaptations seen in the system in response to exercise
 Develop an understanding of the structure, function and control of the neuromuscular
system and its adaptations with training
 Learn the techniques commonly used in exercise physiology to assess human
performance.
 Develop an understanding of the principles of mechanics as they pertain to the
description and production of human motion
 Develop an understanding of the mechanical characteristics of the musculoskeletal
system as it relates to the production of motion and to injury.
 Develop an understanding of the relationship between mechanical and metabolic
factors in terrestrial motion.
 Develop a basic understanding of legal concerns and insurance issues in athletic
training.
 Develop a basic understanding of athletic training room operations & organization.
 Demonstrate ability to use taping and bandaging to prevent and care for athletic
injuries.
 Gain an understanding of field care and emergency procedures.
 Develop a basic understanding of blood borne pathogens
 Develop a basic understanding of evaluations treatment procedures and rehabilitation
methods for athletic injuries
 Develop a basic understanding record keeping and health insurance activity.
Occupational Therapy Assistant Program
o Foundational Content Requirements : See attached Form C B.1.1 – B. 1.10
o Basic Tenets of Occupational Therapy: See attached Form C B.2.1. – B. 2. 11
o Occupational Therapy Theoretical Perspectives: See attached Form C B.3.1 – B. 3.3
o Screening, Evaluation and Referral: See attached Form C B. 4.1. – B. 4.6
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o Intervention Plan: Formulation and Implementation: See attached Form C B.5.1. –
B.5.27
o Context of Service Delivery: See attached Form C B.6.1. – B.6.3
o Management of Occupational Therapy Services: See attached Form C B. 7.1. – B.7.10
o Research: See attached Form C B.8.1. – B.8.3
o Professional Ethics, Values, and Responsibilities: See attached Form C B.9.1 – B.9.13
o Fieldwork education:See attached Form C B. 10.1. – B.10.22
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Department: Applied Technology
Computer Technology
 Student is able to explain the three different types of user
 Student is able to identify the common physical components of your computer
 Student understands how the operating system handles resources.
 Student is able to understand how the operating system handles files
 Student is able to prepare the hard disk drive for installation of DOS
 Student is able to install DOS correctly on their personal computer
 Student is able to create and use directories for file management
 Student is able to create, view, print, copy, move, delete and rename files in DOS using
the text editor.
 Student is able to recognize common error messages in DOS
 Student is able to describe the improvements of Windows XP Pro over earlier versions
of the operating system.
 Student is able to use the functions of the operating system
 Student is able to manage folders and files
 Student is able to use the Windows XP unique features to customize the use of your
operating system.
 Student is able to install Window Professional successfully from CD-ROM.
 Student is able to use the functions of the operating system
 Student is able to use the Windows 2000 unique features to customize the use of their
operating system
 Student is able to install the Linux operating system properly.
 Student understands the basic functionalities of the Linux operating system
 Student is able to work within the GNOME desktop environment.
 Student is able to work in a terminal emulation program using some of the more
common shell commands.
 Student is able to obtain help through the Red Hat Help documentation, the man pages,
or the info pages
 CTP 115 Guide to Operating System Security
 Student will be able to understand operating system security concepts
 Student will understand operating system techniques
 Student will be able to implement different security strategies
 Student will be able to understand numerous security strategies
 CTP 150 PC Hardware and Software
 Student will able to demonstrate communication skills and professional behavior.
 Student will be able to define information technology and describe the components of a
personal computer.
 Student will be able to perform a step by step assembly of a desktop computer.
 Student will be able to explain the purpose of preventative maintenance.
 Student will be able to identify the elements of the troubleshooting process.
 Student will be able to explain, install and navigate an operating system.
 Student will be able to upgrade desktop components based on customer needs.
 Student will be able to describe, remove, and replace selected components of a laptop.
 Student will be able to upgrade laptop components based on customer needs.
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Student will be able to describe, remove, and replace select components of a
printer/scanner
 Student will be able to describe and install a network.
 Student will be able to upgrade network components based on customer needs.
 Student will be able to protect technician against accidents and injury, protect
equipment from damage, protect data from loss, and protect the environment from
contamination.
 Student will be able to perform preventive maintenance and troubleshooting routines
 Student will be able to apply good communication skills and professional behavior
while working with customers
CTP 165 Principles of Incident Response and Disaster Recovery
 Student will be able to identify sources of attacks and security breaches.
 Student will be able to recover the operating system to normal.
 Student will be able to perform postmortem analysis.
 Student will be able to implement and modify security measures.
 Student will be able to analyze security logs.
CTP 160 Security+ Guide to Network Security Fundamentals
 Student will be able to identify threats and risks in protecting systems as well as
network vulnerabilities and attack methods.
 Students will demonstrate knowledge of network defenses.
 Students will understand the principles of wireless network security.
 Students will develop an understanding of access control fundamentals.
 Students will be able to perform vulnerability assessments.
 Students will be able to conduct security audits.
 Students will demonstrate knowledge of cryptography and its applications in security
systems.
 Students will understand the principles of business continuity planning and
procedures.
 Students will be able to conduct network authentication.
 Students will be aware of policies and legislation regarding network security.
CTP 200 CCNA Cert III
 Student will be able to identify and correct common network problems at layers 1, 2,
3, and 7 using a layered model approach Configure Network Address Translation
(NAT)
 Student will be able to Select the appropriate media, cables, ports, and connectors to
connect switches to other devices and hosts Implement Dynamic Host Configuration
Protocol (DHCP)
 Student will be able to perform and verify initial switch configuration tasks including
remote access management
 Student will be able to configure, verify, and troubleshoot VLANs, VLAN Trunking,
Inter-VLAN routing, VTP, and RSTP
 Student will be able to verify network status and switch operation using basic utilities
(ping, traceroute, telnet, SSH, arp, and ip configuration)
 Student will be able to identify and describe the purpose of the components in a small
wireless network (SSID, BSS, ESS)
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Student will be able to identify the basic parameters to configure on a wireless network
to ensure that devices connect to the correct point
CTP 205 Information Technology Systems
 Student will be able to explain various motherboard buses performance; identify
common server processors and various types of memory; and configure the BIOS and
identify common server configuration items.
 Student will be able to identify basic physical hard disk components functionality, and
identify major file systems.
 Student will be able to identify characteristics of the IDE interface and configure IDE
cabling and connectors
 Student will be able to identify characteristics of the SCSI interface; configure SCSI
cabling and connectors; and become familiar with Fiber Channel technology and
storage area networking
 Student will be able to identify and configure various types of RAID.
 Student will be able to plan and optimize the server environment and physical site
readiness
 Student will be able to implement sound physical server security practices.
 Student will be able to identify features of server power supply and correctly
implement an uninterruptible power supply (UPS);
 Student will be able to plan optimum placement of equipment in a server rack,
configure a keyboard, video, mouse (KVM) console, and list tips for installing
equipment in racks.
 Student will be able to identify thinnet, shielded twisted-pair, unshielded twisted-pair
(UTP), and fiber optic cable characteristics, and make straight-through and crossover
cables.
 Student will be able to prepare for a server upgrade, verify availability of system
resources, and adequately test and pilot the server upgrade; upgrade the processor and
memory; and upgrade the BIOS, power supply, UPS, and adapters.
 Student will be able to discuss general network operating system (NOS) characteristics
and versions, including NOS hardware requirements.
 Student will be able to perform NOS installations and upgrades and perform an
installation and a proper shutdown of each NOS.
 Student will be able to describe the primary types of hardware and software used to
back up critical data and the strategies to their use; and identify key areas for SNMP
monitoring.
 Student will be able to determine key server management and disaster recovery
strategies for preserving system uptime.
 Student will be able to effectively use performance monitoring tools; establish a
baseline; and recognize acceptable and unacceptable performance thresholds
 Student will be able to utilize sound troubleshooting logic to determine and solve
problems, document problems and solutions, and check for common causes of server
failure; utilize network, connectivity, NOS, and hardware diagnostic tools.
CTP 210 Information Technology Systems
 Students will be able to define an integrated home network
 Students will be able to identify the types of subsystems and basic components that
make up an integrated home network.
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Students will be able to describe the home network integration process and its key
players.
Students will be able to understand the standards and tools needed by the HTI to
ensure proper installations and systems performance.
Students will be able to understand regulations that are considered mandatory rules
and are usually issued by government agencies.
Students will be able to identify the organizations and associations that establish the
standards, codes, and regulations that influence the HTI.
Students will be able to understand basic networking concepts, network media,
network connectivity and functionality.
Students will be able to define the steps of the home network design process
Students will be able to understand the differences and know the advantages of wired
and wireless networks, dial-up, DSL and cable connections to the internet
Students will be able to identify, design, and configure a home telephone system
Students will be able to understand PBX and how it works
Students will be able to identify audio and video subsystems equipment.
Students will be able to design and troubleshoot a whole-house audio and video
distribution system
Students will be able to identify and understand content-protection technology and
alarm system components and functionality.
Students will be able to connect and instruct the customer on using an alarm system.
Students will be able to select and install lighting controls for an automation system.
Students will be able to integrate the heating, ventilation, and air conditioning (HAV)
system with other systems
Students will be able to set up controls for gates and doors and automate
miscellaneous systems
Students will be able to identify types of signals and troubleshoot common signal
problems.
Students will be able to identify categories, gauge, and grades of wire.
Students will be able to use color-coding schemes.
Students will be able to select wiring equipment and determine equipment layout.
Students will be able to test and certify the installation, adhering to NEC, bonding, and
grounding standards.
Students will be able to understand the fundamentals of electricity.
Students will be able to develop a bill of materials, estimate labor cost, and create a
timeline for project completion
Students will be able to use the seven steps to create a proposal.
Students will be able to work with blueprints, meet with the construction
superintendent, and coordinate schedules to insure local codes for new construction
and retrofits are followed.
Students will be able to insure that cleanup is done at the end of the rough-in phase for
new construction, and as the project progresses for a retrofit.
Students will be able to identify media needs to install, terminate, and connect
components used in the home network system.
Students will be able to identify minimum points of entry (MPOE) and demarcation
points for service providers.
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Students will be able to provide comprehensive documentation and appropriate
training to customer for use of the installed home network system.
 Students will be able to offer maintenance contracts, upgrade opportunities, and
support to the customer.
CTP230 Optimizing Converged Networks
 The student will perform tasks related to explaining the Cisco hierarchical network
model as it pertains to an end-to-end Enterprise network
 The student will perform tasks related to describing specific requirements for
implementing a VoIP network
 The student will perform tasks related to describing the need to implement QoS and
the methods for implementing QoS on a converged network using Cisco's routers and
Catalyst Switches.
 The student will be able to explain the key IP QoS mechanisms used to implement the
DiffServ QoS model
 The student will be able to configure Auto QoS for Enterprise.
 The student will be able to describe and configure wireless security and perform basic
wireless management
CTP 235 CCNA Cert IV
 The student will be able to configure advanced IP addressing techniques
 The student will be able to configure Network Address Translation (NAT)
 The student will be able to configure Port Address Translation (PAT)
 The student will be able to implement Dynamic Host Configuration Protocol (DHCP)
 The student will be able to discuss WAN technology and terminology
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The student will be able to configure and troubleshoot PPP
 The student will be able to configure and troubleshoot ISDN
 The student will be able to configure DDR
 The student will be able to configure Frame Relay
 The student will be able to administer Network management
CTP 240 Windows Server 2003
 The student will demonstrate how to manage and maintain a Windows Server 2003
environment
 The student will be able to understanding the operation of TCP/IP
 The student will be able to monitor & troubleshoot TCP/IP Connections
 The student will be able to configure DNS Servers and Clients
 The student will be able to configure a DNS Infrastructure
 The student will be able to monitoring and Troubleshoot DNS
 The student will be able to configuring DHCP servers & clients
 The student will be able to Monitor and Troubleshoot DHCP
 The student will be able to initiate routing with Windows Server 2003
 The student will be able to configure & managing Remote Access
 The student will be able to manage Network Security
CTP 245 Windows XP Professional
 The student will be introduced to and learn how to install Windows XP Professional
 The student will be able to modifying & troubleshooting the startup process for
Windows XP Professional
 The student will be able to install, managing & troubleshoot H/W Devices and Drivers
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The student will be able to set up & manage user Accounts as well as secure resources
with NTFS Permissions
The student will be able to administer shared folders
The student will be able to manage data storage
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The student will be able to set up, configure, & troubleshooting Printers
The student will be able to Manage printers and documents
The student will be able to configure network & internet connections
The student will be able to Configure Security Settings & Internet Options
The student will be able to monitor and manage shared folders by using computer
management
 The student will be able to Use Windows XP tools to monitor & Optimize System
Performance
 The student will be able to back up and restoring data
CTP 250 Windows Network Infrastructure
 The student will be able to maintain a network infrastructure
 The student will be able to implement, manage, & Maintain IP Addressing
 The student will be able to implement, manage, & maintaining name resolution
 The student will be able to implement, manage, & maintain network security
 The student will be able to implement, manage, & maintain routing & remote access
CTP 260 Computer Forensics
 The student will become familiar with the skills necessary to launch and complete a
successful computer investigation using computer forensics and investigation
processes.
 The student will learn how to acquire data and recover data from operating systems.
 The student will be able to analyze data gathered from Windows, DOS, Macintosh and
Linux systems
 The student will be able to recover Image Files.
 The student will be able to Email Investigations and gather information from PDAs,
Cell Phones, Thumb drives, and U3 drives
 The student will be able to apply legal and ethical considerations used in high tech
report writing and testimony used in high tech investigations.
 The student will be able to maintain a network infrastructure
 The student will be able to implement, manage, & Maintain IP Addressing
 The student will be able to implement, manage, & maintaining name resolution
 The student will be able to implement, manage, & maintain network security
 The student will be able to implement, manage, & maintain routing & remote access
CTP 155 CCNA Prep II
 The student will be able to identify and describe the functions of each of the seven
layers of the OSI reference model
 The student will be able to describe data link and network addresses and identify key
differences between them
 The student will be able to Define and describe the function of a MAC address
 The student will be able to list the key internetworking functions of the OSI Network
layer
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The student will be able to Identify at least three reasons why the industry uses a
layered model
The student will be able to describe the two parts of network addressing, then identify
the parts in specific protocol address examples
The student will be able to identify the functions of each layer of the ISO/OSI
reference model
The student will be able to define and explain the five conversion steps of data
encapsulation
The student will be able to describe the different classes of IP addresses and subnetting
The student will be able to Identify the functions of the TCP/IP network-layer
protocols
The student will be able to examine router elements (RAM, ROM, CDP, show)
The student will be able to describe connection-oriented network service and
connectionless network service, and identify their key differences
The student will be able to define flow control and describe the three basic methods
used in networking
The student will be able to identify the functions of the TCP/IP transport-layer
protocols
The student will be able to manage configuration files from the privileged exec mode
The student will be able to Identify the functions performed by ICMP
The student will be able to control router passwords, identification, and banner
The student will be able to Identify the main Cisco IOS™ software commands for
router startup
The student will be able to check an initial configuration using the setup command
The student will be able to log into a router in both user and privileged modes
The student will be able to use the context-sensitive help facility
The student will be able to use the command history and editing features
The student will be able to list the commands to load Cisco IOS software from: flash
memory, a TFTP server, or ROM
The student will be able to prepare to backup, upgrade, and load a backup Cisco IOS
software image
The student will be able to identify the parts in specific protocol address examples
The student will be able to list problems that each routing type encounters when
dealing with topology changes, and describe techniques to reduce the number of these
problems
Digital Media
Student Learning Outcomes
 The student will demonstrate a working knowledge of the primary feature set and basic
interface of Final Cut Pro
 The student will be able to perform the basic editing function of editing the timeline
 The student will be able to perform the basic editing function of trim techniques
 The student will be able to perform the basic editing function of how to set markers
 The student will be able to capture audio and video
 The student will be able to apply transitions
 The student will be able to import and export video, graphics, animation and text
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The student will be able to adjust and customize preferences and settings
The student will be able to effectively use ripple, roll, slip and slide tools
The student will be able to create and edit audio
The student will be able to finish a video product and utilize titles and credits
The student will practice legal use of copyright laws
The student will exhibit professional production values (good exposure, good sound,
proper lighting)
 The student will demonstrate competence with necessary video equipment (cameras,
lights, microphones, tape and acquisition media, and audio equipment)
DMC 110 Digital Image Editing I
 The student will be able to navigate and utilize image editing tools in Adobe Photoshop
 The student will be able to utilize Photoshop tools for painting, retouching, and
enhancing images
 The student will be able to work with layers and layer selections
 The student will be able to apply the Photoshop tools to create and design graphics
 The student will develop skills in manipulating digital images for maximum impact
 The student will obtain skills necessary to achieve certification in Adobe Photoshop
DMC 115 Animation and Visual Effects
 The student will create and produce animations using Adobe After Affects
 The student will produce motion graphics and visual effects for film, video, DVD, and
the web
 The student will be able to composite 2D and 3D motion graphics
 The student will incorporate type and music into a final project
 The student will practice legal use of copyright laws
 The student will explore the use of Brainstorm, Puppet Tool, Shape Layers & CS3
 The student will apply their skills in the creation of a final project
DMC 120 Digital Film Editing II
 Students will practice using the advanced feature sets of editing with Final Cut Pro.
 The student will practice legal use of copyright laws
 The student will be able to employ advanced film and video effects
 The student will be able to apply filters
 The student will be able to utilize composite modes
 The student will be able to utilize travel mattes
 The student will be able to demonstrate the use of animating effects
 The student will be able to apply knowledge of nesting sequences
 The student will be able to demonstrate the use of variable speed video and text
 The student will be able to create broadcast quality projects using Final Cut Pro
DMC 125 Digital Image Editing II
 The student will be able to demonstrate advanced skills utilizing Adobe Photoshop
 The student will employ the use of tools for painting, retouching, and enhancing images
 The student will practice legal use of copyright laws
 The student will be able to apply advanced knowledge of layers and layer selections
 The student will be able to utilize skills in basic photo corrections, retouching and
restoring of photos
 The student will be able to create links within an image
 The student will be able to create rollover web visuals
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 The student will be able to animate GIF images for the web
 The student will create a final public presentation of their work
DMC 130 Motion Graphics & Visual Effects
 The student will apply the advanced tools of Adobe After Effects
 The student will be able to create advanced motion graphics and visual effects for film,
video, DVD, and the Web
 The student will show mastery of 3D compositions and layers
 The student will demonstrate use of paint on layers with built-in vector painting
 The student will be able to utilize text and text effects as well as advanced 3D Text
 The student will be able to use tools to create perspective and 3D Effects
 The student will be able to apply motion tracking and motion tracked effects
 The student will practice legal use of copyright laws
DMC 200 Web Production
 Using Macromedia Studio 8, the student will design and develop interactive media,
applications, presentations and mobile content
 The student will utilize the tools of the Studio 8 environment - Flash Professional,
Fireworks, Contribute, and FlashPaper
 The student will be able to design an elaborate website using visual, audio, text, and
video elements supporting an idea/theme/concept
 The student will implement that design, developing the technological tools (via
Dreamweaver) enabling that vision to become a powerful, web based, interactive
multimedia experience for the user
 The student will produce two functioning (and live) websites.
 The student will practice legal use of copyright laws
DMC 205 Field Production and Camera Operation
 The student will become acquainted with the process used in field production
 The student will practice use of a variety of cameras
 The student will practice techniques in gathering audio in the field
 The student will practice a variety of lighting techniques in the field
 The student will be fluent in the upfront operation and behind the scenes operation of a
film set
 The student will be able to employ digital storytelling by creating a video
 The student will practice legal use of copyright laws
 The student will create three exemplary works projects demonstrating their knowledge
and mastery of course objectives
DMC 210 Audio Production
 The student will demonstrate how to operate and apply the industry standard Pro Tools
program for basic recording and mixing sessions
 The student will be able to utilize Pro Tools for basic recording and mixing sessions
 The student will demonstrate ability to record bass, guitars, vocals, and synthesizers
 The student will be able to select and identify studio standard microphones
 The student will be able to demonstrate fundamental microphone placement techniques
 The student will be able to successfully utilize editing, mixing, equalization, and
compression facets of the program
 The student will be able to build a complete multi-track arrangement and production
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 The student will complete a final project showcasing competency in utilizing the tools in
the Program
DMC 215 Graphics for Web, Video and Mobile Devices
 The student will draw and manipulate simple shapes to create logs
 The student will use Adobe Illustrator to create logos, advertisements and illustrations
 The student will manage colors across a range of devices
 The student will manage how illustrations print and appear on the screen and online
 The student will demonstrate use of vector based illustrations in both 2D and 3D
perspectives
 The student will utilize advanced type and font features for design and production
 The student will be able to apply appearance attributes, graphic styles, and effects
 The student will be able to print artwork and produce color separations
DMC 220 Web Animation
 The student will design and develop interactive web projects using Adobe Flash
 The student will introduced to and become efficient in using Adobe Creative Suite
production tools including Illustrator, Photoshop and Dreamweaver
 The student will create and collaborate in the production of multimedia
 The student will be able to demonstrate motion and morphing techniques
 The student will be able to effectively employ advanced animation, effects, and
commands
 The student will be able to load and controlling Flash content
 The student will be able to utilize Actionscript
DMC 225 Field Production, Camera Operation and Lighting
 The student will be able to apply field production techniques
 The student will be able to acquire and digitize audio and video in the field
 The student will demonstrate advanced skills in digital audio and digital acquisition for
nonlinear editing
 The student will be introduced to and utilize production planning materials such as
budgets, storyboards, and script treatments
 The student will practice use of the structure for creating news, documentary, and
television magazine feature stories
 The student will apply appropriate use of video graphics on postproduction graphic
design
 The student will be able to apply lighting techniques for outdoor locations
 The student will employ local broadcast requirements within a created project
DMC 230 Audio Production II
 The student will utilize the advanced features of Pro Tools to develop production skills
 The student will focus on using recording to achieve high quality sound for all audio
projects
 The student will be able to modify a record and enhance its sound quality
 The student will apply their audio skills to video, radio and podcasting applications
 The student will be able to function effectively in both a production and postproduction
environment in regard to successful audio editing
 The student will be able to create a project utilizing advanced skills
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DMC 235 DVD Portfolio Production
 The student will employ the advanced features of Final Cut Pro to create a professional
portfolio of cumulative work
 The student will demonstrate and apply the advanced skills of film and video effects,
filters, composite modes, travel mattes, animating effects, nesting sequences, variable
speed video and text to their work to create the portfolio
 The student will create menus within DVD Studio Pro? and apply this skill to their
project
 The student will be able to create a chapter index menu
 The student will be able to apply encoding using compressor
 The student will be able to apply the skill of creating transitions
 The student will be able to convert standard definition to high definition
Electrical Technology
 Electrical 121: Basic Electrical Construction Math
 Students review basic mathematical functions such as adding, subtracting, dividing
and multiplying of whole numbers, fractions and decimals and their application to
the construction trades.
 Electricity 123: Basic Electrical Tools & Safety
 Hand Tools: Students are introduced to hand tools that are widely used in the Electrical
trade.
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Power Tools: Students receive detailed descriptions of commonly used power tools.
 Basic Rigging: Students are taught how ropes, chains, hoists, loaders and cranes are
used to safely move material and equipment from one location to another on a job site.
 Electrical Safety: Students learn the safety rules and regulations for Electricians.
Students learn necessary precautions to take for various electrical hazards found on the
job.
 Electricity 125: Electrical theory, Blueprints and Conductors.
 Electrical Theory I.
 Electrical Theory II: Students are taught Theory I and II series which includes
parallel circuits, calculations, electrical blueprints, application of conductors and
proper wiring techniques.
 Electrical Blueprints: Students learn electrical prints, drawings, and symbols.
Students are also taught the information that can be found on schematics, one-lines
and wire diagrams.
 Conductors: Students learn the type and applications of conductors and their proper
wiring techniques
 Electricity 126: Electrical Applications and Wiring Methods
 Raceway Box: Students are introduced to the types and applications of raceways,
wireways and ducts.
 Wiring Commercial: Students are taught the electrical devices and wiring
techniques common to commercial and industrial construction maintenance.
 Wiring Residential: Students are taught the electrical devices and wiring techniques
common to residential construction and maintenance.
 Fastener anchors: Students are introduced to the hardware and systems used by an
electrician to mount and support boxes, receptacles, and other electrical
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components. Covers NEC fill and requirements for device pull and junction boxes
under 100 cubic inches.
Electricity 127: Introduction to A/C Current, Motor Theory, NEC Applications.
 Alternating Current: Students learn of the forces that are characteristic of alternating
current systems and application of Ohm’s law to AC circuits.
 Motors: Theory and Application: Students learn of A/C and D/C motors, including
the main components, circuits, and connections.
Electricity 128: Basic Bending, Cable Tray & Construction Installation.
 Conduit Bending: Students learn the various types of bends in all sizes of conduit
up to 2 inches focusing on mechanical, hydraulic and electrical bender.
 Hand Bending: Students are introduced to conduit bending techniques and
installation using hand-operated and step conduit benders, as well as cutting,
reaming, and threading conduit.
 Cable Tray: Students learn NEMA and NEC installation requirements for cable
trays, including modifications and cable installation.
 Conductor Installation: Students learn the transportation, storage, and setup of cable
reels, methods of rigging, and procedures for complete cable pulls in raceways and
cable trays.
Electricity 129
 Conductor Termination & Grounding: Students focus on the purpose of grounding
and bonding of electrical systems. The NEC is thoroughly covered with the
students
 Boxes and Fittings: Students learn how to select and size pull boxes, junction boxes,
and hand holes.
 Conductor Terminations Splices: Students will learn the proper methods of
terminating and splicing conductors of all types and sizes including preparing and
taping conductors.
 Contactors & Relays: Students will learn about the various types of contactors
relays along with their practical applications
Electricity 130: Electrical Service Installation
 Installation of Electrical Service: Students will learn the methods and techniques for
both single and three-phase services, including metering equipment and NEC
regulation.
 Circuit Breakers and Fuses: Students will learn to identify circuit breakers and fuses
along with their practical applications. Instruction also covers short-circuit
calculation.
 Electric Lighting: Students will learn the basic principles of human vision and the
characteristics of light. Students will learn the handling and installation of various
types of lamps and light fixtures.
Electricity 235: Conductor Load Calculations and Over-current Protectors
 Load Calculations – Branch Feeders and Circuits. The students will be introduced
to the industry standards for electrical work, including branch circuits, rating and
de-rating, and various types of residential and commercial electrical loads
 Conductor Selection & Calculations. Students will receive instruction on types of
conductors used in wiring systems, including insulation current- carrying capacity,
and temperature rating.
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Over-current Protection A variety of over-current protection devices, including
circuit breakers and fuses, in all types of electrical systems will be stressed to the
students.
Electricity 236: Distribution, Systems, Raceways, & Ballasts
 Raceways, Box & Fittings Fill Requirements: Students will be taught the number of
conductors allowed in raceways, boxes, and fittings.
 Distribution Equipment. Distribution equipment, including grounding, switchboard
and ground fault maintenance, transformers, and electrical drawing identification
will be presented to students.
 Distribution System Transformers. Instructor will discuss transformer types,
construction, connections, protection, and grounding along with capacitors and
rectifiers with students.
 Lamps, Ballasts, & Components. Students will learn the specific types of
incandescent, florescent, and HID lamps, as well as ballasts, troubleshooting, and
various types of lighting controls
Over-current Protection: A variety of over-current protection devices, including circuit
breakers and fuses, in all types of electrical systems will be stressed to the students.
Electricity 237: Motor Operation & Controls.
 Motor Calculations: Students will learn single and multi-motor calculations to size
conductors, over-current protection, and overload protection for motor applications.
 Motor Maintenance Part I: Students learn the proper maintenance of motors in use
and in storage. A troubleshooting and motor identification guide is included.
 Motor Controls: Students learn to select, size, and install motor controls. Control
circuit guide is included.
 Electronic Theory & Wiring Methods.
 Wiring Devices: Popular receptacles and switches and an in-depth look at
safety switches and other wiring devices are presented to students.
 Hazardous Locations: Students learn of all classes of hazardous locations,
including seals, components, equipment approved for use in various
hazardous locations
 Basic Electronic Theory: Students learn the function and operation of basic
electronic devices, including semiconductors, diodes, rectifiers, and
transistors
Electricity 241: Commercial and Residential Load Calculations.
 Load Calculations Feeder & Service: Students learn basic calculations procedures
and calculations for commercial and residential applications.
 Fire Alarm Systems: Instruction covering Fire alarm Control Units, Digital Alarm
Communicator Systems (DACS), installation wiring for alarm initiating and
notification devices, and alarm system maintenance is presented to students.
 Specialty Transformers: Students receive instruction on the various types of
transformers and their applications. Students are also provided with instruction to
select, size, and install these devices
Electricity 242 : Advanced Motor Controls and Lighting
 Advanced Motor Controls: Instruction covering applications and operating
principles of solid-state controls, reduced- voltage starters, and adjustable frequency
drives will be presented to students.
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HVAC Controls: Students will receive a basic overview of HVAC systems and
their controls. Instruction stressing electrical troubleshooting and NEC
requirements will also be provided to students.
 Practical Applications of Lighting: Students will receive instruction covering
various lighting installations, applications, and wiring systems.
Electricity 243: Introduction to Emergency Systems& High Voltage Applications.
 Standby and Emergency Systems: Students will receive instruction of NEC
installation requirements for electric generators and storage.
 Motor Maintenance: Part Two. Students will receive instruction covering motor
cleaning, testing, and preventive maintenance along with basic motor
troubleshooting procedures.
 Heat Tracing and Freeze Protection: Students will learn the various heat tracing
systems along with their applications and installation requirements.
 High Voltage Terminations and Splices: Students will receive instruction covering
the NEC and cable manufacturer’s requirements for high voltage terminations and
splices.
Electricity 230: Welding Machines
 Welding Applications: Students will learn the basic operations of welding machines
and various types of electrical welding required allowing electricians accomplish
various aspects of their work.
Environmental Electrician
Financial Services
 BOFT 123 Business Communications I
 The student will utilize correct grammar and usage rules including punctuation,
capitalization, number usage, word usage, forms of address, and abbreviations
 The student will be able to format business documents using grammar and usage
rules
 The student will be able to input, edit and proofread, and print business documents
using word processing software
 The student will be able to use reference and resource manuals in preparing written
business communications
 The student will be able practice correct sentence and paragraph structure for
business writing
 FNSV 101 Business Ethics I
 The students will be able to describe and practice virtues and values in business
 The student will become acquainted with and be able to define ethics and resolving
ethical dilemmas
 The students will be able to conduct and participate in the interviewing process
 The student will be able to develop an exercise-oriented approach that allows
learning by doing
 The student will be able to discuss expected grooming and hygiene expectations in
the workplace
 The student will be able to describe and practice new input technologies
 The student will be able to practice independent study and help those who are
working alone
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FNSV 102 Business Ethics II
 The student will be able to self-motivate and discuss its importance to employers
 The student will recognize the presence of conflicts in the workplace and learn
coping mechanisms
 The student will be able to describe the importance and use of employee handbooks
and policy & procedure manuals
 The student will practice teamwork and recognize its importance in the workplace
FNSV 103 Personal Finance
 The student will be able to create personal finance budgets
 The student will demonstrate competency in working with financial statements and
budgets
 The student will be able to practice investment strategies as well as tax strategies
 The student will be able to discuss health, property, disability and life insurance
programs
 The student will develop a working knowledge of retirement and estate planning
FNSV 105 Service Marketing
 The student will demonstrate an understanding of basic marketing strategy
 The student will be able to describe the role of marketing in the service industry
 The student will be able to describe major advertising and sales strategies
 The student will be able to describe the steps in product development
 The student will be able to practice smart consumer behavior and customer buying
practices
FNSV 110 Business Office Suite
 The student will acquire a working knowledge of basic office technology with an
emphasis in Microsoft Word, Excel spreadsheets, and Microsoft Access
 The student will be able to create documents, worksheets, databases, and
presentations suitable for coursework, professional purposes, and personal use
 The student will discover the underlying functionality of Microsoft Office 2007 so
that they can become more productive users
 The student will develop an exercise-oriented approach that allows learning by
doing
 The student will be able to introduce themselves to new and changing input
technologies
 The student will practice independent study and help those who are working alone
FNSV 201 Business Ethics III
 The student will explore and discuss various ethical behaviors in business
 The student will develop an understanding of the Labor Laws and Standards
 The student will recognize the importance of following safety procedures
 The student will effectively and efficiently utilize goals and objectives to plan
organizational and personal success
FNSV 203 Money Value
 The student will be able to discuss the history, definition and use of money
 The student will develop and apply a basic understanding of stock, bonds and other
investments
 The student will be able to apply the fundamentals of risk management and
insurance
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The student will be exposed to a view of the international financial markets
The student will be able to discuss Money Supply and the Role of the Federal
government and the Federal Reserve
FNSV 205 Sales
 The student will be able to practice the fundamentals of selling service products
 The student will be able to identify what sales opportunities are and when they exist
 The student will be able to apply tools in asking for the sale and handling
objections
 The student will learn how to employ the ASAP model of sales theory
 The student will employ the tenets of Mastering Sales Agility
 The student will be able to practice the art of building relationships with clients
FNSV 209 Principles of Investments
 The student will develop an awareness and understanding of investment
opportunities
 The student will develop an awareness and understanding of investment
opportunities
 The student will be able to distinguish between the features of a retirement plan and
the purchase of mutual funds
 The student will be able to choose among a variety of insurance investments and
evaluate their various strengths and weaknesses
Industrial Maintenance
 Industrial Maintenance 100: Orientation to the trade, tools, hardware/Systems
 Introduction to the Trade : Students are exposed to the history of the trade, and the
kinds of work and work environments industrial craftspeople find in the field. The
responsibilities and characteristics a worker should possess are also described.
Students demonstrate the characteristics and responsibilities of an industrial
maintenance mechanic on their Performance Profiles.
 Tools of the Trade: Students are provided with an introduction to the hand and
power tools used in industrial maintenance. Safety procedures and techniques for
use of these tools are also covered.
 Students demonstrate the proper hand and power tools used in the trade and the safe
use of the tools.
 Fasteners and Anchors : This module covers the hardware and systems used by an
industrial maintenance craftsperson. Anchors and supports, their applications, and
their safe installation are also covered. Students must identify the hardware and
systems and demonstrate their safe installation on their Performance Profiles.

Welding 155: Shielded Metal Arc Welding I
 SMAW – Equip. & Setup: Students learn about SMAW welding and Equip. safety.
The connection of welding current & set up welding equipment is also taught.
 SMAW Electrodes and Selection: Students learn the characteristics of electrodes
and the different types of filler metals. Students learn the Codes and storage and
control of filler metals.
 SMAW Beads and fillet welds: Students learn the preparation & setup of arc
welding equip. and the process of striking an arc. Students learn to make stinger,
weave, overlapping beads
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Industrial Maintenance 105
 Gaskets and Packing: Students learn the types of gaskets and gasket material, types
of packing and packing material, and types of O-ring material. Students also learn
the use of gaskets, packing, and O-rings, and learn how to fabricate a gasket.
Students demonstrate their skills on their Performance Profiles.
Industrial Maintenance 100
 Craft-Related Mathematics : Students learn how to use ratios, and proportions,
solve basic algebra, area, volume, and circumference problems, and solve for right
triangles using the Pythagorean theorem. Students demonstrate their understanding
of these skills on their Performance Profiles.
Industrial Maintenance 115
 Construction Drawings: Students are introduced to plot plans, structural drawings,
elevation drawings, as-built drawings, equipment arrangement drawings, P&IDs,
isometric drawings, basic circuit diagrams, and detail sheets. Students demonstrate
their skills in reading and interpreting drawings and diagrams on their Performance
Profiles.
Industrial Maintenance 120: Valves, Pumps and Drivers
 Pumps and Drivers: Students receive training on centrifugal, rotary, reciprocating,
metering, and vacuum pump operation, and installation methods, as well as types of
drivers. Students also learn about net positive suction head and cavitation. Students
demonstrate their skills on their Performance Profiles.
 Valves: Students learn to identify the different types of valves and their proper
installation methods. Students demonstrate the identification and installation of valves
on their Performance Profiles.
 Introduction to Test Instruments: Students are introduced to the basic test equipment for
Industrial Maintenance, including, tachometers, pyrometers, strobe meters, voltage
testers, and automated diagnostic tools. Students demonstrate the use of these
instruments on their Performance Profiles.
Industrial Maintenance 150: Material Handling, Mobile Support Equipment and
Lubrication
 Material Handling & Hand Rigging: Students are taught the equipment and
techniques of material handling, and the procedures for rigging and communicating
with riggers. Students demonstrate proper equipment and techniques of material
handling and proper rigging techniques on their Performance Profiles.
 Mobile and Support Equipment: Students are taught the safety procedures and
methods of operation for motorize support equipment, including forklifts, man lifts,
compressors and generators. Students demonstrate safe support equipment practices
and procedures on their Performance Profiles.
 Lubrication: Students are taught lubrication safety, storage, and classifications of
lubricants. Students also learn how to select lubricants, additives, lubrication
equipment, and read lubricating charts. Students demonstrate their skills on their
Performance Profiles.
Electricity 127: Introduction to A/C Current, Motor Theory, NEC Applications.
 Alternating Current: Students learn of the forces that are characteristic of alternating
current systems and application of Ohm’s law to AC circuits. Students demonstrate
their skills on their Performance Profiles.
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Motors: Theory and Application: Students learn of A/C and D/C motors, including
the main components, circuits, and connections. Students demonstrate their skills on
their Performance Profiles.
Electricity 128: Basic Bending, Cable Tray & Construction Installation.
 Conduit Bending: Students learn the various types of bends in all sizes of conduit
up to 2 inches focusing on mechanical, hydraulic and electrical bender. Students
demonstrate their skills on their Performance Profiles.
 Hand Bending: Students are introduced to conduit bending techniques and
installation using hand-operated and step conduit benders, as well as cutting,
reaming, and threading conduit. Students demonstrate their skills on their
Performance Profiles.
 Cable Tray: Students learn NEMA and NEC installation requirements for cable
trays, including modifications and cable installation. Students demonstrate their
skills on their Performance Profiles.
 Conductor Installation: Students learn the transportation, storage, and setup of cable
reels, methods of rigging, and procedures for complete cable pulls in raceways and
cable trays. Students demonstrate their skills on their Performance Profiles.
Industrial Maintenance 175
 Distribution Equipment: Distribution equipment, including grounding, switchboard
and ground fault maintenance, transformers, and electrical drawing identification is
presented to students. Students demonstrate their skills on their Performance
Profiles.
Industrial Maintenance 160: Quality Control & Compliance
 Safety: Students are taught the supervisor’s role in job site safety, the true cost of
accidents, and how to train and involve all employees in job safety. Students
demonstrate safe work practices and safety procedures on their Performance
Profiles.
 Quality Control: Students learn to define quality control and the types of quality
control. Students learn how to incorporate quality and safety through effective
communication, documentation control, and inspections. Students demonstrate
proper quality control practices on their Performance Profiles.
 Safety: The importance of job site safety is stressed to students. The project
manager’s duties and responsibilities regarding safety, along with loss prevention
and creating a zero accident work environment are presented to students. Students
demonstrate the project manager’s duties and responsibilities on their Performance
Profiles.
 Quality Control & Assurance: In this module, Students learn of quality control and
quality assurance, management’s concerns about quality is stressed as well.
Students learn about project quality management and how to develop an effective
quality control plan. Students learn to identify, assess, and measure weaknesses to
avoid rework. Students demonstrate quality control and assurance skills on their
Performance Profiles.
 Continuous Improvement: Students learn the Project Manager’s role in creating a
culture of continuous improvement. Examples of fundamentals of a continuous
improvement program, and how to identify the critical problems and processes that
require improvement, implement a continuous improvement process, and measure
results is presented. The importance of satisfying internal and external stakeholders
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is emphasized to students. Students demonstrate continuous improvement skills on
their Performance Profiles.
Industrial Maintenance 260
 Vibration Analysis: In this module students will learn the causes of vibration,
explain vibration analysis, identify and explain the different kinds of vibration test
equipment explain vibration monitoring and explain field balancing of machines.
Students will demonstrate their skills on their Performance Profiles.
Industrial Maintenance 200
 Introduction to Bearings: Students learn about plain, ball, roller, thrust, guide, flanged,
pillow, block, and take-up bearings. Bearing materials and designations are also
covered in this module. Students demonstrate their skills on their Performance Profiles.
 Installing Bearings: Students are taught how to remove, troubleshoot, and install
tapered, thrust, spherical roller, pillow block, and angular contact ball bearings.
Students demonstrate their skills on their performance Profiles.
Industrial Maintenance 210
 Copper and Plastic Piping Practices: Students are taught to select, prepare, join, and
support copper, plastic piping, and fittings. Students demonstrate their skills on
their Performance Profiles.
 Introduction to Ferrous Metal Piping Practices: Students learn about the various
types of iron, and steel pipe and fittings and are provided with step-by-step
instructions for cutting, threading, and jointing ferrous piping. Students
demonstrate their skills on their Performance Profiles.
 Introduction to Piping Components: Students learn of chemical, compressed air,
fuel oil, steam, and water systems. Students learn to identify piping systems
according to color codes. Students demonstrate their skills on their Performance
Profiles
Industrial Maintenance 225: Coupling Installation & Mechanical Seals/Dynamic & Static
Seals, O-rings.
 Installing Couplings: Students are taught to identify the various types of couplings,
and proper installation procedures using the press-fit method and the interference-fit
method. Proper coupling removal procedures are also taught. Students demonstrate
their skills on their Performance Profiles.
 Installing Mechanical Seals: Students learn of the function and advantages of
mechanical seals, and learn to identify parts and types of seals, and include
instruction and procedures for removing, inspecting and installing mechanical seals.
Students demonstrate their skills on their Performance Profiles.
Industrial Maintenance 235: Belt & Chain Drive Operations
 Installing Belt & Chain Drives: Students learn the sizes, uses, and installation
procedures of six types of drive belts and two types of chain drives. Students
demonstrate their skills on their Performance Profiles.
Industrial Maintenance 230
 Pump Operation: This module is a continuation of centrifugal, rotary, reciprocating,
metering, and vacuum pump operation and installation methods and includes
positive suction head and cavitations. This is a Level III module. Students
demonstrate their skills on their Performance Profiles.
Industrial Maintenance 250: Hydraulic Systems, Flow, Pressure, Level, and
Troubleshooting and Repairing.
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Flow, Pressure, Level, and Temperature: Students will learn the definitions of flow,
pressure, temperature, and level and learn measuring units for each. Students will
learn the conditions that affect flow, pressure, temperature and level. Students will
demonstrate their skills on their Performance Profiles.
 Troubleshooting and Repairing Hydraulic Equipment: Students will be taught how
to inspect hydraulic system equipment, read hydraulic system schematic diagrams,
and the basic hydraulic principles that must be considered before troubleshooting.
Students will also learn to troubleshoot and repair hydraulic systems and
components. Students will demonstrate their skills on their Performance Profiles.
 Hydraulic Controls: Students will be introduced to hydraulic principles and fluids,
systems devices functions and controls, hydraulic systems and drawings. Students
also learn the safety considerations when dealing with hydraulic systems, and
applications for troubleshooting. Students demonstrate their skills on the
Performance Profiles.
 Pneumatic Controls: Students are provided with an introduction of principles of
atmospheric and compressed air gases, and how compressors transmit and treat
compressed (pneumatic) air. Pneumatic system symbols, drawings, and system
safety are also taught to students. Students demonstrate their skills on their
Performance Profiles.
Industrial Maintenance 255: Pneumatic Systems & Troubleshooting & Repairing
Pneumatic Equipment
 Troubleshooting & Repairing Pneumatic Equipment: Students are taught to perform
pneumatic system preventative maintenance procedures, and to inspect system
components. Students also learn to read pneumatic system schematic diagrams and
to troubleshoot pneumatic systems and components. Students demonstrate their
skills on their Performance Profiles.
 Hydraulic & Pneumatic Controls: This course covers a continuation of hydraulic
and pneumatic controls as found in Industrial Maintenance 250.
Industrial Maintenance 265
 Electronic Components: Students learn the principles of electronics and
semiconductor theory, electronic components and their applications. Students
demonstrate their skills on their Performance Profiles.
Industrial Maintenance 281
 Internship
Electricity 235
 Conductor Load Calculations and Over-current Protectors: Load Calculations –
Branch Feeders and Circuits. The students will be introduced to the industry
standards for electrical work, including branch circuits, rating and de-rating, and
various types of residential and commercial electrical loads. Students demonstrate
their skills on their Performance Profiles.
 Conductor Selection & Calculations: Students will receive instruction on types of
conductors used in wiring systems, including insulation current- carrying capacity,
and temperature rating. Students demonstrate their skills on their Performance
Profiles.
 Over-current Protection: A variety of over-current protection devices, including
circuit breakers and fuses, in all types of electrical systems will be stressed to the
students. Students demonstrate their skills on their Performance Profiles.
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Electricity 237: Motor Operation& Controls.
 Motor Calculations: Students will learn single and multi-motor calculations to size
conductors, over-current protection, and overload protection for motor applications.
Students demonstrate their skills on their Performance Profiles.
 Motor Maintenance Part I: Students learn the proper maintenance of motors in use
and in storage. A troubleshooting and motor identification guide is included.
Students demonstrate their skills on their Performance Profiles.
 Motor Controls: Students learn to select, size, and install motor controls. Control
circuit pilot devices and basic relay logic. Students demonstrate their skills on their
Performance Profiles.
Welding 120: General Welding Applications
 Intro. To Const. Math: Students will learn Construction Math skills.
 Introduction to Blue Prints: Students will learn to read and interpret blue prints.
 Welding Symbols: Students will learn to read standard welding symbols.
 Reading Welding Detail Drawings: Students will learn to read and interpret detailed
drawings
Welding 122: Basic Safety, Hand & Power Tools
 Basic Safety: Students will learn the safety concepts associated with the trade.
 Introduction to Hand Tools: Students will be introduced to the proper selection and
use of basic hand tools.
 Introduction To Power Tools: Students will be introduced to the proper selection
and safe use of
Welding 131: Metal Cutting Process
 Oxyfuel Cutting: Student learns the safety requirements for oxyfuel cutting, plasma,
and carbon air cutting.
 Base Metal Preparation: Students learn to clean and prepare all types of metals for
cutting and welding.
 Welding Safety: Students learn the use of safety equipment, protective clothing and
during welding and cutting of metals.
Welding 105: Oxyacetylene Welding
 Joint Fit – Up and Alignment: Students learn code specs, and use of gauges and
measuring devices to check fit up and alignment to properly prepare joints
 Plasma Arc Cutting. Students learn about plasma arc
 Cutting equipment and safe work area preparation. Students learn correct amperage,
gas pressures and flow rates as well as various plasma arc cutting and piercing
methods.
 Air Carbon Arc Cutting & Gouging. Students learn about air carbon arc cutting
equipment and processes.
Welding 155: Shielded Metal Arc Welding I
 SMAW – Equip. & Setup: Students learn about SMAW welding and Equip. safety.
The connection of welding current & set up welding equipment is also taught.
 SMAW Electrodes and Selection: Students learn the characteristics of electrodes
and the different types of filler metals. Students learn the Codes and storage and
control of filler metals.
 SMAW Beads and fillet welds: Students learn the preparation & setup of arc
welding equip. and the process of striking an arc. Students learn to make stinger,
weave, overlapping beads
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Welding 157: Shielded Metal Arc Welding II
 SMAW – Beads & Fillet Welds: Continuation & advanced instruction of Shielded
Metal Arc Welding I. Student is taught advanced shielded metal arc welding to
include vertical and horizontal welding and improvement of quality workmanship.
Welding 158: SMAW I Groove and Open V Butt Welds
 SMAW Groove Welds & Backings: Students are given explanations of groove
welds and how to set up welding equip. to make groove welds with backings.
 SMAW Open V Groove Welds: Students are given explanations of V groove welds
and how to set up welding equip. for making open V groove welds.
Welding 202: SMAW II Groove and Open V Butt Welds
 Advanced instruction of these modules are taught in Welding 158
Welding 162: SMAW I Open Root Pipe and Stainless Steel
 SMAW-Open Root Pipe Welds: Students are given explanations of how to set up
welding equipment for making open-root pipe welds. Students are provided with
procedures for making 1G, 2G, 5G & 6G open-root pipe welds.
 SMAW Stainless Steel Groove Welds: Students exposed to stainless metallurgy and
election of proper electrodes. Students learn the proper techniques for making
stainless groove welds.
Welding 204: SMAW II Open Root & Stainless Steel.
 Students continue with advanced instruction of modules taught in Welding 162
Welding 166 : Tig Welding
 Preheating & Treatment of Metals: Students are provided with an explanation of
preheating, interpass temperature control , and postheating procedures that need to
be done to preserve weldment strength, ductility, and weld quality is provided to
students.
 GTAW Equipment and Filler Metals: Students learn GTWA safety and learn to
identify and use GTAW equipment, filler metals, and shielding gases.
 GTAW Equipment & Filler Metals.
 GTAW Plate: Students learn to pad in all positions using GTAW and carbon steel
filler metal.
Welding 255: Carbon & Stainless Steel Pipe Welding.
 Students learn to setup GTAW equipment and learn the procedures and techniques
used to make V-groove pipe welds with GTAW in the 1G-Rotated, 5 G & 6 G
positions for carbon steel pipe.
 Stainless Steel Pipe: Students learn the procedures and techniques to make Vgroove pipe welds with GTAW in the 2G, 5G ad 6G positions for low alloy and
stainless steel pipe.
Welding 206: Mechanical Properties of Alloy Steels I
 GTAW – Low alloy steel pipe. Students learn the procedures and techniques to
make V- groove pipe welds with GTAW in the 2G, 5G ad 6G positions for low
alloy and stainless steel pipe.
Welding 257: Mechanical Properties of Alloy Steels II.
 Students receive advanced instruction of the modules taught in Welding 206 and
255.
 Students learn the advanced mechanical properties of low-alloy steels and the joint
preparation required. Students learn to make GTAW open-root v-groove welds
with low alloy steel filler metal in the 2-G, 5G and 6G positions.
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Welding 140: Rigging & Metal Properties.
 29302-03: Students learn the physical characteristics, mechanical properties,
composition, and classification of common ferrous and nonferrous metals.
 29206-03: GMAW & FCAW- Equipment and Filler Metals. Students learn the
general safety procedures for GMAW & FCAW. Students learn to identify GMAW
& FCAW equipment and the filler metals used to perform GMAW & FCAW work.
 00106-09: Basic Rigging Students learn basic rigging techniques and Practices.
Welding 212: GMAW Plate
 29207-03: Students learn to set up GMAW and FCAW equipment and build a pad
of stinger beads and weaved beads using filler metals and shielding gas.
 29303-03: GMAW Pipe: Students learn to make open root V groove welds with
GMAW on pipe in the 1G-Rotated, 2G, 5G and 6G positions
Welding 260 FCA W & Plate Pipe
o 29207-03: FCAW Plate: Students learn to use GMAW and FCAW equipment to
build a pad of stinger beads and weave beads using filler metals and shielding gas.
o 29304-03: FCAW Pipe :Students learn the procedures and techniques used to make
V-groove pipe welds with FCAW in the 1G- Rotated, 2G, 5G,and 6G positions
Welding 208: GTAW Aluminum Plate and Pipe I.
 29210-03: GTAW Aluminum Plate: Students learn open root V-groove welding of
aluminum pipe in the 2G, 5G, and 6G positions.
 29307-03 : GTAW Aluminum Pipe: Students learn open root V-groove welding of
aluminum pipe in the 2G, 5G, and 6G positions
WELDING 265: GTAW Aluminum Plate and Pipe II
 GTAW Aluminum Plate
 GTAW Aluminum Pipe: Students receive advanced instruction of aluminum,
metallurgy and the characteristics of aluminum plate and pipe. Students learn to
weld aluminum and build a pad of stinger beads and weaver beads using GTAW
filler metals and shielding gas.
Welding 210: GMAW Aluminum Plate and Pipe I
 29308-03: Students learn to build a pad of stinger beads and weave beads using
aluminum filler metals and shielding gas.
Welding 267 : GMAW Aluminum Plate & Pipe II.
 Students receive advance instruction on how to build a pad of stinger beads and
weave beads using Aluminum filler metals and shielding gas.
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Department: Business Administration & Economics
Accounting
 Accounting students will demonstrate mastery of accounting procedures and practices
for use in public, private or governmental accounting.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
Business Management
 Management students will have the knowledge to provide conceptual foundations and
behavioral skills needed to manage successfully in today’s increasingly complex
environment.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
General Business
 General business students will have the knowledge to provide conceptual foundations
and behavioral skills needed to manage successfully in today’s increasingly complex
environment.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
Management Information System
 Management Information Systems students will have the knowledge to implement
information systems that support an organization’s strategic objectives.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
Public and Non-Profit
 Public Administration students acquire organizational, leadership, and managerial
knowledge and skills to effectively manage and guide public service organizations.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
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Economics
 Students with a minor in Economics will be able to use theory and data to describe,
analyze and evaluate normative economic policies in business within national and
global settings.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
Marketing
 Students with a minor in marketing will be able to use the 4-P’s of marketing,
consumer behavior, marketing strategy, public business information and data sources to
develop quality marketing plans for any company.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
Associate of Science in Business Administration
 Students who desire an Associate’s Degree in Business will have the general
knowledge of business and economics to prepare them for entry level positions.
 Students should be able to analyze financial information, and interpret data to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
Master of Business Administration
 MBA students will have the knowledge above their area of expertise of the conceptual
foundations and behavioral skills needed to manage successfully in today’s increasingly
complex environment.
 Students should be able to analyze financial information, and interpret date to make
decisions.
 Student should be able to demonstrate core content knowledge.
 Students should be proficient in written skills.
 Students should be proficient in oral skills.
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Department: Chicano/a and Hemispheric Studies,
Hemispheric Studies
 The student will be able to describe the diversity of cultures in the American
hemisphere.
 The student will be able to identify major trends in socio-political activities and events
in the American hemisphere
 The student will be able to demonstrate sufficient historical knowledge about the
American hemisphere including considerable familiarity with literary and intellectual
trends in the American hemisphere.
Latin American Studies
 At termination of study for the Minor in Latin American Studies. The student will
demonstrate comprehension and level of mastery in the discipline.
 The student will be able to describe past and present relationships between the countries
of Latin America.
 The student will be able to identify and define the social, political, and economic
institutions that impact Latin America.
Public Service and Leadership
 At termination of Studies for the Minor in Public Service and Leadership.
 The student will compare and contrast the different types of public service and
leadership prevalent Western societies.
 The student will demonstrate the ability to comprehend, analyze, interpret, and
integrate data related to public service and leadership.
 The student will manifest competency in working with a community service
organization and demonstrating leadership qualities in that work
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Department: Criminal Justice and Chemical Dependency
The Criminal Justice Program houses three distinct academic areas, each with distinct goals and
assessment mechanisms. The three areas are: the Police Academy, criminal justice degrees
(associate and baccalaureate), and the Chemical Dependency baccalaureate degree.
The primary objective of the Police Academy is to prepare cadets for entry level employment as
police officers in New Mexico. This objective is evaluated by two means:
1. conduct a survey of police agencies in the region to determine their perceived needs for
entry level employees in their agency and their evaluations of the strengths, weaknesses,
and recommended changes to the curricula;
2. utilize advisory boards to evaluate curricular needs and the perceived quality of
graduates of the programs; and
3. utilize the state certification test as a post-test of graduates.
The outcomes assessment goals of the Criminal Justice programs (associate and baccalaureate
degrees) are that:
1. students acquire a core of knowledge about the structure and functioning of the various
components of the criminal justice system;
2. students independently and collaboratively analyze, interpret, and evaluate the criminal
justice system, the roles and values of each subsystem, and how the criminal justice system
interacts with other formal and informal social systems; and
3. students prepare for professional roles within their respective area of study that will
enable them to successfully compete for entry level positions or advancement within their
agency and/or to enter/transfer to undergraduate/graduate programs at other universities.
The means for assessing learning outcomes in the Criminal Justice degree programs are to:
1. conduct surveys of criminal justice agencies in the region to determine their perceived
needs for entry level employees and/or advancement in their agency and their evaluations
of the strengths, weaknesses, and recommended changes to the curricula;
2. administer a pre-test to students entering the programs and a post-test to all graduating
seniors to assess learning of a core of knowledge deemed valuable to criminal justice
professionals;
3. conduct annual surveys of graduates one and five years after graduation to assess their
perceptions of the strengths, weaknesses, and recommended changes to the curricula; and
4. utilize an advisory board to evaluate curricular needs and the perceived quality of
graduates of the programs.
The employer surveys assess student learning outcomes and curricular needs in the areas of all
three goals of the CJ program (core knowledge, critical thinking and preparation for professional
roles). The pre/post tests primarily assesses goal one (core knowledge) and the alumni surveys
primarily assess goal three (preparation for professional roles). The advisory boards assess all
three goals.
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The outcomes assessment goals of the Chemical Dependency program are that:
1. students acquire a core knowledge about the Addiction Counseling profession;
2. students independently and collaboratively analyze, interpret, and evaluate the theories,
techniques, interventions, ethics and support systems of the Addiction Counseling profession;
3. students independently and collaboratively analyze, interpret, and evaluate their family of
origin and motivation for becoming an Addiction Counselor Professional; and
4. students prepare for professional roles within the field of addiction counseling.
The means for assessing learning outcomes in the Chemical Dependency program will be to:
1. conduct surveys of addition treatment agencies in the region to evaluate their perceived needs
for entry level employees and their evaluation of the strengths, weaknesses, and recommended
changes to the curricula;
2. administer two pre-tests to students entering the program and two post-tests to all graduating
seniors to assess learning of a core of knowledge deemed necessary for all addiction counseling
professionals; and
3. conduct annual surveys of graduates one and five years after graduation to assess their
perceptions of the strengths, weaknesses, and recommended changes to the curricula
Criminal Justice
 Students acquire a core of knowledge about the structure and functioning of the various
components of the criminal justice system.
 Students independently and collaboratively analyze, interpret, and evaluate the criminal
justice system, the roles and values of each subsystem, and how the criminal justice
system interacts with other formal and informal social systems.
 Students prepare for professional roles within their respective area of study that will
enable them to successfully compete for entry level positions or advancement within
their agency and/or to enter/transfer to undergraduate/graduate programs at other
universities.
Police Academy
 The primary objective of the Police Academy is to prepare cadets for entry
level employment as police officers in New Mexico.
CJUS 111, Intro. to Criminal Justice, General Education assessment based on four
HED developed goals in Sociology discipline:
 Students will be able to:
 Identify, describe and explain human behaviors and how they are
influenced by social structures, institutions, and processes within the
contexts of complex and diverse communities.
 Articulate how beliefs, assumptions, and values are influenced by factors
such as politics, geography, economics, culture, biology, history, and social
institutions.
 Describe ongoing reciprocal interactions among self, society, and the
environment.
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Apply the knowledge base of the social and behavioral sciences to identify,
describe, explain, and critically evaluate relevant issues, ethical dilemmas,
and arguments.
Chemical Dependency
 Students acquire core knowledge about the Addiction Counseling profession.
 Students independently and collaboratively analyze, interpret, and evaluate the theories;
techniques, interventions, ethics and support systems of the Addiction Counseling
profession.
 Students independently and collaboratively analyze, interpret, and evaluate their family
of origin and motivation for becoming an Addiction Counselor Professional.
 Students prepare for professional roles within the field of addiction counseling.
School of Education
Career and Technical Teacher Education
 Knowledge of Content field
 Curriculum Development and Implementation
 Assessment/Evaluation of Learner and Self
 Classroom Management and Learning Environment
 Technology
 Inclusion
 Student Development and Advocacy
 Diversity and Quality of Life
 Family/School/Community Interaction and Communication skills
 Knowledge of Teaching Profession
Early Childhood Education (Certificate and Associate of Arts)
 Students will demonstrate mastery of the seven Early Childhood Common Core
Competencies through development and submission of an exit portfolio that covers
each of the seven competencies through presentation of artifacts and written reflections.
Competencies include I. Child Growth and Development, II. Health, Safety and
Nutrition, III. Family and Community Collaboration, IV. Curriculum Development and
Implementation a) Developmentally Appropriate Content, b) Learning Environment
and Curriculum Implementation, V. Assessment of Children and Evaluation of
Programs, VI. Professionalism
Early Childhood Education (Educational Assistant)
 Students will demonstrate mastery of the seven Early Childhood Common Core
Competencies through development and submission of an exit portfolio that covers
each of the seven competencies through presentation of artifacts and written reflections.
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Competencies include I. Child Growth and Development, II. Health, Safety and
Nutrition, III. Family and Community Collaboration, IV. Curriculum Development and
Implementation a) Developmentally Appropriate Content, b) Learning Environment
and Curriculum Implementation, V. Assessment of Children and Evaluation of
Programs, VI. Professionalism
Early Childhood Education (Bachelor of Science)
 Knowledge of Content field
 Curriculum Development & Implementation
 Assessment/Evaluation of Learners & Self
 Classroom Management & Learning Environment
 Technology
 Inclusion
 Student Development and Advocacy\
 Diversity
 Family/School/Community Interactions & Communication Skills
 Knowledge of Teaching Profession
Elementary Education (Gallup)
 Competency 1: Teacher accurately demonstrates knowledge of content and approved
curriculum
 Competency 2: Teacher appropriately utilizes a variety of teaching methods & resources for
each area taught
 Competency 3: Teacher communicates with & obtains feedback from students in a manner
that enhances student learning & understanding
 Competency 4: Teacher comprehends principles of Student growth, dev & learning, and applies
them appropriately
 Competency 5: Teacher effectively utilizes student Assessment techniques and procedures
 Competency 6: Teacher manages educational setting In a manner that promotes
positive student behavior & Safe & healthy environment
 Competency 7: Teacher recognizes student diversity & creates atmosphere conducive
to promotion of positive student involvement and self concept
 Competency 8: Teacher demonstrates willingness to examine & implement change, as
appropriate
 Competency 9: Teacher works productively with colleagues, parents & community members
 Competency 10: Teacher has a responsibility to remain current with technological
advancements for both professional & instructional use
 Competency 11: Teacher has responsibility to develop & implement effective programs
for all students, including students with special needs, within the classroom
Movement Science Pedagogy
 Knowledge of Content field
 Curriculum Development and Implementation
 Assessment/Evaluation of Learner and Self
 Classroom Management and Learning Environment
 Technology
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Inclusion
Student Development and Advocacy
Diversity and Quality of Life
Family/School/Community Interaction and Communication skills
Knowledge of Teaching Profession
Secondary Education (Gallup)
 Competency 1: Teacher accurately demonstrates knowledge of content and approved
curriculum
 Competency 2: Teacher appropriately utilizes a variety of teaching methods & resources for
each area taught
 Competency 3: Teacher communicates with & obtains feedback from students in a manner
that enhances student learning & understanding
 Competency 4: Teacher comprehends principles of Student growth, dev & learning, and applies
them appropriately
 Competency 5: Teacher effectively utilizes student Assessment techniques and procedures
 Competency 6: Teacher manages educational setting In a manner that promotes Positive student
behavior & safe & healthy environment
 Competency 7: Teacher recognizes student diversity & creates atmosphere conducive
to promotion of positive student involvement and self concept
 Competency 8: Teacher demonstrates willingness to examine & implement change, As
appropriate
 Competency 9: Teacher works productively with colleagues, parents & community members
 Competency 10: Teacher has a responsibility to remain current with technological
advancements for both professional & instructional use
 Competency 11: Teacher has responsibility to develop & implement effective programs
for all students, including students with special needs, within the classroom.
BS and MAT Secondary Teacher Education
 Knowledge of Content field
 Curriculum Development and Implementation
 Assessment/Evaluation of Learner and Self
 Classroom Management and Learning Environment
 Technology
 Inclusion
 Student Development and Advocacy
 Diversity and Quality of Life
 Family/School/Community Interaction and Communication skills
 Knowledge of Teaching Profession
BS and MAT Special Education
 Knowledge of Content field
 Curriculum Development and Implementation
 Assessment/Evaluation of Learner and Self
 Classroom Management and Learning Environment
 Technology
 Inclusion
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Student Development and Advocacy
Diversity and Quality of Life
Family/School/Community Interaction and Communication skills
Knowledge of Teaching Profession
Coaching Minor
 Philosophy and ethics
 Sport Safety and injury prevention
 Physical Conditioning
 Growth and Development
 Teaching and Communication
 Sport Skills and Tactics
 Organization and Administration
 Evaluation
Early Childhood Education & Family Support
 Students will demonstrate mastery of the seven Early Childhood Common Core
Competencies through development and submission of an exit portfolio that covers
each of the seven competencies through presentation of artifacts and written reflections.
Competencies include I. Child Growth and Development, II. Health, Safety and
Nutrition, III. Family and Community Collaboration, IV. Curriculum Development and
Implementation a) Developmentally Appropriate Content, b) Learning Environment
and Curriculum Implementation, V. Assessment of Children and Evaluation of
Programs, VI. Professionalism
Early Childhood Education & Family Support- (Educational Assistant)

Students will demonstrate mastery of the seven Early Childhood Common Core
Competencies through development and submission of an exit portfolio that covers
each of the seven competencies through presentation of artifacts and written reflections.
Competencies include I. Child Growth and Development, II. Health, Safety and
Nutrition, III. Family and Community Collaboration, IV. Curriculum Development and
Implementation a) Developmentally Appropriate Content, b) Learning Environment
and Curriculum Implementation, V. Assessment of Children and Evaluation of
Programs, VI. Professionalism
M.A. in Counseling
 Competency One: Knowledge of developing, monitoring and evaluation of counseling
program
 Competency Two: Coordinate activities with colleagues, clients and or parents.
 Competency Three: Demonstrate a range of necessary skills in counseling
 Competency Four: Consultation
 Competency 5 Principles of individual, family and group counseling
 Competency 6: Ethical Standards of the Counseling Program
 Record of Completed Daily Field Site Logs
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Educational Leadership
 Students will gain skills to facilitate the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by all stakeholders.
 Students will gain skills to advocate, nurture, and sustain a school culture and
instructional program conducive to student learning and staff professional growth.
 Students will gain skills to ensure management of organization, operation, and
resources for a safe, efficient, and effective learning environment.
 Students will gain skills to collaborate with faculty and community members, respond
to diverse community interests and needs, and mobilize community resources.
 Students will gain skills to act with integrity, fairness, and in an ethical manner.
 Students will gain skills to understand, respond to, and influence the political, social,
economic, legal, and cultural context.
MAT Reading
 Knowledge of Content field
 Curriculum Development and Implementation
 Assessment/Evaluation of Learner and Self
 Classroom Management and Learning Environment
 Technology
 Inclusion
 Student Development and Advocacy
 Diversity and Quality of Life
 Family/School/Community Interaction and Communication skills
 Knowledge of Teaching Profession
Gallup School Psychology Program
 Competency One: Knowledge of developing, monitoring and evaluation of school
psychology program
 Competency Two: Coordinate activities with colleagues, clients and or parents.
 Competency Three: Demonstrate a range of necessary skills in school psychology
 Competency Four: Consultation
 Competency 5: Principles of individual, family and group counseling
 Competency 6: Ethical Standards of the School Psychology Program
 Record of Completed Daily Field Site Logs
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Department: Expressive Arts,
Art BA/BS
 Develop Fundamental artistic ability in two areas.
 Comprehend fundamental history of art
 Fundamental Understanding of the creative process
 Learn fundamental artistic vocabulary
 Make Critical Aesthetic judgments about their own work and the art work of others
 Demonstrate individual creativity
 Develop artistic ability is several areas
 Meet deadlines
Art Minor
 Develop Fundamental artistic ability in two areas.
 Comprehend fundamental history of art
 Fundamental Understanding of the creative process
 Learn fundamental artistic vocabulary
Art BFA
 Develop Fundamental artistic ability in two areas.
 Comprehend fundamental history of art
 Fundamental Understanding of the creative process
 Learn fundamental artistic vocabulary
 Make Critical Aesthetic judgments about their own work and the art work of others
 Demonstrate individual creativity
 Develop artistic ability is several areas
 Meet deadlines
 Present work through portfolio
 Work with others
 Versed in contemporary issues in art
 Present artwork through slide presentation
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MAIS Art Concentration
 Ensure Masters students have sufficient Art experience Prior to beginning the Art
program
 Make Critical Aesthetic judgments about their own work and the art work of others
 Demonstrate individual creativity
 Develop artistic ability is several areas
 Meet deadlines
 Present work through portfolio
 Work with others
 Versed in contemporary issues in art
Graphic Design, Associates of Arts
 Develop Fundamental artistic ability in two areas.
 Fundamental Understanding of the creative process
 Gain Real work design experience
 Make Critical Aesthetic judgments about their own work and the art work of others
 Learn graphic design software
 Develop creative design ability
 Present work through portfolio
 Learn fundamental artistic vocabulary
 Understand the relationship between fine and applied arts, marketing, ethics, business
and legal issues
iDEA BFA
 Present work through portfolio
 Work with others
 Versed in contemporary issues in art
 Present artwork through slide presentation
iDEA BA
 Make Critical Aesthetic judgments about their own work and the art work of others
 Demonstrate individual creativity
 Develop artistic ability is several areas
 Meet deadlines
iDEA Minor
 Develop Fundamental artist ability in two areas.
 Digital Literacy
 Fundamental Understanding of the creative process
 Learn fundamental artistic vocabulary
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Department: Humanities
English
 Students will analyze and critically interpret significant and primary texts and/or works
of art (this includes fine art, literature, music, theatre, and film.)
 Students will compare art forms, modes of thought and expression, and processes
across a range of historical periods and/or structures (such as political, geographic,
economic, social, cultural, religious, and intellectual).
 Students will recognize and articulate the diversity of human experience across a range
of historical periods and/or cultural perspectives.
 Students will draw on historical and/or cultural perspectives to evaluate any or all of the
following: contemporary problems/issues, contemporary modes of expression, and
contemporary thought.
Spanish
 Demonstrate improved spelling in Spanish (standard variety). This includes use of
diacritics, adherence to Spanish capitalization rules.
 Demonstrating ability to differentiate between standard and regional varieties, whether
in verbal or written forms.
 Demonstrate ability to write coherently in standard Spanish.
 Demonstrate understanding of the grammar and syntax of standard Spanish, plus,
recognizing the validity of local and other regional varieties.
 Demonstrate ability to write a composition in standard Spanish (in either MLA, APA or
other format)
 Demonstrate listening comprehension of normal native speakers with different regional
“accents” (use of ACTFL national guidelines or other benchmark).
 Demonstrate reading comprehension of local, popular variety and standard Spanish;
materials are “realia” from different disciplines.
 Demonstrate understanding of broad cultural base, i.e. knows cultural ways of different
regions of the 21 Spanish-speaking countries, New Mexico, and the southwestern USA
reality.
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Demonstrate ability to read, review, and critique, summarize, synthesize journal articles
which have been written in Spanish in different disciplines.
Demonstrate ability to do public oral presentations in Spanish. (MLA & ACTFL
guidelines used).
Document service-learning process through journaling, portfolio or other method to
show future employers or to use for scholarships and entrance to graduate schools.
Demonstrate linguistic and cultural-knowledge base representative of a Spanish major
or minor.
Department: Mathematics and Computer Science,
Computer Science (Minor)
 Develop software from detailed software requirements
 Develop a database design from a problem statement
 Implement a database design
 Participate productively in team activities
 Demonstrate clear, concise and professional communication
 Demonstrate ethical behavior in all activities
Computer Science (Major)
 Develop professional quality project requirements from a problem statement
 Develop professional quality detailed software requirements from project requirements
 Develop professional quality software from detailed software requirements
 Develop a professional quality database design from a problem statement
 Implement a database design
 Participate productively in team activities
 Demonstrate clear, concise and professional communication
 Demonstrate ethical behavior in all activities
Mathematics - Minor
 Apply and adapt a variety of appropriate strategies to solve problems.
 Understand and write mathematical explanations using appropriate definitions and
symbols.
 Use appropriate technological tools, such as spreadsheets, computer algebra systems,
graphing calculators, and presentation software.
 Demonstrate a conceptual understanding of and procedural facility with basic calculus
concepts.
 Demonstrate an understanding of concepts and practices related to data analysis,
statistics, and probability.
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Mathematics - Major
 Apply and adapt a variety of appropriate strategies to solve problems.
 Communicate mathematical thinking, orally and in writing, using the language of
mathematics.
 Use appropriate technological tools, such as spreadsheets, computer algebra systems,
graphing calculators, and presentation software.
 Develop and evaluate mathematical arguments and proofs.
 Demonstrate a conceptual understanding of and procedural facility with basic calculus
concepts.
 Demonstrate an understanding of concepts and practices related to data analysis,
statistics, and probability.
 Use mathematical models to represent and understand quantitative relationships.
eCommerce and System Administration
 Develop software from detailed software requirements
 Develop a database design from a problem statement
 Implement a database from a design
 Develop and implement a software installation plan
 Participate productively in team activities
 Demonstrate clear, concise and professional communication
 Demonstrate ethical behavior in all activities
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Department: Natural Sciences,
Biology, Minor
 Students will describe the process of scientific inquiry.
 Students will solve problems scientifically.
 Students will communicate scientific information.
 Students will apply quantitative analysis to scientific problems.
 Students will apply scientific thinking to real world problems.
Botany B.S. or B.A.
 Students will describe the process of scientific inquiry.
 Students will solve problems scientifically.
 Students will communicate scientific information.
 Students will apply quantitative analysis to scientific problems.
 Students will apply scientific thinking to real world problems.
Cell and Molecular Biology
 Understand and use the Scientific Method for solving problems
 Understand and use the Scientific Method in scientific investigation.
 Prepare students to pursue graduate programs.
 Facilitate students participation in research
Chemistry
 Students will describe the process of scientific inquiry.
 Students will solve problems scientifically.
 Students will communicate scientific information.
 Students will apply quantitative analysis to scientific problems.
 Students will apply scientific thinking to real world problems.
Environmental Sustainability (B.S. or B.A.)
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Students will describe the process of scientific inquiry.
Students will solve problems scientifically.
Students will communicate scientific information.
Students will apply quantitative analysis to scientific problems.
Students will apply scientific thinking to real world problems.
Forest /Wildlife Law Enforcement B.S. or B.A.
 Students will describe the process of scientific inquiry.
 Students will solve problems scientifically.
 Students will communicate scientific information.
 Students will apply quantitative analysis to scientific problems.
 Students will apply scientific thinking to real world problems.
General Science
 Promote the understanding of a broad range of scientific concepts within the areas of
study selected by the student.
 Develop critical thinking skills.
 Demonstrate the ability to execute scientific investigations using the scientific method.
 Demonstrate the ability to communicate the results of scientific investigations.
 Allow students to design an inter-disciplinary degree to meet student’s goals.
Geology Minor
 Promote the understanding of a broad range of scientific concepts within the field of
geology.
 Develop skills of geologic investigation and interpretation.
 Develop critical thinking skills.
 Demonstrate the ability to execute scientific investigations using the scientific method.
 Demonstrate the ability to communicate the results of scientific investigations.
 Completion of minor
Science Education
 Students will meet the core competencies for Area III General Education.
 Students will master the content necessary to pass the New Mexico Teachers
Assessment (NMTA) in Science.
 Students will be able to pursue careers as teachers.
Zoology B.S. / B.A. / minor
 Students will describe the process of scientific inquiry.
 Students will solve problems scientifically.
 Students will communicate scientific information.
 Students will apply quantitative analysis to scientific problems.
 Students will apply scientific thinking to real world problems.
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Department: Nursing
Associate Degree in Nursing
 Assess the client taking physical, psychosocial, cultural, and developmental factors into
account.
 Apply the nursing process to develop individualized nursing diagnoses and plans of
care for clients and families based on scientific principles and evidence based
knowledge.
 Anticipate and prioritize actual and potential health problems based on nursing
knowledge and principles.
 Implement, evaluate, and revise nursing care plans based on evidence based
knowledge.
 Effectively communicate in a therapeutic manner the plan of care and significant
changes with health team members, family, and clients.
 Plan, implement, evaluate and revise teaching plans taking into account the client’s
level of education, culture, and developmental level.
 Assure client confidentiality.
 Advocate for and partner with the client regarding the client’s health care needs.
 Demonstrates competence in utilizing current technology in providing and documenting
care.
 Utilize technology and standardized practices to support safety and quality nursing
care.
 Manage care for three to five clients with common, well-defined health problems in a
structured setting.
 Prioritize nursing care for a group of client and delegate tasks appropriately based on
standards of care while maintaining accountability for care.
 Implement, valuate, and revise plans for nursing care priorities.
 Collaborates and coordinates with other team members to achieve quality client care.
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Develop an awareness of cost containment and management of resources on a local and
global level.
Assume responsibility for self-development and resources for continued learning.
Consult with more experienced nurses or other members
of the health team when
a client's problems are not within the graduate's scope of practice or knowledge base.
Maintain accountability for his/her own practice.
Recognize policies and protocols that impede client care and work for change within
the organization.
Applies legal and ethical principles pertaining to self, clients and others.
Promotes a positive personal and professional image of nursing.
Demonstrates professional value of caring.
Develop an understanding of the role of professional organizations and the importance
of active participation.
Bachelor of Science in Nursing
 Provide expert, culturally competent care to individuals, families and communities,
with an emphasis on wellness, as part of an interdisciplinary team
 Assume management/ leadership roles in their chosen work settings and communities.
 Incorporate evidence-based findings into their care and management practices.
 Role model ethical thinking and behavior, both in and out of the workplace.
 Participate in workplace and/or community quality improvement initiatives.
 Communicate effectively, using all available technology.
 Advocate for policy changes in the workplace, community, state, and country that will
address inadequacies and inequalities in health care delivery.
 Develop therapeutic relationships with clients and families to effect desired health
outcomes.
 Demonstrate lifelong learning as evidenced by continuing education and maintenance
of competency.
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Department: Social Sciences
Environmental Sustainability (B.S. or B.A.)
 Students will describe the process of scientific inquiry.
 Students will solve problems scientifically.
 Students will communicate scientific information.
 Students will apply quantitative analysis to scientific problems.
 Students will apply scientific thinking to real world problems.
History
 Demonstrate proficiency in a substantive area of history.
 Demonstrate proficiency in critical thinking.
 Demonstrate proficiency in writing skills
 Demonstrate proficiency in communication skills
 Develop a better understanding of the interrelationships between different fields of
knowledge in the social sciences
 Demonstrate proficiency in research skills
 Demonstrate the ability to make the connections among their own disciplines, their
intended careers, and their lives in the larger context in the social sciences, society at
large, and their place in the world.
Psychology
 Demonstrate proficiency in a substantive area of psychology.
 Demonstrate proficiency in critical thinking.
 Demonstrate proficiency in writing skills
 Demonstrate proficiency in communication skills
 Develop a better understanding of the interrelationships between different fields of
knowledge in the social sciences
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Demonstrate proficiency in research skills
Demonstrate the ability to make the connections among their own disciplines, their
intended careers, and their lives in the larger context in the social sciences, society at
large, and their place in the world.
Social Sciences
 Demonstrate proficiency in broadly based social sciences (degree integrates course in
several social science disciplines.).
 Demonstrate proficiency in critical thinking.
 Demonstrate proficiency in writing skills
 Demonstrate proficiency in communication skills
 Develop a better understanding of the interrelationships between different fields of
knowledge in the social sciences
 Demonstrate proficiency in research skills
 Demonstrate the ability to make the connections among their own disciplines, their
intended careers, and their lives in the larger context in the social sciences, society at
large, and their place in the world.
Sociology
 Demonstrate proficiency in a substantive area of sociology
 Demonstrate proficiency in critical thinking.
 Demonstrate proficiency in writing skills
 Demonstrate proficiency in communication skills
 Develop a better understanding of the interrelationships between different fields of
knowledge in the social sciences
 Demonstrate proficiency in research skills
 Demonstrate the ability to make the connections among their own disciplines, their
intended careers, and their lives in the larger context in the social sciences, society at
large, and their place in the world.
Geography
 Demonstrate proficiency in substantive area of geography.
 Demonstrate proficiency in critical thinking.
 Demonstrate proficiency in writing skills
 Demonstrate proficiency in communication skills
 Develop a better understanding of the interrelationships between different fields of
knowledge in the social sciences
 Demonstrate proficiency in research skills
 Demonstrate the ability to make the connections among their own disciplines, their
intended careers, and their lives in the larger context in the social sciences, society at
large, and their place in the world.
Political Science
 Demonstrate proficiency in a substantive area of political science.
 Demonstrate proficiency in critical thinking.
 Demonstrate proficiency in writing skills
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Demonstrate proficiency in communication skills
Develop a better understanding of the interrelationships between different fields of
knowledge in the social sciences
Demonstrate proficiency in research skills
Demonstrate the ability to make the connections among their own disciplines, their
intended careers, and their lives in the larger context in the social sciences, society at
large, and their place in the world.
Department: Social Work
BSW and MSW
 For the purposes of this report, we have identified “Outcomes” primarily as what social
work accreditors call “Competencies.”
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Department: Interdisciplinary Studies,
Associate of Arts in Liberal Studies
 According to the WNMU catalog…Preparation for transfer into a 4-year program
 According to the WNMU catalog…Design a customized program to accomplish
personal educational goals
 Students develop a personal mission statement related to their education and articulate
goals for the degree.
 Students acquire some breadth of new knowledge which should be consistent with their
personal mission for the degree.
 For all declared majors within the degree, a mid-way assessment would be triggered by
credit hours completed.
 For all students completing the degree, an exit requirement or capstone assesses their
satisfaction with their degree, learning and preparation for work.
 Students develop critical thinking skills and show acquisition of knowledge.
Bachelor of General Studies
 According to the WNMU catalog…Preparation for a master’s degree
 According to the WNMU catalog…Design a customized program to accomplish
personal educational goals
 Preparation for employment in wide range of fields.
 Students develop a personal mission statement related to their education and articulate
goals for the degree
 Students acquire some breadth of new knowledge which should be consistent with their
personal mission for the degree.
 Students acquire some depth of knowledge in specific areas at the upper-division level.
The course selection and acquired depth should relate to the personal mission statement
developed earlier and updated mid-way.
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For all declared majors within the degree, a mid-way assessment would be triggered by
credit hours completed.
For all students completing the degree, an exit requirement or capstone assesses their
satisfaction with their degree, learning and preparation for work.
Students develop critical thinking skills and show acquisition of knowledge.
Interdisciplinary Studies
 According to the WNMU catalog…Advanced study in 2 or 3 fields, with a required 18
hours in at least one area.
 Integration and/or synthesis of learning.
 Design a customized program to accomplish personal educational goals
 Preparation for employment or promotion in a wide range of fields.
 Students develop a personal mission statement related to their education and articulate
goals for the degree.
 For all students within the degree, a mid-way assessment would be triggered by credit
hours completed.
 For all students completing the degree, a new, interdisciplinary studies exit requirement
will assess their satisfaction with their degree, learning and preparation for work.
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