CLR 100 - Introduction to Foodservice

1. List the enduring contributions of historic chefs and foodservice pioneers to the industry.
2. Research the advantages of belonging to foodservice support organizations.
3. Explain various segments of the foodservice industry and employment opportunities in each.
4. Describe typical hospitality operations, including lodging, foodservice and tourism.
5. Discuss trends in foodservice and hospitality in terms of their likely impact now and in the future.

1. Foodservice industry history
2. Restaurant industry
3. Lodging and tourism industry
4. Gaming and casino industry
5. City and country clubs
6. Off and on premise catering
7. Professional organizations

• Communication
• Critical Thinking & Problem Solving

Course and Section Search

CLR 102 - Food and Beverage Service

1. Identify different styles of restaurant service.
2. List the primary departments of a food and beverage operation.
3. Explain different styles of restaurant service.
4. Demonstrate a proper table placesetting.
5. Create diagrams and checklists for dining room set-up and break-down.
6. Describe the different types of alcoholic beverages, how they are produced and served.
7. Discuss the importance of proper guest relations.
8. Research the use of and importance of technology in service.
9. Develop standard operation procedures for dining room, banquet, catering and buffet management.

1. Restaurant service styles
2. Service staffing
3. Guest relations
4. Dining etiquette
5. Dining room management
6. Dining and banquet room setup
7. Responsible and ethical alcohol service
8. Point of sale equipment and technology

• Communication
• Critical Thinking & Problem Solving

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CLR 105 - Supervision and Training

1. Contrast management theory and styles.
2. Differentiate between management, supervision and leadership.
3. Choose appropriate management styles based upon circumstances.
4. List the role and functions of a supervisor.
5. Classify the operational functions of a foodservice operation.
6. Identify laws and regulations related to management and supervision.
7. Develop a foodservice organizational chart.
8. Write a training manual for a foodservice operation.

1. Management theory
2. Role of manager and supervisor
3. Leadership
4. Motivating staff
5. Organizational structure
6. Hiring staff
7. Problem solving and decision making
8. Conflict resolution
9. Training programs
10. Labor laws and regulations

• Communication
• Critical Thinking & Problem Solving

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CLR 110 - Foodservice Sanitation and Safety

1. Describe the principles of kitchen safety and the safe operation of kitchen equipment commonly used in a commercial setting.
2. List the most common biological types of food borne illness including cause, symptoms and prevention.
3. Identify physical and chemical contaminants to food, including corrective actions and prevention of illness.
4. Assess potential food hazard throughout the flow of food and identify critical control points.
5. Present corrective actions to prevent or eliminate food hazards.
6. Demonstrate proper cleaning and sanitation procedures of foodservice equipment and small wares.
7. List procedures to control and exterminate pests in the establishment.
8. Pass the National Restaurant Association Education Foundation ServSafe Food Protection Manager exam.

1. Food microbiology
2. Biological, chemical and physical hazards
3. Purchasing, receiving, storage and preparation of food
4. Master cleaning and sanitation schedule
5. Pest control program
6. Kitchen design basics
7. Safe handling of foodservice equipment
8. Safety data sheets
9. Crisis management program
10. Federal, state, and local regulations
11. Hazardous Analysis Critical Control Points (HACCP)

• Critical Thinking & Problem Solving

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CLR 117 - Fundamentals of Culinary Skills

1. Explain the principles of kitchen safety and sanitation.
2. Identify basic kitchen utensils and equipment associated with the culinary profession.
3. Produce classical knife cuts to industry standards.
4. Demonstrate the method of preparation for all major stocks and sauces.
5. Explain the basic cooking styles of soups.
6. Describe the basic cooking styles of eggs for breakfast cookery.
7. Prepare vegetables and starches using basic cooking methods.
8. Evaluate foods in terms of flavor, aroma, appearance, texture and presentation.

1. Kitchen equipment and tools
2. Stocks, soups and sauces
3. Knife skills
4. Egg cookery
5. Vegetables
6. Grains
7. Pasta

• Critical Thinking & Problem Solving

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CLR 118 - Meat and Seafood Fabrication and Cooking

 
Description
In this course, students are instructed through lecture, demonstration and lab work on the proper butchery techniques of meats and seafood.  Students use dry, moist and combination cooking techniques for meat, poultry and seafood. Students refine their cooking techniques of sauces, starch and vegetables and prepare complete entrees.  Safety and sanitation procedures are reinforced.  Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Fabricate whole chicken into portions.
3. Fillet round and flat fish.
4. Identify appropriate cooking methods for various cuts of meat and seafood.
5. Cook a variety of meat and seafood using dry, moist and combination cooking methods.
6. Evaluate food prepared in class in terms of cooking technique, flavor, appearance and presentation.

1. Meat identification
2. Seafood identification
3. Poultry fabrication
4. Dry heat cooking techniques
5. Moist heat cooking techniques
6. Combination cooking techniques

• Critical Thinking & Problem Solving

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CLR 119 - Elements of Nutrition

1. Identify the six classes of nutrients, their functions, food sources and recommended levels.
2. Describe the elements of a nutritionally balanced diet.
3. Identify the characteristics of diets associated with the development of specific disease states.
4. Create menus that contain the elements of a nutritionally balanced diet.
5. Evaluate sources of nutrition information based on current practice and research in the field of nutrition.
6. Demonstrate preservation and enhancement of nutrients in the preparation of meals.
7. Modify recipes to address specific disease states.
8. Evaluate the nutrient composition of a recipe.

1. Nutrition and health
2. Nutrition guidelines
3. Micro and macro nutrients
4. Protein, carbohydrates and lipids
5. Vitamin and minerals
6. Digestion and absorption
7. Disease and nutrition
8. Effect of cooking on nutrients
9. Nutrition and menus
10. Recipe modification

• Communication
• Information Literacy

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CLR 130 - Fundamental Baking Skills

1. Practice the principles of kitchen safety and sanitation.
2. Operate baking equipment and tools properly.
3. Scale formulas accurately.
4. Explain baking principles.
5. Describe the properties and functions of common baking ingredients.
6. Produce a variety of artisan style breads from yeast and naturally leavened dough.
7. Evaluate food prepared in class in terms of baking technique, flavor, aroma, appearance and texture.

1. Bakers balance scale
2. Weights and measurements
3. Formula scaling and conversion
4. Functions of ingredients
5. Yeasts
6. Pre-ferments and sourdough
7. Fermentation
8. Lean and rich dough
9. Mixing methods

• Critical Thinking & Problem Solving

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CLR 135 - Quick Breads and Cookies

 
Description
In this course students learn the techniques and procedures involved in the preparation, production and mixing of chemically leavened sweet and savory quick breads. Breakfast products such as crepes, pancakes, waffles, muffins and biscuits are produced. Students practice mixing procedures for a range of American and International cookies, including rolled, bar and drop varieties. Pâte à choux products are introduced. Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Operate baking equipment and tools properly.
3. Scale formulas accurately.
4. Explain chemical leavening.
5. Demonstrate proper quick bread mixing methods.
6. Produce a variety of quick breads, cookies and pastries
7. Evaluate the quality of items produced in class.

1. Ingredient knowledge and function
2. Chemical leavening agents
3. Creaming, muffin and biscuit mixing methods
4. Quick breads and coffee cakes
5.  Waffles and pancakes
6.  Doughnuts
7.  Cookies
8.  Pâte à choux
9.  Pastry cream

• Critical Thinking & Problem Solving

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CLR 140 - Pies, Tarts and Pastries

 
Description
In this course students produce an assortment of classical European and American pastry specialties. Students produce pie doughs, pâte sucrée and pâte brisée. Products are made with sweet and savory fillings. A variety of laminated doughs are also created. Students are introduced to pastry bag techniques to decorate and finish products. Program knife kit and uniform are required for this course.

1.  Practice the principles of kitchen safety and sanitation.
2.  Demonstrate proper baking techniques.
3.  Create a variety of savory and sweet tarts.
4.  Produce single and double crusted pies.
5.  Prepare various sweet and savory products with laminated doughs.

1.  Flaky pie dough
2.  Mealy pie dough
3.  Pâte sucrée
4.  Pâte brisée
5.  Blind baking shells
6.  Fruit, custard and cream fillings
7.  Laminated doughs
8.  Pastry bag procedure

• Critical Thinking & Problem Solving

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CLR 201 - Introduction to Baking

1. Practice the principles of kitchen safety and sanitation.
2. Operate basic baking equipment and tools correctly and safely.
3. Scale formulas accurately.
4. Convert formulas into larger and smaller volumes.
5. Explain baking principles.
6. Produce quick breads using the muffin, biscuit and creaming methods.
7. Bake a variety of cookies.
8. Make a variety of pâte à choux products.
9. Prepare various products from lean, sweet and rolled in doughs.

1. Measurements
2. Bakers balance scale
3. Lean dough
4. Rich dough
5. Pastry cream
6. Pâte à choux
7. Cookies
8. Quick breads
9. Danish and puff pastry
10. Pie

• Communication
• Critical Thinking & Problem Solving

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CLR 202 - Basic Garde Manger Techniques

 
Description
In this course students develop the skills, knowledge and techniques of the cold kitchen.  In the kitchen lab, students prepare various salads, cold sauces, soups, sandwiches, appetizers and hors d’oeuvre.  Curing of meats and vegetables is covered.  Buffet showpieces such as fruit and vegetable carvings and ice sculptures are introduced.  Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Explain duties and type of work done in the Garde Manger department.
3. Prepare simple vinaigrette and mayonnaise based salad dressings.
4. Identify a variety of salad greens and properly prepare them for salad production.
5. Produce chilled soups, sauces, salsas, dips and pickles.
6. Make various sandwiches.
7. Prepare appetizers, canapés and hors d’oeuvre.
8. Carve vegetables and fruits to produce plate and buffet centerpieces.
9. Develop a menu and organization plan for an hors d’oeuvre reception.

1. Emulsions
2. Chilled soups
3. Side salads
4. Entrée salads
5. Pickles
6. Sandwiches
7. Hors d’oeuvre
8. Salsas, dips and spreads
9. Fruit presentation
10. Ice carving

• Communication
• Critical Thinking & Problem Solving

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CLR 203 - Advanced Garde Manger and Charcuterie Techniques

 
Description
Students in this course learn and practice the advanced Garde Manger techniques of charcuterie.  In the kitchen lab, students produce forcemeat items such as sausages, pâtés, terrines and galantines, along with sauces and accompaniments to those items.  Cured and smoked meats are produced.  Students make and work with a variety of cheeses.  Proper techniques and the safe use of tools and equipment are emphasized.  Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Operate kitchen equipment commonly used in the production of charcuterie products.
3. Discuss how advanced Garde Manger techniques can increase the profitability of foodservice operations.
4. Explain procedures for curing, brining and smoking meat and seafood.
5. Produce smoked and cured meat products.
6. Describe the differences between the five basic forms of forcemeat.
7. Produce pâté, galantines, terrines and fresh sausages.
8. Explain how cheese is made.

1. Garde Manger history
2. Curing and smoking
3. Sausages
4. Forcemeats
5. Cheese
6. Vegetarian charcuterie
7. Gelatin and chaud froid

• Critical Thinking & Problem Solving

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CLR 205 - Purchasing Procedures

1. Discuss the importance of legal and ethical purchasing practices.
2. Explain the use of technology in the purchasing department.
3. Assess the advantage of value added product forms.
4. Create procedures for inventory control and the requisition of supplies.
5. Develop specifications, forms and records for effective and profitable purchasing practices.
6. Evaluate potential suppliers.
7. Write a food purchasing policy manual.

1. Product specifications
2. Inventory procedures
3. Bid specifications
4. Vendor evaluation
5. Competitive buying
6. Laws and regulations
7. Ethical purchasing policies
8. Receiving procedures
9. Proper storage procedures

• Communication
• Quantitative & Scientific Reasoning

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CLR 210 - Pastry Techniques

 
Description
In the kitchen lab students produce a variety of sweet and savory pastry products. Production includes pies, tarts, mousse, custards, cakes and tortes. Individual multi-component, plated desserts are created. Modification of formulas to fit special dietary requirements is introduced. Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Operate baking equipment and tools.
3. Scale pastry formulas.
4. Explain the differences between sponge and creaming style cakes.
5. Produce cakes, tortes, pies and tarts from scratch.
6. Make ice cream and frozen desserts.
7. Produce stirred and baked custards.
8. Create individual plated desserts.

1. Creaming method cakes
2. Sponge method cakes
3. Pies and tarts
4. Custards
5. Mousse
6. Frozen desserts
7. Souffle
8. Baking for special diets

• Critical Thinking & Problem Solving

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CLR 211 - Menu Design

1. Describe menu styles and the evolution of the menu.
2. Analyze a menu to determine needed equipment and technology.
3. Write accurate and truthful menu descriptions.
4. Identify restaurant trends as they relate to menu development.
5. Choose menu items based on current nutritional guidelines.
6. Write a standardized recipe.
7. Cost a recipe to determine menu price utilizing food cost percentages.
8. Create a variety of food service menus.

1. Menu styles
2. Menu design and layout
3. Nutrition and menu planning
4. Beverage menus
5. Recipes development
6. Recipe cost analysis
7. Menu pricing strategies
8. Equipment analysis
9. Food service trends
10. Menu ethics and legal requirements

• Communication
• Quantitative & Scientific Reasoning

Course and Section Search

CLR 220 - American Regional Cuisine

 
Description
In the kitchen lab students practice fundamental cooking techniques allowing them to transition from a basic to intermediate skill level. American Regional Cuisine explores the influence of native foods and culture along with the effect of immigration on the development of traditional and contemporary American specialties. The concepts of mise en place, timelines, plate presentation and teamwork are accentuated. Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Research cultural and environmental factors that contributed to the development of America’s regional cuisines.
3. Describe foods, preparation methods and traditional dishes associated with the different regional cuisines of the United States.
4. Prepare a variety of American regional foods, using basic culinary principles, concepts and quality standards.
5. Construct production timelines and prep lists.
6. Evaluate food prepared in class in terms of cooking technique, flavor, appearance and presentation.

1. New England cuisine
2. Mid-Atlantic cuisine
3. Atlantic Coastal cuisine
4. Southern cuisine
5. Southwestern cuisine
6. Midwestern cuisine
7. California cuisine
8. Northwest cuisine
9. Hawaiian cuisine

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

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CLR 225 - Pastry Café

 
Description
In this class, students operate an on-campus retail pastry café. Students prepare, display, market and price signature baked goods and pastry products while practicing the skills of inventory, sales analysis and cost control. Students investigate convenience food products, evaluating them for quality and cost savings, to be incorporated into the menu without changing the quality of merchandise. Baking techniques, merchandising, salesmanship, maintenance of product, product evaluation, labeling requirements and product identification are emphasized. Modified diet baking procedures are introduced. Uniforms and program tool kit are required.

1. Practice the principles of kitchen safety and sanitation.
2.  Produce baking and pastry products from scratch and convenience items.
3.  Create a pastry café menu.
4.  Debate the advantages and disadvantages of using convenience items.
5.  Create attractive pastry displays.
6.  Develop production sheets, based on menu history and projections.

1.  Menu planning
2.  Prep lists and production schedules
3.  Inventory and ordering
4.  Menu pricing
5.  Convenience versus scratch-made products

• Communication
• Critical Thinking & Problem Solving

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CLR 228 - International Cuisine

 
Description
This course explores the influences and ingredients that create the unique character of selected world cuisines.  Working in groups, students prepare, plate and assess traditional dishes from around the world.  The significance of ingredients, flavor profiles, preparations and cooking techniques representative of these cuisines are highlighted.  Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Discuss the similarities and differences in the cuisines of the world.
3. Explore the impact international cultures and cuisines have had on the culinary culture of the United States.
4. Identify cooking techniques, ingredients and spices used in international cuisines.
5. Produce food representative of international cuisines.
6. Evaluate food prepared in class in terms of cooking technique, flavor, appearance and presentation.

1. Food pathways
2. Latin cuisine
3. Classical French cuisine
4. Southern European cuisine
5. Northern European cuisine
6. Middle Eastern cuisine
7. Indian cuisine
8. Asian cuisine

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

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CLR 229 - Culinary Retail Kitchen

 
Description
In this course students work collaboratively to plan and prepare food served to the public in a retail setting.  Correct application of culinary skills, plate presentation, organization and timing in producing menu items are stressed.  Students improve their cooking skills and techniques to aid their progress to a career in a commercial kitchen.  Program uniform and knife kit are required for this course.  

1. Practice the principles of kitchen safety and sanitation.
2. Compose a luncheon menu.
3. Write a food requisition.
4. Create a standardized recipe.
5. Prepare menu items, following standardized recipes.
6. Construct a culinary portfolio.

1. Menu development
2. Food requisition
3. Menu production
4. Principles of service
5. Culinary journal and portfolio

• Communication
• Critical Thinking & Problem Solving

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CLR 230 - Culinary Externship

 
Description
This course provides the student with an opportunity to apply the basic techniques developed in the classroom and laboratory to an actual foodservice operation for 100 hours of practical industry experience. Students also apply organization skills to develop and produce food for service to the public through the pop-up bistro “Culinary Corner.” Students are required to secure an acceptable worksite for the 100 hours of industry experience. Through this course, students develop employability skills to assist in progressing towards their career in the culinary arts. Program knife kit and uniform are required for this course.

1. Practice the principles of kitchen safety and sanitation.
2. Compose a luncheon menu.
3. Organize a production schedule for that menu.
4. Write a food requisition.
5. Supervise other students in class to produce the daily menu.
6. Work as part of a team to help prepare the daily menu.
7. Describe duties and responsibilities at the externship site.
8. Create a comprehensive culinary portfolio.

1. Externship site journal
2. Culinary Corner
3. Menu development
4. Menu pricing strategy
5. Kitchen production schedules

• Communication
• Critical Thinking & Problem Solving

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CLR 235 - Chocolate, Confections and Plated Desserts

 
Description
In this course students learn the principles and techniques of preparing chocolates, and sugar cooking. Building upon the skills learned in this and previous classes, students prepare a variety of restaurant quality plated desserts suitable for retail, ala carte or banquet service; allowing them to transition from a basic to intermediate skill level. The theory of plated dessert design and presentation are discussed.

1. Practice the principles of kitchen safety and sanitation. 
2. Demonstrate a variety of tempering methods and correct handling of chocolate products.
3. Discuss qualities and standards for chocolates, confections and plated desserts.
4. Produce contemporary plated desserts using components prepared in class.
5. Assess the visual and flavor quality of products prepared and assembled in class.

1.  Chocolate styles and types
2.  Tempering techniques
3.  Molding and piping techniques
4.  Sugar cooking stages
5.  Dessert sauces
6.  Plated desserts
7.  Laminated dough products

• Critical Thinking & Problem Solving

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CLR 240 - Beverage Management

1. Explain the history of fermented, distilled and brewed beverages.
2. Define terms that are common to the beverage industry.
3. Identify the tools, service equipment and glassware used for wines and spirits.
4. Describe brewing and distillation processes.
5. Explain the principles for the proper pairing of food with alcoholic products.
6. Discuss the growing influence of a sommelier or craft drink bartender in the industry.
7. Research state and federal regulations pertaining to alcohol service and liabilities.
8. Discuss common mixology methods and techniques.
9. Complete a responsible alcohol server training program.
10. Create a beverage cost and control system for an establishment.

1. Wine classifications
2. Aroma wheel
3. Spirits, established and craft
4. Beer, national and micro
5. Pairings with food
6. Non-alcoholic options
7. Pricing and inventory control
8. Local, state and federal laws
9. Responsible alcohol training programs

• Communication
• Critical Thinking & Problem Solving

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CLR 245 - Cakes and Tortes

 
Description
In this course students create classical and modern filled and unfilled cakes and tortes.  Students use the creaming, two-stage, sponge and chiffon mixing methods to produce bases for a variety of cakes.  Finishing methods of frosting and applying glazes are also covered. Students learn basic and advanced decoration techniques to make borders, flowers and other cake adornments. Program knife kit and uniform are required for this course.

1.  Practice the principles of kitchen safety and sanitation.
2.  Demonstrate proper cake mixing technique.
3.  Construct multi-layered cakes and tortes.
4.  Create a variety of cake fillings and frostings.
5.  Create cake decorations with icing, gum paste, fondant and marzipan.
6. Research the history and origins of classical European dessert cakes and tortes.

1.  Ingredient function
2.  Cake mixing methods
3.  Buttercream
4.  Ganache
5.  Mousse
6.  Meringue
7.  Decorating techniques
8.  Classical cake and torte history

• Critical Thinking & Problem Solving
• Communication

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CLR 250 - Global Food Cultures

1. Identify the diverse selection of food on a global scale.
2. Examine similarities and differences in relationship to global regions.
3. Analyze how religion influences menu offerings.
4. Examine farm to table practices.
5. Create menus focusing on distinct global and cultural specifications.
6. Examine social, economic and environmental influences on global foods.
7. Develop management strategies for marketing global food cultures based on results of the benchmarking process.

1. Creating global menus
2. Farm to table policy
3. Religious requirements
4. Similarities of food offerings
5. Social and economic restrictions
6. Service specifications
7. Global service management
8. Ethical food options

• Communication
• Culture Society & Citizenship

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CLR 260 - Banquet Production Management

1. Identify event management segments within the foodservice industry.
2. Identify the specific equipment needs for the catering industry.
3. Evaluate catering business practices including cost estimates, menu preparation, room arrangements and follow-up.
4. Calculate staffing requirements for special events.
5. Analyze financial requirements.
6. Evaluate commercial recipe programs.
7. Develop timeline to host event.
8. Create a special event guidebook.

1. Concept development
2. Special events menus
3. Community outreach
4. Types of events
5. Layouts and needs
6. Budgeting
7. Hosting an event

• Communication
• Critical Thinking & Problem Solving

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DAN 101 - Modern Dance 1

1. Explain dance as an art form.
2. Show an increase in their muscular strength, flexibility, kinesthetic awareness and cardiovascular capacity.
3. Demonstrate the communicative nature of dance and use it as a means of artistic expression.
4. Prepare a paper analyzing the dance work in terms of form and content after attending a professional dance production.
5. Choreograph a short dance solo.

1. Flexibility exercises
2. Beginning dance techniques
3. Dance phrases to develop special and rhythmic awareness
4. Analyzing choreography
5. Tools of choreography

Course and Section Search

DAN 102 - Modern Dance 2

 
Description
In this class, students will increase the technical skills acquired in Modern Dance 1. Muscular strength, flexibility and cardiovascular capacity will be increased. Compositional tools will be presented, enabling the students to use dance as a means of artistic expression.

1. Demonstrate their knowledge of dance as an art form.
2. Perform dance combinations at an intermediate level.
3. Show an increase in their muscular strength, flexibility, kinesthetic awareness and cardiovascular capacity.
4. Choreograph a short dance composition with clear thematic development.
5. Prepare a paper analyzing the dance work in terms of form and content after attending a professional dance production.

1. Flexibility exercises
2. Intermediate dance techniques
3. Dance phrases to develop an understanding of the use of body weight.
4. Compositional concepts (Theme and Variation)

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DAN 104 - Tap Dance 1, Experimental

• Communication
• Culture Society & Citizenship

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DAN 130P - Dance Practicum 1

1. Choreograph a dance for public performance.
2. Demonstrate a disciplined approach to rehearsals.
3. Communicate with an audience through dance.
4. Give and receive feedback and apply corrections.
5. Demonstrate the ability to work as a team member with the production staff during technical rehearsals.

1. Preparing the body for dance: stretching and exercise.
2. Music selection and appropriateness.
3. Choreography, space, time, force, and theme and variation.
4. Mental and physical preparedness, focus and listening.
5. Performing in front of an audience.

Course and Section Search

DAN 131P - Dance Practicum 2

 
Description
This course is an intensive study in the practical application of dance performance techniques. Students will participate in both student and faculty choreographed works, culminating in a fully produced dance concert. All aspects of dance performance, choreography, and production will be explored and refined.

1. Demonstrate intermediate level modern dance technique.
2. Employ use of choreography to design dance routines.
3. Show the ability to take a leadership role in the rehearsal process.
4. Demonstrate the communicative power of dance through performance .
5. Operate as a team with technical theatre students in the production of a dance performance.

1. Refining dance technique
2. Partnering techniques
3. Tools of choreography
4. Working in a collaborative art form
5. The dance performance in front of an audience

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DAN 201 - Modern Dance 3

 
Description
This is an intermediate level technique class, students will increase their muscular strength, flexibility, kinesthetic awareness and cardiovascular capacity. Modern dance exercises will be presented to enhance the students spacial and rhythmic awareness. Choreographic for small groups will be explored.

1. Demonstrate an understanding of dance as an art form within a cultural context.
2. Perform dance combinations at an intermediate to advanced level.
3. Show an increase in their muscular strength, flexibility, kinesthetic awareness and cardiovascular capacity.
4. Choreograph a short dance composition utilizing theme and variation.
5. Prepare a paper analyzing the dance work in terms of form and content after attending a professional dance production.

1. Flexibility exercises
2. Intermediate dance techniques
3. Dance phrases to develop an understanding of the use of body weight.
4. Application of human animation software to choreography
5. Compositional concepts (theme and variation)
6. Influence of culture on dance.

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DAN 202 - Modern Dance 4

 
Description
In this class, students will refine their skills as dancers. Advanced level exercises will challenge the students physically and artistically. Performances techniques will be developed as well as choreography for large groups.

1. Demonstrate an understanding of dance as an art form within a cultural and historical context.
2. Perform dance combinations at an advanced level.
3. Show an increase in their muscular strength, flexibility, kinesthetic awareness and cardiovascular capacity.
4. Choreograph a dance composition utilizing more than one dancer.
5. Prepare a paper analyzing the dance work in terms of form and content after attending a professional dance production.

1. Flexibility exercises.
2. Intermediate advanced dance technique.
3. Dance phrases to develop an understanding of the use of body weight and flow of movement.
4. Application of human animation software to choreography.
5. Compositional concepts (theme, variation, and counterpoint)
6. Overview of twentieth century modern dance history.

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DAN 230P - Dance Practicum 3

 
Description
This course is a continuation of the intensive study in the practical application of dance performance techniques. Students will participate in both student and faculty choreographed works, culminating in a fully produced dance concert. All aspects of dance performance, choreography, and production will be explored and refined.

1. Demonstrate intermediate to advanced modern dance techniques.
2. Employ use of compositional techniques to choreograph group dances.
3. Demonstrate a wide range of movement qualities.
4. Identify appropriate costume choices based on the theme of the dance.
5. Demonstrate a mastery of dance performance techniques.

1. Preparing the body for dance, stretching and exercise
2. Music selection and appropriateness
3. Choreography, meter, and movement
4. Mental and physical preparedness, focus and listening
5. Dance performance in front of an audience

Course and Section Search

DAN 231P - Dance Practicum 4

 
Description
This course is a continuation of the study in the practical application of dance performance techniques. Students will participate in both student and faculty choreographed works, culminating in a fully produced dance concert. All aspects of dance performance, choreography, and production will be explored and refined.

1. Demonstrate advanced level modern dance technique.
2. Employ use of compositional techniques to choreograph dances with clear thematic development.
3. Demostrate the ability to dance with nuance and sensitivity to the music.
4. Illustrate the understanding of rhythm, melody and mood of the music in dance.
5. Coordinate production elements.

1. Preparing the body for dance, stretching and exercise
2. Music selection and appropriateness
3. Choreography, meter, and movement
4. Mental and physical preparedness, focus and listening
5. Dance performance in front of an audience

Course and Section Search

DAT 102 - Introduction to Data Analytics

1. Demonstrate decision analysis techniques and tools.
2. Leverage database software to solve business problems.
3. Explain how managers use data analytics to formulate and solve business problems.
4. Differentiate among descriptive, predictive and prescriptive analytics.
5. Present simple visualizations to address given scenarios.

1. Decision analysis techniques and tools
2. Database software uses
3. Problem solving with data
4. Descriptive, predictive and prescriptive analytics
5. Data visualization

• Critical Thinking and Problem Solving
• Information Literacy

Course and Section Search

DAT 115 - Ethics in Data Analytics

1. Compare and contrast ethics and morals.
2. Analyze applications of data analytics and machine learning in interdisciplinary environments.
3. Explain algorithmic bias.
4. Implement ethical decision models for data analysis.
5. Assess cultural implications of data analytics.
6. Describe industry accepted practices for handling sensitive identifiable data.
7. Produce case studies that analyze current data analysis and machine learning issues.

1. Ethical models
2. Comparing ethics and morals
3. Cultural implementations on societal perceptions of data analysis and machine learning
4. Fairness and Human Computer Interactions (HCI)
5. Personal Identifiable Data (PID)
6. Interpretability across disciplines
7. Algorithms and social impact
8. Processes for handling of sensitive data

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

Course and Section Search

DAT 119 - Python 1

 
Description
This course introduces computer programming and techniques using Python to solve problems in data analytics. Emphasis is placed on common data types, control flow, functions, usability and reproducibility utilizing the standard library distributed with Python and selected data visualization and analysis modules. Students learn to manipulate files, Python scripts and their output using the interactive Python terminal and shell commands.

1. Design an algorithmic solution to solve a problem.
2. Utilize scalar and container type variables, repetition structures, selection structures, standard library modules and built-in and user-defined functions in a Python program.
3. Write reusable code that meets program specifications and follows best practices for reproducible data workflows.
4. Implement file manipulation and execution of programs from a command line interface and within a Python program.

1. Introduction to computers and programming
2. Running Python code in Jupyter notebooks, an integrated development environment and the console
3. Variables, data types and arithmetic operators
4. Following a style guide
5. Decision structures and Boolean operators
6. Repetition structures
7. Functions and scope
8. Lists, tuples, dictionaries and sets
9. File input/output
10. NumPy, Pandas and Matplotlib

Other reference materials deemed appropriate by the instructor

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DAT 129 - Python 2

 
Description
This course builds on the programming fundamentals acquired in Python 1 to manipulate and visualize data sourced not just from local flat files but also from remote API servers, scraped web pages and databases. Leverage the power of this portable, multi-purpose programming language to build robust scripts capable of recovering from data stream errors and data value anomalies. Emphasis is placed on writing well-documented code to support efficient team-based workflows. While object-oriented Python and simple graphical user interfaces (GUIs) are introduced, this course focuses primarily on writing scripts and creating visualizations with Python data container libraries.

1. Diagram data workflows which include processing by Python scripts as part of a larger pipeline of data sourced from remote computers and destined for external storage and presentation tools.
2. Assemble multi-leveled, dictionary-based data structures from heterogeneous sources.
3. Decode and encode data sets in flat files using Python and JavaScript Object Notation (JSON).
4. Acquire data from an Application Programming Interface (API) over multiple network requests.
5. Acquire data using Python’s web scraping libraries from Hypertext Markup Language (HTML) files acquired over a network.
6. Create simple relational databases using Python’s Structured Query Language (SQL) modules.
7. Demonstrate the ability to collaborate with peers to create Python programs using a version control system via the UNIX shell.
8. Create a static visualization of various types of data including univariate, multi-variate, time-series, textual and spatial.

1. Python
2. JavaScript Object Notation (JSON)
3. REST framework
4. Web technology basics: Hypertext Markup Language (HTML), Cascading Style Sheets (CSS) and JavaScript
5. Application Programming Interfaces (APIs)
6. Web scraping
7. Data pipelines
8. Scripting versus class-based software design

Learning resources deemed appropriate by the instructor.

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DAT 202 - Advanced Analytic Methods

 
Description
Building upon the principles set forth in prior coursework, students engage in a comprehensive approach to the application of data analytics in the solving of business problems by employing the techniques frequently used in the discipline.  Emphasis is placed on the different types of forecasting techniques such as sales, risk, retention and attrition as applied to a variety of industries.

1. Differentiate the data needs for the different forecasting techniques.
2. Implement data analytics forecasting.
3. Collaborate on using data for forecasting.
4. Illustrate forecasts using data visualization.
5. Describe the legal and ethical implications of data analytics in organizations and society.

1. Forecasting techniques
2. Forecasting with data
3. Collaboration in data analysis
4. Data visualization
5. Data laws and ethics

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

Course and Section Search

DAT 203 - Data Visualization

 
Description
In this course students explore the nuances associated with designing visual representations of quantitative information and implementing those plans using digital tools. As a project-based course, students investigate an inquiry question from inception through presentation. Students explore their inquiry questions by using data visualization as both an analytic tool and an aid to effective communication of data-backed conclusions.

1. Critique existing data visualizations using design principles and best practices.
2. Design an inquiry project requiring the aggregation of several sources of data and visualization-supported analysis and communication.
3. Construct visualizations of time-series data using scripts written in Python or R.
4. Communicate data-backed claims supported by data visualizations.

1. Time-series data
2. Data-backed inquiry design
3. Data-ink ratios
4. Multi-purpose visualization elements
5. Small-multiple designs

• Communication
• Quantitative & Scientific Reasoning

Course and Section Search

DAT 204 - R for Analytics

 
Description
This course guides students in the use of the R programming language for data analysis. After exploring the fundamentals of the R language and essential data structures, students learn to manipulate structured data in R in preparation for statistical analysis. Standard statistical data analysis techniques are implemented in R. In addition to mechanical fundamentals, this course is rooted in building skills in sound data analytical thinking: surveying data sets, generating compelling inquiry questions, conducting rigorous quantitative analysis, drawing conclusions rooted in reproducible findings and discussing the limitations of this analysis with a lay audience.

1. Execute essential operations in RStudio including loading and viewing structured data files, reading data into R objects and manipulating data.
2. Demonstrate an understanding of the basics in R programming in terms of constructs, control statements, functions and libraries.
3. Generate basic plots and descriptive statistics in R for structured data sets.
4. Implement an end-to-end data analysis process.
5. Write reusable code that meets program specifications and follows best practices for reproducible data workflows.

1. Integrated development environment
2. Structured data
3. Vectors
4. Objects
5. Arrays and matrices
6. Data frames
7. Functions
8. Regressions
9. Plots

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DAT 229 - Tabular and Linked Data Analysis

 
Description
In this course, students explore relational databases which underlie many modern data systems. Students acquire foundational knowledge of table schema design, normalization and Structured Query Language (SQL) needed to interact with data sets from many knowledge domains. In contrast to production database systems, course emphasis lies on analytics-focused database skills, which enable students to integrate relational databases in data pipelines ending in analytic and presentation platforms–rather than transactional or logistics applications. Python is used throughout the course to build database schemas, insert data from flat files and third-party repositories and then extract the data for analytic and decision-support endeavors.

1. Design a multi-table, normalized database schema with strategically typed fields to house data for supporting decision making in a specific domain, such as transportation, environmental management or political science.
2. Implement a database schema using data definition commands.
3. Employ Structured Query Language (SQL) and Python or R to read data into a relational database to extract appropriate fields for analysis using primary-foriegn key relationships, table joins and row filtering.
4. Configure a relational database system using UNIX shell commands with appropriate user privileges for data management and connection to databases on a remote computer.
5. Present the investigation of an inquiry question backed by data in a relational database requiring the use of analytic tools in a Python or R environment to an audience of knowledgeable non-experts.
6. Compare the design goals and features of relational databases to those of NoSQL databases in context of a particular analytic application of a chosen data domain.

1. Relational database management systems
2. Primary-foreign key relationships
3. Normalized database schemas
4. Structured Query Language (SQL)
5. Bourne Again Shell (BASH)
6. Remote database connectivity tools (e.g. SSH Tunneling)
7. Python’s cursor and resultset objects
8. NoSQL databases and file databases
9. Primary key Indexing
10. Database views

• Information Literacy
• Quantitative & Scientific Reasoning

Course and Section Search

DAT 241 - Geospatial Data Analytics

 
Description
Students assemble, analyze and present map-based data in this first course in geospatial analysis. Since many datasets now include spatial components, students approach the exciting sub-field of spatial data analytics with a focus on improving organizational decision making by creating static and interactive maps. To build a foundation of spatial reasoning, students explore map projections and x-y-z coordinate systems through hands-on exercises. Students then engage software tools to digitally represent spatial data from a variety of domains including municipal administration, ecology, transportation, marketing and epidemiology. Finally, the course prepares students to integrate spatial analysis into data pipelines by connecting mapping software packages with relational databases and web servers.

1. Demonstrate the principal components of map projections and coordinate reference systems to compare their strengths and weaknesses for various analytic applications.
2. Build digital maps that visualize layers of point, line and polygon based data.
3. Design map symbology systems such as choropleth shading, proportional centroid sizing and feature labeling to appropriately emphasize feature layers to inform decision making.
4. Apply appropriate spatial analytic algorithms to data layers, visualize their output and interpret the results using domain-specific knowledge.
5. Present the results of spatial analysis using static layouts and interactive maps in language accessible to an audience of knowledgeable non-experts.

1. Map projection systems
2. Spatial coordinate systems
3. Point, line and polygon data layers
4. Choropleth shading
5. Map symbology
6. Geospatial analysis software packages
7. Spatial data digital encoding schemas (e.g. GeoJSON, ESRI Shapefile, KML, etc.)
8. Kernel density smoothing (i.e. “heat maps”)
9. K-nearest neighbor analysis
10. Vector and raster data types
11. Map layouts

• Information Literacy
• Technological Competence

Course and Section Search

DAT 281 - Project in Data Analytics

 
Description
This course equips students with hands-on experience designing, implementing and sharing a data-based inquiry project. While fluency in computer-based number crunching remains an essential skill set of a data practitioner, project success also hinges on effective problem scoping with clients and thoughtful packaging of technical results for applicability in the client’s work context. To develop these supplemental project skills, this course invites students to experiment with a variety of qualitative research strategies for unearthing foundational client concerns from among peripheral organizational clutter.

Equipped with a solid inquiry goal, students implement an industry standard project management framework to strategically prioritize workflows among a team of peer analysts. Use of quantitative evaluation metrics inform review and revision of projects.

1. Demonstrate the ability to discover foundational client concerns using qualitative research techniques such as semi-structured interviewing, workflow walkthroughs, focus groups and workplace observation.
2. Prepare a data research project plan aligned to client concerns for implementation by a workgroup.
3. Implement a data research project using an industry standard project management framework.
4. Present formally the results of a substantial research inquiry with the project client.
5. Evaluate the outcomes of a data research project against initial project aims in consultation with a client.

1. Project scoping
2. Qualitative research
3. Client interviewing
4. Project management framework
5. Project evaluation

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DIT 102 - Dietetic/Foodservice Orientation

1. Establish plans for a future role in the field of dietetics and foodservice.
2. Identify areas of practice and career opportunities.
3. Apply critical thinking skills (KNDT 1.3).
4. Describe the governance of nutrition and dietetics practice, such as the Scope of Nutrition and Dietetics Practice and the Code of Ethics for the Profession of Nutrition and Dietetics; and interprofessional relationships in various practice settings (KNDT 2.3).
5. Identify and describe the work of interprofessional teams and the roles of others with whom the nutrition and dietetics technician, registered, collaborates in the delivery of food and nutrition services (KNDT 2.4).
6. Defend a position on issues impacting the nutrition and dietetics profession (KNDT 2.9).
7. Identify and articulate one’s skills, strengths, knowledge and experiences relevant to the position desired and career goals (KNDT 5.2).
8. Perform self-assessment that includes awareness in terms of learning and leadership styles and cultural orientation and develop goals for self-improvement (CNDT 5.1).

• Critical Thinking & Problem Solving
• Information Literacy

Course and Section Search

DIT 103 - Nutrition Assessment

1. Describe interviewing techniques for data collection.
2. Determine individual nutrient needs using standard calculations.
3. Use current information technologies to locate and apply evidence-based guidelines and protocols (KNDT 1.2).
4. Apply critical thinking skills (KNDT 1.3).
5. Demonstrate effective interviewing and education methods for diverse individuals and groups (KNDT 2.2).
6. Use the Nutrition Care Process for nutrition screening for referral to the registered dietitian nutritionist, collection of assessment data, nutrition interventions and monitoring strategies appropriate for the technician level of practice (KNDT 3.1).

1. Assessment process
2. Interviewing
3. Data analysis
4. Computer software for nutrient analysis
5. Manual and computer assisted analysis
6. Determining body composition
7. Medical records
8. Medical record documentation

• Information Literacy
• Quantitative & Scientific Reasoning

Course and Section Search

DIT 104 - Foods

1. Describe each basic cooking method used in today’s institutional kitchen.
2. Identify the changes which occur in foods during handling, cooking and storage in both large and small quantities.
3. Discuss the structure and functions of standardized recipes.
4. Demonstrate principles of foodservice math.
5. Apply critical thinking skills (KNDT 1.3).
6. Plan nutritionally sound meals, menus and meal plans that promote health and disease management and meet client’s/patient’s needs (KNDT 3.4).

 Listed Topics

1. Basic principles of cooking and food science
2. Menus, recipes and cost management
3. Preparation of soups, stocks, meats, poultry, fish, shellfish, starches, vegetables, salads, salad dressings, dairy, cakes, cookies, pastries and quick breads
4. Garnishes

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DIT 105L - Foods Lab

1. Apply critical thinking skills (KNDT 1.3).
2. Demonstrate active participation, teamwork and contributions in group settings (CNDT 2.4).
3. Plan nutritionally sound meals, menus and meal plans that promote health and disease management and meet client’s/patient’s needs (KNDT 3.4).
4. Apply safety and sanitation principles related to food, personnel and consumers (KNDT 4.3).
5. Promote team involvement and recognize the skills of each member (KNDT 5).

1. Soups and sauces
2. Starch foods
3. Meats and poultry
4. Fish and shellfish
5. Eggs
6. Desserts
7. Standardized recipes

• Communication
• Culture Society & Citizenship

Course and Section Search

DIT 106 - Fundamentals of Nutrition

This course is open to Non-Dietetic Program majors and is taught by a Registered Dietitian (RD).  This course meets transfer requirements for four-year nursing/allied health programs. This course requires a per credit health career fee; check the tuition and fee schedule for the current rate.

1. Identify factors influencing food habits and food choices.
2. Define essential nutrients for human life, their functions, metabolic roles in the body and their food sources.
3. Explain the general nutritional needs in the various stages of the life cycle.
4. Evaluate diet and its impact on disease states such as diabetes, heart disease and obesity.
5. Select and use appropriate current information technologies to locate and apply evidence-based guidelines and protocols (KNDT 1.2).
6. Apply critical thinking skills (KNDT 1.3).
7. Demonstrate effective and professional oral and written communication skills sufficient for entry into technical practice (KNDT 2.1).

1. Introduction to nutrition
2. Six classifications of nutrients
3. Nutrition through the lifecycle

• Critical Thinking & Problem Solving
• Information Literacy
• Quantitative & Scientific Reasoning

Course and Section Search

DIT 110 - Foodservice Production and Purchasing

1. Describe the concepts necessary for menu planning.
2. Develop production sheets.
3. Identify the different types of inventories and the importance of this function.
4. Define the considerations relating to the facility layout and design.
5. Apply critical thinking skills (KNDT 1.3).
6. Modify recipes and menus for acceptability and affordability that accommodate the cultural diversity and health status of various populations, groups and individuals (CDNT 3.8).
7. Describe the processes involved in delivering quality food and nutrition services (KNDT 4.5).

 Listed Topics

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

Course and Section Search

DIT 113 - Dietetic Practicum Seminar

1. Apply critical thinking skills (KNDT1.3).
2. Adhere to current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice, Standards of Professional Practice and the Code of Ethics for the Profession of Dietetics (CNDT 2.1).
3. Identify and articulate the value of precepting (CNDT 5.7).

 Listed Topics

1. Medical Records
2. Patient Care Studies
3. Sharing of Practicum Experiences
4. Site Concerns
5. Discussion of Future Assignments

• Communication
• Critical Thinking & Problem Solving

Course and Section Search

DIT 114 - Medical Nutrition Therapy

1. Assess nutritional status of patients/clients with specific disease states.
2. Explain concepts of complementary and alternative medicine.
3. Identify basic drug-nutrition, nutrient-nutrient interactions.
4. Demonstrate how to locate, interpret, evaluate and use professional literature to make ethical, evidence-based practice decisions related to the dietetics technician level of practice (KNDT 1.1).
5. Select and use appropriate current information technologies to locate and apply evidence-based guidelines and protocols (KNDT 1.2).
6. Apply critical thinking skills (KNDT1.3).
7. Identify and describe the work of interprofessional teams and the roles of others with whom the nutrition and dietetics technician, registered (NDTR) collaborates in the delivery of food and nutrition services (KNDT 2.4). 
8. Demonstrate an understanding of the Nutrition Care Process and clinical workflow elements for nutrition screening for referral to the registered dietitian nutritionist, collection of assessment data, nutrition interventions and monitoring strategies appropriate for the technician level of practice (KNDT 3.1).

1. Nutrition assessment
2. Nutrition and illness
3. Energy management
4. Diabetes mellitus
5. Gastrointestinal disorders
6. Enteral/parenteral feeding
7. Complementary/alternative medicine
8. Cardiovascular disease
9. Liver disorders
10. Renal disease
11. Cancer
12. HIV/AIDS
13. Feeding disabilities

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DIT 125 - Food Protection Certification

1. Identify the characteristics of potentially hazardous foods.
2. Explain the dangers of food borne disease and the population groups most vulnerable to illness.
3. Determine procedures to ensure compliance with all state and local health code requirements.
4. Apply critical thinking skills (KNDT 1.3).
5. Promote health improvement, food safety, wellness and disease prevention for the general population (CNDT 3.4).
6. Apply safety principles related to food, personnel and consumers (KNDT 4.3).
7. Describe the processes involved in delivering quality food and nutrition services (KNDT 4.5).
8. Achieve a minimum of 75% on nationally recognized food protection exam leading to certification in food safety.

1. Biological aspects of food contamination
2. Personal hygiene in relation to safe food handling
3. Policy and procedure development to ensure food safety
4. Review of federal, state and local regulations, including HACCP
5. Preparation for national certification exam

• Critical Thinking & Problem Solving

Course and Section Search

DIT 201P - Dietetic Supervised Practice 1

1. Demonstrate the practical application of food production systems and nutrition care process.  
2. Access data, references, patient education materials, consumer and other information from credible sources (CNDT 1.1).
3. Evaluate information to determine if it is consistent with accepted scientific evidence (CNDT 1.2).
4. Collect performance improvement, financial, productivity or outcomes data and compare it to established criteria (CNDT 1.3).
5. Implement actions based on care plans, protocols, policies and evidence-based practice (CNDT 1.4).
6. Adhere to current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice, Standards of Professional Practice and the Code of Ethics for the Profession of Dietetics (CNDT 2.1).
7. Use clear and effective oral and written communication (CNDT 2.2).
8. Prepare and deliver sound food and nutrition presentations to a target audience (CNDT 2.3).
9. Demonstrate active participation, teamwork and contributions in group settings (CNDT 2.4).
10. Function as a member of interprofessional teams (CNDT 2.5).
11. Refer situations outside the nutrition and dietetics technician scope of practice or area of competence to a registered dietitian nutritionist or other professional (CNDT 2.6).
12. Demonstrate professional attributes in all areas of practice (CNDT 2.8).
13. Show cultural competence in interactions with clients, colleagues and staff (CNDT 2.9).
14. Perform nutrition screening and identify clients or patients to be referred to a registered dietitian nutritionist (CNDT 3.1).
15. Perform specific activities of the Nutrition Care Process as assigned by registered dietitian nutritionists in accordance with the Scope of Nutrition and Dietetics Practice for individuals, groups and populations in a variety of settings (CNDT 3.2).
16. Develop nutrition education materials for disease prevention and health improvement that are culturally and age appropriate and designed for the literacy level of the audience (CNDT 3.5).
17. Perform supervisory functions for purchasing, production and service of food that meets nutrition guidelines, cost parameters and health needs (CNDT 3.6).
18. Modify recipes and menus for acceptability and affordability that accommodate the cultural diversity and health status of various populations, groups and individuals (CNDT 3.7).
19. Participate in quality improvement and customer satisfaction activities to improve delivery of nutrition services (CNDT 4.1).
20. Perform supervisory, education and training functions (CNDT 4.2).
21. Use current nutrition informatics technology to develop, store, retrieve and disseminate information and data (CNDT 4.3).
22. Participate in development of a plan for a new service including budget (CNDT 4.4).
23. Implement and adhere to budgets (CNDT 4.5).
24. Assist with marketing clinical and customer services (CNDT 4.6).

 Listed Topics

1. Sanitation and safety in the foodservice operation
2. Recipe standardization and costing
3. Inventory, storage and handling of goods in the foodservice operation
4. Employee selection and evaluation
5. Orientation of new employees
6. Supervision and management of employees
7. Special event planning
8. Nutrition care assessment and planning for clients with disorders such as gastrointestinal, cardiovascular, renal and kidney, cancer, HIV\AIDS, over nutrition/under nutrition, diabetes and conditions requiring enteral and parenteral nutrition support

• Communication
• Critical Thinking and Problem Solving

Course and Section Search

DIT 208 - Community Nutrition

1. Identify the influence that nutrition has on the prevention and treatment of chronic diseases, in particular, to various stages of the life cycle.
2. Determine approaches to the provision of nutrition information in various settings, using traditional as well as innovative techniques.
3. Apply critical thinking skills (KNDT 1.3)
4. Demonstrate cultural humility, awareness of personal biases and an understanding of cultural differences as they contribute to diversity, equity and inclusion (KNDT 2.5).
5. Explain legislative and regulatory policies related to nutrition and dietetics technician level of practice (KNDT 2.6).
6. Describe contributing factors to health inequity in nutrition and dietetics including structural bias, social inequities and health disparities and discrimination (KNDT 2.7).
7. Advocate for local, state or national legislative and regulatory issues or policies impacting the nutrition and dietetics profession  (CNDT 2.10)
8. Develop interventions to effect change and enhance wellness in diverse individuals and groups  (KNDT 3.2).
9. Present an educational session to a target population (KNDT 3.3).

 Listed Topics

1. Public health nutrition
2. Nutrition education
3. Health care system
4. Food Assistance Programs
5. Pregnancy/lactation
6. Infancy
7. Adulthood
8. Aging
9. Developmental delays and disabilities
10. Physical activity

• Critical Thinking & Problem Solving
• Culture Society & Citizenship
• Technological Competence

Course and Section Search

DIT 209P - Dietetic Supervised Practice 2

1. Observe and participate in the activities of the practicum site to gain an understanding of the mission, services provided and population served by the organization.
2. Identify the role that nutrition/food services play in the organization.
3. Create and implement a project(s) that supports the mission of the organization while lending a nutrition education component, permitting student presentation and engagement with a targeted audience.
4. Access data, references, patient education materials, consumer and other information from credible sources (CNDT 1.1.).
5. Evaluate information to determine if it is consistent with accepted scientific evidence (CNDT 1.2).
6. Implement actions based on care plans, protocols, policies and evidence-based practice (CNDT 1.4).
7. Adhere to current federal regulations and state statutes and rules, as applicable and in accordance with accreditation standards and the Scope of Dietetics Practice, Standards of Professional Practice and the Code of Ethics for the Profession of Dietetics (CNDT 2.1).
8. Use clear and effective oral and written communication (CNDT 2.2).
9. Prepare and deliver sound food and nutrition presentations to a target audience (CNDT 2.3).
10. Refer situations outside the nutrition and dietetics technician scope of practice or area of competence to a registered dietitian nutritionist or other professional (CNDT 2.6).
11. Participate in professional and community organizations (CNDT 2.7).
12. Demonstrate professional attributes in all areas of practice (CNDT 2.8).
13. Show cultural competence in interactions with clients, colleagues and staff (CNDT 2.9).
14. Perform specific activities of the Nutrition Care Process as assigned by registered dietitian nutritionists in accordance with the Scope of Nutrition Dietetics Practice for individuals, groups and populations in a variety of settings (CNDT 3.2).
15. Provide for individuals, groups and populations in a variety of settings (CNDT 3.3).
16. Promote health improvement, food safety, wellness and disease prevention for the general population (CNDT 3.4).
17. Develop nutrition education materials for disease prevention and health improvement that are culturally and age appropriate and designed for the educational level of the audience (CNDT 3.5).
18. Present an education session to a target population (CNDT 3.6).
19. Assist with marketing clinical and customer services (CNDT 4.6).
20. Identify and articulate the value of precepting (CNDT 5.7).

 Listed Topics

1. Provision of nutrition education to the public in general or to a particular life cycle stage
2. Examination of nutrition education resources

• Communication
• Critical Thinking & Problem Solving

Course and Section Search

DIT 210 - Human Resource Management for Dietetics

1. Produce a design for the development of job descriptions and specifications through analysis.
2. Develop and implement formal and informal training programs for food service workers.
3. Apply critical thinking skills (KNDT 1.3). 
4. Demonstrate effective and professional oral and written communication skills sufficient for entry into technical practice (KNDT 2.1).
5. Demonstrate cultural humility, awareness of personal biases and an understanding of cultural differences as they contribute to diversity, equity and inclusion (KNDT 2.5).
6. Define management functions of human resources (KNDT 4.1).
7. Practice resolving differences or dealing with conflict, as appropriate (KNDT 5.4).

 Listed Topics

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

Course and Section Search

DIT 212 - Foodservice Systems

 
Description
This course provides information on the food management practices in the hospitality and health care industry.  Students learn about various foodservice systems, styles of foodservice, principles of kitchen design, menu merchandising, environmental and waste management systems and management of information systems.  This course requires a per credit health career fee; check the tuition and fee schedule for the current rate.

1. Apply critical thinking skills (KNDT 1.3).
2. Demonstrate effective and professional oral and written communication skills sufficient for entry into technical practice (KNDT 2.1).
3. Demonstrate cultural humility, awareness of personal biases and an understanding of cultural differences as they contribute to diversity, equity and inclusion (KNDT 2.5).
4. Define management functions of human resources (KNDT 4.1).
5. Explain budgeting principles and techniques (KNDT 4.2).
6. Identify health care delivery systems and policies that impact nutrition and dietetics technician practice (KNDT 4.4).
7. Assist in development of a plan for a new service including budget (CNDT 4.7).
8. Perform self-assessment that includes awareness in terms of learning and leadership styles and cultural orientation and develop goals for self-improvement (KNDT 5.1).

 Listed Topics

1. Marketing
2. Quality management
3. Staffing the foodservice department
4. Management information systems
5. Computer applications in foodservice
6. Financial management
7. Environmental issues and waste management
8. Security and disaster planning
9. Time management
10. Stress management

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DIT 214 - Dietetic Seminar

 
Description
This course provides the student with skills necessary to be successful in the completion of the national registry exam and job search process. In addition, this course reviews the process of establishing a professional portfolio, making application for and maintaining registration status. This course requires a per credit health career fee; check the tuition and fee schedule for the current rate.

1. Apply critical thinking skills (KNDT 1.3).
2. Describe the governance of nutrition and dietetics practice, such as the Scope of Practice for the Nutrition and Dietetics Technician, Registered, and the Code of Ethics for the Profession of Nutrition and Dietetics (KNDT 2.3).
3. Participate in a nutrition and dietetics professional organization and explain the significant role of the organization (KNDT 2.8).
4. Demonstrate an understanding of the importance and expectations of a professional in mentoring and precepting others (KNDT 5.6).
5. Prepare a plan for professional development according to Commission on Dietetic Registration guidelines (CNDT 5.3).
6. Mentor others (CNDT 5.6).

 Listed Topics

1. Portfolio development
2. Registry exam
3. Nutrition services
4. Food and nutrition
5. Foodservice systems
6. Food management
7. Resume writing and interviewing

• Communication
• Critical Thinking & Problem Solving

Course and Section Search

DMS 102 - Intro to Clinical Experience:Patient Care and Ethical/Legal Issues

1. List basic needs of the patient.
2. Identify all safety factors that must be considered when moving a patient.
3. Assess physiological factors and select appropriate care in an emergency.
4. Perform hand washing technique.
5. Describe the purpose for reporting an incident.
6. Describe the procedure for incident reporting.
7. Describe the activities needed before, during and after the sonographic examination.
8. Describe the properties of the ethical and legal parameters of the sonographer’s role in a medical setting.
9. Cite the Scope of Practice for Sonographers.
10. Explain the following medical/legal terms: informed consent, tort law, negligence, omission and commission, Respondeat Superior (Latin), assault and battery, assumed consent and Res Ipsa Loquitur (Latin).
11. List the caring and communication techniques identified for sonographers.
12. Explain how truthfulness and confidentiality are handled in the clinical setting.
13. Perform the ancillary duties to the ultrasound examination.
14. Provide a safe and clean environment to every patient present for sonograms.
15. Demonstrate effective communication with the various hospital personnel in order to facilitate the the total care of the patient.
16. Apply proper scanning techniques to create basic images of the heart and abdominal structures.
17. Manipulate basic controls on the equipment while performing an ultrasound examination.

1. Basic needs of all patients while in the Ultrasound Department
2. Body mechanics
3. Medical and legal terminology
4. Ultrasound equipment set-up
5. Professional ethics
6. Medical and surgical aseptic techniques
7. Basic scanning techniques and manipulation of the controls on ultrasound equipment

• Communication
• Critical Thinking and Problem Solving

Course and Section Search

DMS 103 - Abdominal, Obstetrical and Gynecological Ultrasound

1. Apply scanning techniques to image the abdominal, pelvic and fetal structures.
2. Distinguish between the viscera of the abdomen and pelvis and the viscera of the fetus.
3. Evaluate the normal sonographic characteristics of each organ within the abdomen, pelvis and fetus.
4. Demonstrate effective communication with patients and significant support persons in order to facilitate the total care of the patient.
5. Correlate clinical symptoms and lab values to the appropriate diseases and conditions.
6. Correlate clinical symptoms and lab values of diseases and conditions to the appropriate ultrasound examination and to the sonographic characteristics of normal vs. abnormal structures.
7. Compare the ultrasound examination with Computerized Axial Tomography (CAT), Magnetic Resonance Imaging (MRI) and nuclear medicine imaging.
8. Assess the size of anatomical structures with normal and disease states on sonograms.

1. Scanning and imaging techniques of the abdomen, pelvis and fetus
2. Sonographic characteristics of the anatomical structures of the abdomen, female pelvis and fetus
3. Correlating sonograms with other imaging modalities
4. Blood chemistry tests indicating pathology of specific anatomical systems or structures
5. Relating the size of anatomical structures with normal and disease states as seen on the sonograms

• Technological Competency
• Critical Thinking and Problem Solving

Course and Section Search

DMS 104 - Cardiac Ultrasound

1. Identify ways to provide an emotionally secure and quality treatment setting for patients and/or clients.
2. Define the components of patient preparation as it relates to the echocardiographic examination.
3. Scan standard 2-D views and the position and function of the cardiac anatomy.
4. Transform images seen on 2-D echocardiography into M-Mode echocardiography.
5. Expand images seen on 2-D echocardiography to incorporate color Doppler and spectral Doppler into echo exams.
6. Identify the normal ECG/EKG pattern.

1. Scanning and imaging techniques used in 2-D echocardiography
2. Sonographic characteristics of the anatomic structures of the heart
3. Principles and applications of transesophageal echocardiography and stress echocardiography
4. Correlations of the role of echocardiography with the catheterization laboratory and the nuclear imaging laboratory
5. Normal dimensions of heart structures and Doppler values
6. Introduction to ischemic heart disease

• Communication
• Quantitative and Scientific Reasoning

Course and Section Search

DMS 105 - Introduction to Cross-Sectional Anatomy for Ultrasonography

1. Identify the cross-sectional anatomical structures within the abdominal and thoracic cavity, female pelvis and the cranium.
2. Describe the gross anatomy and position of the heart as seen in the anatomical position.
3. Identify the heart chambers in cross-section.
4. Apply cross-sectional techniques when scanning the abdominal organs.
5. Associate the planes of the body with the position of the transducer.
6. Compare the cross-sectional planes of abdominal organs to images created by MRI, CAT and ultrasound.
7. Compare the cross-sectional planes of the heart chambers to images created by ultrasound.

1. Gross anatomy of anatomical structures within the cranium, thoracic cavity, pelvis and the abdominal cavity
2. The planes of the body and terms relative to cross-sectional anatomy as applied to ultrasound imaging
3. Cross-sectional images of the head, thoracic cavity and the abdominal cavity
4. Sonographic images of the head, thoracic cavity, abdominal cavity and of the heart chambers
5. Related CAT and MRI images of anatomy in cross-section

• Technological Competency
• Quantitative and Scientific Reasoning

Course and Section Search

DMS 113C - Ultrasound Clinical 1/Abdomen-OB/GYN

1. Apply proper scanning technique to visualize the abdominal, female pelvic and fetal structures.
2. Apply proper interview techniques to elicit pertinent data from patient interviews in order to complete the total medical and clinical picture.
3. Gather pertinent clinical data from chart, X-ray and laboratory reports and other related areas in order to maximize available information on the patient prior to the ultrasound examination.
4. Distinguish the various scanning planes and transducer manipulations in order to image, by ultrasound, the various anatomical structures of the fetus and the adult abdomen and pelvis.
5. Create a diagnostic image of the abdominal, fetal and pelvic organs using the appropriate controls on the ultrasound machine.

1. Scanning techniques of the abdomen, female pelvis and fetus
2. Sonographic characteristics of the anatomical structures of the abdomen, female pelvis and fetus
3. Correlating sonograms with other imaging modalities
4. Correlating laboratory values with sonographic characteristics of pathology

• Technological Competency
• Critical Thinking and Problem Solving

Course and Section Search

DMS 114C - Ultrasound Clinical 1/Cardiac

1. Find pertinent clinical data from the patient interview, chart, X-ray and laboratory reports and other related areas in order to maximize available information on the patient prior to the ultrasound examination.
2. Identify proper patient preparation.
3. List the various scan positions used in echocardiography.
4. Identify the normal structures in 2-D echocardiographic imaging.
5. Transform 2-D imaging to M-Mode imaging.
6. Calculate normal valve areas with the use of color and spectral Doppler.

1. Scanning and imaging techniques used in 2-D echocardiography
2. Sonographic characteristics of the anatomic structures of the heart
3. The principles and applications of transesophageal echocardiography and stress echocardiography
4. The correlation of the role of echocardiography with the catheterization laboratory and the nuclear imaging lab
5. The normal dimensions of heart structures and Doppler values
6. Introduction to ischemic heart disease

• Quantitative and Scientific Reasoning

Course and Section Search

DMS 115C - Ultrasound Clinical 2/Abdomen-OB/GYN

 
Description
The student develops skills in scanning, interpretation of the sonogram and in recognizing normal anatomical variations. The student gathers pertinent clinical data in order to understand the total medical picture of the patient prior to the ultrasound examination. The student presents cases to the interpreting physician. The student becomes familiar with portables, surgical and special sonographic procedures and assists in these areas. (The student is assigned to a full-time clinical experience over six weeks.) This course requires a per credit health career fee; check the tuition and fee schedule for the current rate. This course is graded on a Pass/Fail basis.

1. Develop skills in recognizing normal sonographic anatomy of the abdomen, pelvis and fetus.
2. Apply appropriate scanning technique to image the normal fetus for biometry, abdominal and pelvic structures.
3. Elicit pertinent data from the patient interview and chart in order to complete the total medical and clinical picture.
4. Assess the needs of the sonographer and patient ancillary to the ultrasound examination.
5. Develop skills in assisting the sonographer in the performance of special procedures and portable ultrasound examinations.

1. Sonographic characteristics of normal anatomy of the abdomen, pelvis and fetus
2. Scanning techniques of normal structures of the abdomen, pelvis and fetus
3. Patient interviews, patient privacy and ancillary duties of the ultrasound examination
4. Laboratory values indicating normal physiology of the abdominal, pelvis and fetal structures
5. Imaging modalities such as computerized axial tomography (CAT), magnetic resonance imaging (MRI) and nuclear medicine imaging in addition to sonography

• Critical Thinking and Problem Solving

Course and Section Search

DMS 116C - Ultrasound Clinical 2/Cardiac

 
Description
This clinical course offers the student participation in the various steps involved in cardiac ultrasound examination of the patient. The student shares responsibility with the clinical instructor for scheduling, identifying and preparing the patient for examination. The student assures that patient preparation is properly followed for the given examination. Skills in scanning that have been developed in DMS 114C  Cardiac Clinical 1 and DMS 104  Cardiac Ultrasound are further advanced. Skills in patient scanning and examination progression are developed. The student gains skill and confidence in presenting the case to the interpreting physician. (The student is assigned to a full-time clinical experience over six weeks.) This course requires a per credit health career fee; check the tuition and fee schedule for the current rate. This course is graded on a Pass/Fail basis.

1. Develop skills to interact independently with patients from initial greeting and preparation until completion of the echocardiogram examination.
2. Employ scan skills to acquire the required 2-D, M-Mode and Doppler images for a normal echocardiogram examination.
3. Relate guidelines from the American Society of Echocardiographers (ASE) to identify wall segments.
4. Utilize scanning opportunities to improve image stabilization abilities.
5. Exercise manipulation between pulse wave and continuous wave Doppler as the patient condition dictates.

1. Independent interaction with patients before and after the echocardiogram examination
2. Exam protocols incorporating all of the components of 2-D, M-Mode and Doppler
3. Techniques to enhance the quality of the echocardiogram.

• Technological Competency
• Quantitative and Scientific Reasoning

Course and Section Search

DMS 125 - Vascular Ultrasound

1. Visualize the normal sonographic anatomy of the carotid, internal and external arteries.
2. Identify ways to provide an emotionally secure and quality treatment setting for patients/clients.
3. Define components of patient preparation as related to the vascular examination.
4. Transform images seen on 2-D sonography into the spectral waveform of each vessel imaged.
5. Expand images seen on 2-D sonography to incorporate color Doppler.
6. Identify the anatomical location of the peripheral arteries and veins imaged in the human body.
7. Define the vessels imaged in the abdominal cavity.

1. Normal anatomy of the vascular system
2. Scanning techniques of the various systems
3. Spectral Doppler
4. Color Doppler

• Technological Competency
• Quantitative and Scientific Reasoning

Course and Section Search

DMS 135C - Ultrasound Clinical 1/Vascular Ultrasound

1. Apply appropriate scanning technique to recognize the sonographic anatomical structures of the upper and lower limbs as well as the neck.
2. Elicit pertinent data from patient interview in order to complete the total medical and clinical picture.
3. Gather pertinent clinical data from chart, X-ray and laboratory reports and other related areas in order to maximize available information on the patient prior to the ultrasound examination.
4. Discriminate between diagnostic and non-diagnostic sonographic images in order to progress the examination to its logical conclusion utilizing the various scanning positions and techniques.
5. Correlate the use of the various controls on the ultrasound machine to diagnostic sonographic images.

1. Scanning techniques and normal hemodynamics of the carotid artery and peripheral vascular system
2. Sonographic characteristics of normal vessels using color Doppler, Doppler spectral analysis and 2-D imaging
3. Correlation of sonograms with other imaging modalities
4. Correlate laboratory values and clinical symptoms with sonographic characteristics of pathology

• Technological Competency
• Quantitative and Scientific Reasoning

Course and Section Search

DMS 137C - Ultrasound Clinical 2/Vascular

 
Description
This clinical course offers the student progressively greater participation in the various steps involved in the vascular examination of the patient. Skills in scanning that have been developed in previous clinical courses are utilized. The student develops skills in recognizing normal anatomy as well as pathology. Progression of the examination is performed by the student under the direct supervision of the clinical instructor. The student continues to gather pertinent clinical information in order to understand the total medical picture of the patient prior to the vascular examination. The student is introduced to and assist in portable examinations and special procedures. The student gains skill and confidence in presenting the case before the interpreting physician. (The student is assigned to a full-time clinical experience over six weeks.) This course requires a per credit health career fee; check the tuition and fee schedule for the current rate. This course is graded on a pass/fail basis.

1. Apply proper scanning technique to visualize normal anatomy of the extremity veins.
2. Apply proper scanning technique to visualize normal anatomy of the extremity arteries.
3. Apply proper scanning technique to visualize normal anatomy of the carotid arteries.
4. Elicit pertinent data from patient interview and chart in order to complete the total medical and clinical picture.
5. Assist sonographers in the performance of special procedures and portable ultrasound examinations.
6. Apply theory and scanning techniques to progress the examination to its conclusion.

1. Sonographic characteristics of normal anatomy vascular systems
2. Scanning techniques of normal structures within the vascular systems
3. Patient interview, patient privacy and ancillary duties to the ultrasound examination
4. Laboratory values indicating normal physiology of the abdominal, pelvis and fetal structures
5. Other imaging modalities in addition to sonography to image vascular structures

• Technological Competency
• Quantitative and Scientific Reasoning

Course and Section Search

DMS 203 - Advanced Abdomen and Small Parts Ultrasound

1. Synthesize the clinical signs and symptoms with pathology of the abdominal organs as well as the thyroid, breast, parathyroid, scrotum and prostate.
2. Identify and evaluate the pertinent laboratory data relevant to pathological conditions of the following areas; abdominal organs, thyroid, parathyroid, breast, scrotum and prostate.
3. Give a differential diagnosis of liver pathology using the sonographic characteristics of the disease and the clinical signs and symptoms.
4. Give a differential diagnosis of biliary pathology using the sonographic characteristics of the disease and the clinical signs and symptoms.
5. Give a differential diagnosis of pancreatic pathology using the sonographic characteristics of the disease and the clinical signs and symptoms.
6. Give a differential diagnosis of renal pathology using the sonographic characteristics of the disease and the clinical signs and symptoms.
7. Give a differential diagnosis of thyroid and scrotal pathology using the sonographic characteristics and the clinical signs and symptoms.
8. Apply proper scanning technique to image the thyroid gland.

1. Liver disease
2. Gallbladder disease
3. Renal disease
4. Pancreatic disease
5. Breast imaging; x-ray and ultrasound
6. Prostate biopsy
7. Scanning techniques of the thyroid, breast, scrotum and prostate
8. Sonographic characteristics of pathology of the abdominal organs
9. Sonographic characteristics of pathology of the thyroid and scrotum

Course and Section Search

DMS 204 - Advanced Cardiac Ultrasound

1. Compile appropriate echocardiographic images and data for the diagnosis and treatment of cardiac disorders including: coronary artery disease, acquired valvular heart disease, endocarditis, pericarditis myocarditis, cardiomyopathies, congenital heart disease and disease of the aorta.
2. Scrutinize obtained echocardiographic data to assure that the exam was diagnostic for the written order of the exam.
3. Correlate information obtained from 2-D imaging with quantitative m-mode and Doppler values to indicate pathology of the heart.
4. Compile the quantitative and qualitative echocardiographic information to grade the severity of indicated cardiac disease.
5. Generate a report page that accurately depicts the level of cardiac function.

1. Abnormal cardiac anatomy and physiology
2. Cardiac pharmacology
3. Coronary artery disease
4. Valvular heart disease
5. Endocarditis, pericarditis and myocarditis
6. Cardiac masses
7. Cardiomyopathies
8. Congenital heart disease
9. Diseases of the aorta
10. Traumatic heart disease
11. Cardiac embryology

Course and Section Search

DMS 207 - Advanced Vascular Ultrasound

1. Identify the abnormal hemodynamics of the cerebral, peripheral and abdominal vascular systems.
2. Distinguish the abnormal sonographic characteristics of the cerebral, peripheral and abdominal vascular systems from normal vessels using 2-D scanning techniques.
3. Scan for and differentiate between normal and abnormal vessels within the vascular systems.
4. Analyze and interpret the abnormal sonographic findings of the spectral Doppler waveform of the cerebral, peripheral and abdominal vascular systems.
5. Analyze and interpret the abnormal color spectral image of the cerebral, peripheral and abdominal vascular systems.
6. Identify the normal and abnormal vasculature of the female pelvis and male genitalia.

1. Pathology causing abnormal hemodynamics of blood flow through the vascular system
2. Scanning techniques and sonographic characteristics of pathology of the various vascular systems

Course and Section Search

DMS 210 - Ultrasound Instrumention and Quality Control

1. Locate and identify sensitivity controls.
2. Identify the components of real time scanners and explain their contribution to the ultrasound unit’s operation.
3. Comprehend the Doppler Principle Theory and the proper application.
4. Identify proper Doppler modality selection and its application towards diagnostic ultrasound.
5. Employ multiple scanning modalities to relate the complementary information that can be obtained.
6. Scrutinize ultrasound images to evaluate for image artifacts.
7. Assess the potential for bioeffects of the use ultrasound, if adequate safety practices are not followed.

1. Applications for the use of ultrasound test objects
2. The location and application of ultrasound unit sensitivity controls
3. The physics associated with the ultrasound unit sensitivity controls
4. The pitfalls associated with artifacts in ultrasound imaging
5. The potential for bioeffects in ultrasound imaging

Course and Section Search

DMS 223C - Ultrasound Clinical 3/Abdomen-OB/GYN

1. Apply appropriate interviewing techniques to elicit pertinent data from patient interview in order to complete the total medical and clinical picture.
2. Identify and evaluate the pertinent laboratory data from charts, x-ray reports and other related areas in order to understand the total medical picture prior to the ultrasound examination.
3. Present case findings to the interpreting physician.
4. Synthesize sonographic images of pathology of the abdominal organs with control settings on the ultrasound machine and clinical signs and symptoms.
5. Apply appropriate scanning techniques to visualize normal and abnormal structures in the abdomen, female pelvis and the fetus.
6. Apply appropriate skills to carry-out physicians orders for sonograms using correct protocols and progress the examination to conclusion.

1. Scanning techniques of the abdominal organs
2. Scanning techniques of the pelvic organs
3. Scanning techniques of pathology of the abdominal and pelvic organs
4. Real time examinations of the fetus
5. Scanning techniques of special procedures

Course and Section Search

DMS 224C - Ultrasound Clinical 3/Cardiac

1. Compile appropriate echocardiographic images and data for the diagnosis and treatment of cardiac disorders including: coronary artery disease, acquired valvular heart disease, endocarditis, pericarditis, myocarditis, cardiomyopathies, congenital heart disease and disease of the aorta.
2. Scrutinize obtained echocardiographic data to assure that the exam was diagnostic for the written order of the examination.
3. Combine information obtained from 2-D imaging with quantitative m-mode and Doppler values to indicate pathology of the heart.
4. Compile the quantitative and qualitative echocardiographic information to grade the severity of indicated cardiac disease.
5. Generate a report page that accurately depicts the level of cardiac function.

1. Abnormal cardiac anatomy and physiology
2. Cardiac pharmacology
3. Coronary artery disease
4. Valvular heart disease
5. Endocarditis, pericarditis and myocarditis
6. Cardiac masses
7. Cardiomyopathies
8. Congenital heart disease
9. Diseases of the aorta
10. Traumatic heart disease
11. Cardiac embryology

Course and Section Search

DMS 225C - Ultrasound Clinical 4/Abdomen-OB/GYN

1. Apply appropriate scanning technique to demonstrate and recognize sonographic pathological conditions of the abdominal and pelvic regions as well as the fetus.
2. Elicit pertinent data from patient interview in order to complete the total medical and clinical picture.
3. Gather pertinent clinical data from chart, x-ray reports, laboratory reports and other related areas in order to understand the total medical picture prior to the ultrasound examination.
4. Associate clinical signs and symptoms with sonographic images of abnormal structures of the abdomen, female pelvis and fetus.
5. Scan and progress the examination independent of clinical instructor.
6. Scan and progress the examination using correct protocols.
7. Scan and complete the examination within the expected time.

1. Scanning techniques during special procedures
2. Scanning techniques during portables
3. Sonographic characteristics of pathology of the abdominal organs
4. Sonographic characteristics of pathology of the fetus
5. Sonographic characteristics of pathology of the female pelvic structures

Course and Section Search

DMS 226C - Ultrasound Clinical 4/Cardiac

1. Prioritize patient scheduling to ensure that patient needs that are being met.
2. Independently interact with patients from initial greeting & preparation until completion of the echo exam.
3. Assess the quantitative and qualitative results of the echocardiogram for the presence/degree of following cardiac pathologies using echocardiography: coronary artery disease, acquired heart disease, valvular stenosis, regurgitation, diseases of the myocardium, cardiomyopathies, diseases of the pericardium, diseases of the endocardium, congenital heart disease in the adult and diseases of the aorta.
4. Classify the severity of identified cardiac pathology.
5. Weigh the information obtained from the exam to determine if the cardiologist should be contacted.

1. The ability to prioritize the patient exam schedule
2. The ability to work independently for the entire echocardiogram exam
3. Recognizing and properly interrogating cardiac pathology
4. Grading the severity of cardiac pathology

Course and Section Search

DMS 227 - Advanced OB/GYN Ultrasound

1. Analyze the signs and symptoms of a threatened abortion.
2. Explain the development and function of the placenta.
3. Evaluate the clinical signs and sonographic characteristics of IUGR.
4. Differentiate the sonographic images of congenital anomalies from normal of the following fetal structures: fetal brain, skeletal structures, abdominal wall and kidney.
5. Differentiate the signs, clinical symptoms and sonographic characteristics of benign from malignant neoplasm of the ovary.
6. Assess the signs, symptoms and sonographic characteristics of pelvic inflammatory disease to narrow the differential diagnosis.
7. Assess the signs, symptoms and sonographic characteristics of ectopic pregnancy.

1. Fetal congenital anomalies and their sonographic characteristics
2. Sonographic characteristics of benign/malignant ovarian neoplasm
3. Sonographic characteristics of endometrial benign/malignant neoplasm
    

Course and Section Search

DMS 228 - Doppler Vascular Sonography

1. List and identify the major vessels in the human peripheral vascular system.
2. Define and explain the location and function of the major vascular vessels in the human body.
3. Relate the anatomic presentation of vascular vessels to the physiologic performance of the vessel.
4. Scrutinize qualitative and quantitative information obtained in the vascular exam and deduce the diagnostic validity of the information.
5. Compile qualitative and quantitative information obtained in the vascular exam.
6. Assess qualitative and quantitative information obtained in the vascular exam and determine the extent of pathology in the patient that was examined.
7. Assess practices that deal with ethical issues encountered in the vascular ultrasound profession.

1. The physical location of the major vessels of the peripheral vascular system
2. The function of the major vessels of the peripheral vascular system
3. The direct and indirect testing available for the detection of peripheral vascular disease
4. The pathologies encountered in peripheral vascular testing

Course and Section Search

DMS 235C - Ultrasound Clinical 3/Vascular

1. Apply proper scanning technique to visualize abnormal anatomy of the extremity veins.
2. Apply proper scanning technique to visualize abnormal anatomy of the carotid arteries.
3. Apply proper scanning technique to visualize abnormal anatomy of the extremity arteries.
4. Analyze pertinent data from patient interview and chart in order to complete the total medical and clinical picture.
5. Assist in the performance of special procedures and portable ultrasound examinations.
6. Correlate anatomical images of pathology of the vascular systems with clinical signs and symptoms.
7. Correlate the sonographic characteristics with pathology of the vascular system.

1. Sonographic characteristics of normal and abnormal anatomy of the extremity veins, carotid arteries and extremity arteries
2. Scanning techniques of normal and abnormal structures of the vascular systems
3. Patient interview, patient privacy and ancillary duties to the ultrasound examination
4. Laboratory values indicating normal physiology of the vascular structures
5. Other imaging modalities in addition to sonography used to image the vascular structures

Course and Section Search

DMS 237C - Ultrasound Clinical 4/Vascular

1. Apply proper scanning techniques to visualize normal and abnormal anatomy of the extremity veins.
2. Apply proper scanning techniques to visualize normal and abnormal anatomy of the carotid arteries.
3. Apply proper scanning techniques to visualize normal and abnormal anatomy of the extremity arteries.
4. Analyze pertinent data from patient interview and chart in order to complete the total medical and clinical picture.
5. Analyze clinical laboratory findings with sonographic images of the vascular structures.
6. Correlate anatomical images of pathology of the vascular systems with clinical signs and symptoms.
7. Correlate the sonographic characteristics with pathology of the vascular system.
8. Combine laboratory findings, patient interview and sonographic findings to progress and complete sonographic examination before presenting the case to the interpreting physician.

1. Sonographic characteristics of normal and abnormal anatomy of the extremity veins, carotid arteries and extremity arteries
2. Scanning techniques of normal and abnormal structures of the vascular systems
3. Patient interview, patient privacy and ancillary duties to the ultrasound examination
4. Laboratory values indicating normal physiology of the vascular structures
5. Other imaging modalities in addition to sonography used to image the vascular structures

Course and Section Search

DMS 239 - Abdominal OB-GYN/Cardiac Ultrasound

1. Describe the basic physiology of the abdominal, female pelvic, fetal and cardiac organs.
2. List and explain the clinical symptoms and laboratory values appropriate to diseases of specific organs of the abdomen, fetus, heart and female pelvis.
3. Identify the normal sonographic characteristics of the abdomen, female pelvis, fetus and heart.
4. Describe the basic pathological diseases of the heart.
5. Satisfactorily and safely perform the basic scanning techniques for selected lab activities pertinent to specific organs of the abdomen, female pelvis and heart.
6. Apply proper scanning technique to perform basic fetal biometry.
7. Apply proper scanning techniques to image normal cardiac and abdominal structures.

1. Normal sonographic characteristics of the organs within the abdomen, female pelvis, fetus and heart
2. Basic physiology and scanning protocols of the abdominal, female pelvis fetal and cardiac organs
3. Scanning techniques of the abdomen, female pelvis, fetus and heart
4. Basic pathology of the abdominal, female pelvic, fetus and cardiac organs

Course and Section Search

DMS 282 - Vascular Ultrasound for Clinical Professionals

 
Description
This course consists of learning normal anatomy, sonographic characteristics and the hemodynamic principles of the peripheral vascular system, the cerebral vascular system and the vessels of the abdomen. Instrumentation, scanning techniques, audible signals made by normal and abnormal blood flow and vascular pathology are presented in this course. This course requires a per credit health
career fee; check the tuition and fee schedule for the current rate.

1. Visualize the normal sonographic anatomy of the vascular system in the human body.
2. Distinguish the abnormal sonographic characteristics of the vascular systems from normal vessels using 2-D scanning techniques. 
3. Identify the abnormal hemodynamics of the human vascular system.
4. Analyze the abnormal sonographic findings of the spectral Doppler waveform of the vascular system.
5. Analyze the abnormal color spectral image of the vascular system.

1. Normal anatomy of the vascular system
2. Scanning techniques of the various systems
3. Spectral and color Doppler
4. Pathology causing abnormal hemodynamics of blood flow through the vascular system
5. Scanning techniques and sonographic characteristics of pathology of the various vascular systems

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DMS 283 - Cardiac Ultrasound for Clinical Professionals

 
Description
This course focuses on the ultrasonic investigation of the heart. Echocardiography is viewed from both an historical, as well as state-of-the-art perspective. The anatomy and physiology, particularly the cross-sectional anatomy of the mediastinal contents, are reviewed. Echocardiograms representative of normal cardiac anatomy are presented and compared with examinations performed by other diagnostic modalities. Procedural and scanning techniques are presented, as well as sonographic positioning unique to echocardiography.  This course requires a per credit health career fee; check the tuition and fee schedule for the current rate.

1. Define the components of patient preparation as it relates to the echocardiographic examination.
2. Scan standard 2-D views and the position and function of the cardiac anatomy.
3. Transform images seen on 2-D echocardiography into M-Mode echocardiography.
4. Expand images seen on 2-D echocardiography to incorporate color Doppler and spectral Doppler into echo exams.
5. Identify the normal ECG/EKG pattern.

1. Scanning and imaging techniques used in 2-D echocardiography
2. Sonographic characteristics of the anatomic structures of the heart
3. Principles and applications of transesophageal echocardiography, stress echocardiography and cardiac catherization
4. Correlations of the role of echocardiography with the catheterization laboratory and the nuclear imaging laboratory
5. Normal dimensions of heart structures and Doppler values

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DMS 284 - Advanced Cardiac Ultrasound for Clinical Professionals

 
Description
This course is for ultrasound students specializing in echocardiography. Abnormal cardiac anatomy and physiology will be studied. M- mode, two-dimensional, continuous wave, pulsed wave, and color flow Doppler are correlated with pathologies. Echocardiographic tapes and case studies are presented and correlated with clinical features of cardiac pathology. Cardiac surgical procedures and pharmacology are studied.  This course requires a per credit health career fee; Check the tuition and fee schedule for the current rate.

1. Compile appropriate echocardiographic images and data for the diagnosis and treatment of cardiac disorders including: coronary artery disease, acquired valvular heart disease, endocarditis, pericarditis, myocarditis, cardiomyopathies, congenital heart disease and disease of the aorta.
2. Scrutinize obtained echocardiographic data to assure that the exam was diagnostic for the written order of the exam.
3. Correlate information obtained from 2-D imaging with quantitative m-mode and Doppler values to indicate pathology of the heart.
4. Compile the quantitative and qualitative echocardiographic information to grade the severity of indicated cardiac disease.
5. Generate a report page that accurately depicts the level of cardiac function.

1. Abnormal cardiac anatomy and physiology
2. Cardiac pharmacology
3. Coronary artery disease 
4. Valvular heart disease
5. Endocarditis, pericarditis and myocarditis
6. Cardiac masses
7. Cardiomyopathies
8. Congenital heart disease
9. Diseases of the aorta
10. Traumatic heart disease
11. Cardiac embryology

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

DMS 285 - Abdominal and Gynecological Ultrasound for Clinical Professionals

 
Description
This course presents an intense study of the abdominal, pelvic and fetal structures that can be evaluated employing ultrasound as an imaging modality. The student is provided with information concerning normal ultrasound appearance of tissues, organs and systems within the abdomen and pelvis. Ultrasound images representative of normal states are presented and correlated with examinations performed with other diagnostic modalities. Technical information such as procedural and scanning techniques are discussed throughout the course.  This course requires a per credit health career fee; check the tuition and fee schedule for the current rate.

1. Apply scanning techniques to image the abdominal and pelvic structures. 
2. Distinguish between the viscera of the abdomen and pelvis.
3. Evaluate the normal sonographic characteristics of each organ within the abdomen and pelvis. 
4. Correlate clinical symptoms and lab values to the appropriate diseases and conditions. 
5. Correlate clinical symptoms and lab values of diseases and conditions to the appropriate ultrasound examination and to the sonographic characteristics of normal vs. abnormal structures. 
6. Compare the ultrasound examination with Computerized Axial Tomography (CAT), Magnetic Resonance Imaging (MRI) and nuclear medicine imaging. 
7. Assess the size of anatomical structures with normal and disease states on sonograms.

1. Scanning and imaging techniques of the abdomen and pelvis
2. Sonographic characteristics of the anatomical structures of the abdomen and female pelvis
3. Correlating sonograms with other imaging modalities
4. Blood chemistry tests indicating pathology of specific anatomical systems or structures 
5. Relating the size of anatomical structures with normal and disease states as seen on the sonograms 

• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

ECD 101 - Intro to Early Education and Child Development

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Define the scope of early education and child development including past and current trends.
2. Describe career opportunities for working with children and their families.
3. Describe the impact that changes in the family, workplace and society have on the field.
4. Identify the diverse social, cultural, ethnic and racial needs of children and families.
5. Express awareness of personal attitudes about differences, e.g., social, cultural, language, racial, religious and gender.
6. Describe quality programs and settings for children and adolescents.
7. Identify techniques and planning strategies for including children and adolescents with special needs.
8. Describe methods of observing, recording and assessing behavior.
9. Describe techniques for classroom management, guiding behavior and promoting self-discipline.
10. Plan developmentally appropriate schedules, learning opportunities and environments.
11. Identify strategies for communicating, involving and supporting families with children.
12. Identify attributes of and strategies for successful teachers.
13. Construct a National Association for the Education of Young Children (NAEYC) standards-based educational portfolio with appropriate artifacts.

 Listed Topics

1. Defining the field
2. Joining the field, career options and opportunities
3. Historical perspectives, influential people
4. Societal changes impacting the field: family, workplace, society
5. Diversity: meeting the needs of children and their families
6. Attitudes and perceptions: the impact on children and families
7. Essential attributes of successful teachers
8. Communication skills, techniques for managing conflicts and problem solving
9. Programs for children and adolescents
10. Inclusion: modifying to meet the needs of exceptional children
11. Basic teaching skills: observation and assessment, guidance and discipline, planning, setting goals and objectives, classroom management and conflict resolution

• Communication
• Culture Society & Citizenship

Course and Section Search

ECD 103 - Infant and Toddler Development

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Explain the development of infants and toddlers.
2. Describe basic developmental concepts and issues related to infants and toddlers.
3. Describe patterns of typical physical, cognitive, emotional and social development of infants and toddlers.
4. Analyze the observed developmental patterns of infants and toddlers in group care settings.
5. Identify strategies that facilitate physical, cognitive, emotional and social development of infants and toddlers in developmentally and culturally appropriate ways.
6. Describe health and safety practices important to the development of infants and toddlers.
7. Compare the developmental needs of infants and toddlers with the Pennsylvania Learning Standards for Early Childhood and the Pennsylvania Keys to Quality Continuum.
8. Construct a National Association for the Education of Young Children (NAEYC) standards-based portfolio with appropriate artifacts.

1. Theories of child development related to the study of infants and toddlers
2. Physical, cognitive, emotional and social development of infants and toddlers
3. Observational techniques and assessment tools used with infants and toddlers as individuals and in groups
4. Models of play environments and developmentally appropriate materials and activities for infants and toddlers
5. Attachment, temperament and resilience
6. Parenting and care-giving behaviors which promote optimal development
7. Inclusion of infants and toddlers with special needs
8. Working with infants and toddlers from linguistically diverse families
9. Health and safety topics related to infants and toddlers, including nutrition and feeding issues, choking hazards, emergency preparedness, potentially hazardous materials, shaken baby syndrome and SUIDS
10. Professional ethics, standards and practices

• Communication
• Culture Society & Citizenship
• Quantitative & Scientific Reasoning

Course and Section Search

ECD 104 - Preschool Development

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Describe basic developmental concepts and issues related to the study of preschool-age children.
2. Describe patterns of typical physical, cognitive, emotional and social development of preschool-age children.
3. Analyze the observed developmental patterns of preschool-age children in group care settings.
4. Identify strategies that facilitate physical, cognitive, emotional and social development of preschool-age children in developmentally and culturally appropriate ways.
5. Describe health and safety practices specific to the preschool classroom.
6. Compare the developmental needs of preschool-age children with the Pennsylvania Learning Standards for Early Childhood and the Pennsylvania Keys to Quality Continuum.
7. Construct a National Association for the Education of Young Children (NAEYC) standards-based portfolio with appropriate artifacts.

1. Theories of child development related to the study of preschool-age children
2. Physical, cognitive, emotional and social development of preschool-age children
3. The role of temperament and resilience in preschool-age children’s development
4. Observational techniques and assessment tools used with preschool-age children as individuals and in groups
5. Models of play environments and developmentally appropriate play materials and activities for preschool-age children
6. Parenting and care-giving behaviors which promote optimal development
7. Inclusion of preschool-age children with special needs
8. Working with linguistically diverse preschool-age children and families
9. Health and safety topics related to preschoolers, including nutrition, safe spaces, transportation safety, pedestrian safety, child abuse, prevention and control of infectious diseases and responses to allergic reactions to food and other allergens
10.  Readiness and transition to kindergarten
11.  Professional ethics, standards and practices

• Communication
• Culture Society & Citizenship
• Quantitative & Scientific Reasoning

Course and Section Search

ECD 107 - Health and Safety of Children

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Identify principles of child health maintenance, including nutrition, accident prevention, infection control and confidentiality.
2. Apply principles of first aid to emergency situations and accidental injuries.
3. Recognize common illnesses of infants and children.
4. Describe the care of a child with a childhood illness in an early childhood setting.
5. Identify principles of Basic Life Support (BLS).
6. Identify the signs of emotional distress, child abuse and neglect.
7. Recognize responsibility and procedures for reporting emotional distress, child abuse and neglect.
8. Describe procedures (emergency and daily routine) to meet the needs and abilities of all children in a variety of settings.
9. Identify the relationship between childhood nutrition, exercise and learning.
10. Plan and demonstrate movement activities that promote physical coordination for children aged Birth to age 9.
11. Identify community health agencies to be used as resources and referrals.
12. Construct a NAEYC standards-based educational portfolio with appropriate artifacts.

1. Basic needs of infants and children
2. Promoting good health in child care, principles of infant child care and health maintenance
3. Dental hygiene and care, illness prevention, infection control, hygiene and toileting
4. Common illnesses of children, symptoms and care
5. Nutrition, food safety and menu planning
6. First Aid
7. Basic Life Support (BLS)
8. Providing safe environments, indoors/outdoors, accident prevention, child- proofing, emergency response procedures
9. Childhood obesity, current research
10. Movement and self-regulation research
11. Developmentally appropriate movement activities
12. Children with special needs, health, safety and adapting movement activities
13. Recognizing emotional distress, abuse/neglect, responsibility and reporting procedures
14. Confidentiality
15. Building links with community health resources

• Critical Thinking & Problem Solving
• Information Literacy

Course and Section Search

ECD 109 - Portfolio and Exam Preparation for Child Development Associate (CDA) Certification

 
Description
This course prepares students to apply for employment in the Early Childhood field and covers the building of a Child Development Associate (CDA) portfolio while preparing students for their CDA exam and classroom observation. Students create and gather physical documentation to demonstrate their knowledge gained through prior Early Childhood coursework. Upon completion of the course, students have a completed CDA portfolio and are prepared for their classroom observation and CDA Council exam to earn CDA certification.

1. Define what constitutes a professional standard per CDA.
2. Generate criteria for selecting artifacts for CDA portfolio.
3. Create a representative portfolio of CDA standards in appropriate format(s).
4. Prepare for a classroom observation required for CDA certification.
5. Develop knowledge of competency standards required for the CDA Council exam.

1. Artifacts documentation
2. Artifacts management
3. Digital file management
4. Electronic portfolio format
5. CDA credential exam and classroom observation

• Critical Thinking & Problem Solving
• Technological Competence

Course and Section Search

ECD 113 - Middle Childhood and Adolescent Development

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Outline the development of individuals during middle childhood and adolescence.
2. Identify basic developmental concepts and issues and their application to the development of middle childhood and adolescence.
3. Describe patterns of physical, cognitive, emotional and social development of middle childhood and adolescence.
4. Assess individual developmental patterns of middle childhood and adolescence.
5. Describe the physical, cognitive, emotional and social development of middle childhood in appropriate ways.
6. Assess children in middle childhood through adolescence in their learning environments.

1. Theories of child development related to middle childhood and adolescence
2. Physical, cognitive, emotional and social development of individuals during middle childhood and adolescence
3. Observational techniques used with individuals during middle childhood and adolescence
4. Assessment tools for working with individuals during middle childhood and adolescence
5. Drug and alcohol programs for school-age children and adolescents
6. Peer socialization of school-age children and adolescents
7. Sexual education for school-age children and adolescents
8. Values conflict in school-age children and adolescents
9. Before and after school programs
10. Working with school-age children and adolescents with special needs and their families
11. Working with culturally and linguistically diverse school-age children and their families

• Communication
• Culture Society & Citizenship

Course and Section Search

ECD 115 - Introduction to School Age Programs

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance. This course is aligned with competencies required for the PA School Age Professional Credential.

1. Define the field of school-age care.
2. Describe the characteristics and needs of the school-age child.
3. Identify techniques for communicating with school-age children and their families.
4. Describe techniques for classroom management, guiding behavior and promoting self-esteem and self-discipline.
5. Plan developmentally appropriate schedules, learning opportunities and environments for after-school/out-of-school programs.
6. Identify indicators of quality for after-school/out-of school programs.
7. Research managerial functions for organizing and managing after-school and out-of-school programs.
8. Identify standards of ethical and professional practice.
9. Develop a plan for school-age practitioner professional development.
10. Construct a National Association for the Education of Young Children (NAEYC) standards-based portfolio with appropriate artifacts.

 Listed Topics

1. Defining the field
2. The school-age child: characteristics and needs
3. After school/out-of-school environments
4. After-school/out-of-school curriculum and programming
5. Guidance and communication techniques that promote social/emotional growth and development
6. Working with parents and families
7. School-age program management
8. Professionalism and staff development

• Communication
• Information Literacy

Course and Section Search

ECD 130P - Practicum: Infant/Toddler

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Demonstrate the use of theories and research on social, emotional, physical and cognitive growth and development to guide interactions with infants and toddlers.
2. Document in a professional manner the observations of the development and behaviors of infants and toddlers.
3. Plan experiences and environments that address the individual development, temperament, interests and needs of each infant/toddler using observational and assessment data.
4. Collaborate with the practicum supervisor, caregiving team and families.
5. Employ ethical and professional practices in attitude, communication and behavior.
6. Compile a portfolio that aligns with the NAEYC Standards and the I/ECMH Competencies.

1. Observation and documentation techniques specific to infants and toddlers
2. Confidentiality, ethics and professionalism including the importance of boundaries
3. Collaboration and problem-solving with supervisor and caregiving team
4. Assessment tools used when working with infants and toddlers
5. Planning and implementing developmentally appropriate activities in typical inclusive settings
6. Respectful and supportive interaction with families

• Communication
• Critical Thinking & Problem Solving

Course and Section Search

ECD 131 - Reflective Supervision: Infant and Toddler

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

Co-registration in an infant/toddler practicum is required, based on the student’s course of study.

1. Identify ways to utilize constructive feedback to support meaningful interactions with children, families and co-workers.
2. Analyze the role of the reflective practitioner in a field setting
3. Ask for guidance from supervisors and co-workers using a variety of strategies.
4. Integrate feedback and reflection to set personal short-term and long-term goals for working with young children and families.
5. Document reflection of one’s own emotional responses over the course of the practicum experience.
6. Create a final portfolio that documents work aligned with the Infant/Early Childhood Mental Health (I/ECMH) competencies.

1. Reflective supervision and coaching models
2. Feedback skills
3. Reflective and responsive journaling
4. Metacognition
5. Asking for guidance
6. Responses to supervision
7. Professional goal-setting
8. Nonverbal communication
9. Cultural and linguistic sensitivity
10. Infant/young child centered practices
11. Relationship-based pedagogy
12. Working with and supporting families
13. National Association for the Education of Young Children (NAEYC) position statement on Developmentally Appropriate Practice
14. NAEYC position statement on Equity in Early Childhood
15. I/ECMH Family Associate Endorsement Competencies and application process
16. Professionalism, including confidentiality
17. Advocacy

• Communication
• Critical Thinking & Problem Solving

Course and Section Search

ECD 135P - Practicum: Observation and Assessment

 
Description
This course examines effective methods for observing, assessing and documenting young children’s behavior for the purpose of planning developmentally appropriate curriculum, activities, environments and interactions. Students meet in a weekly seminar and obtain direct experience in observing and assessing children through a 45-hour supervised field experience in an early childhood setting, school, agency or therapeutic setting.

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Describe methods of observation used in early childhood settings to assess children’s growth and development.
2. Identify the value and uses of objective observational data.
3. Analyze observational data of children’s behavior gathered using various methods.
4. Apply appropriate theories of growth and development.
5. Describe contemporary issues in assessment and guidelines for appropriate, authentic assessment of young children.
6. Employ ethical and professional practice in written communications and interactions.
7. Analyze assessment and observation data used in planning experiences and environments for children that reflect their interests, abilities and learning styles.
8. Construct a National Association for the Education of Young Children (NAEYC) standards-based educational portfolio with appropriate artifacts.

1. Definition of observation
2. Purposes of observation: knowing and understanding children’s behavior and needs.
3. Observational methods and techniques
4. Documentation: collecting, recording
5. Confidentiality, ethics and professionalism
6. Definition of assessment
7. Current trends in assessment
8. Purpose of assessment
9. Assessment tools, techniques and methods
10. Interpreting observational and assessment information
11. Using observation and assessment data for planning developmentally appropriate curriculum, environments, activities and adaptations in early childhood settings
12. Communicating with families
13. Working with other professionals

• Communication
• Critical Thinking & Problem Solving
• Quantitative & Scientific Reasoning

Course and Section Search

ECD 202 - Children With Special Needs

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Identify key events and legislative milestones that have impacted the field of special education. 
2. Define the classifications of learners that are included in special education by identifying the characteristics of each.
3. Explain teaching and treatment strategies for exceptional learners and why they are appropriate for specific learning differences.
4. Identify the steps in the assessment, evaluation and IEP writing process.
5. Describe the inclusive models of education and early intervention by identifying the role of the regular classroom teacher and parent in each.
6. Describe the dynamics that might exist in a family with a child with special needs including ways in which the professional and community can support the child and family.
7. Describe the transitions from birth through adulthood and how they affect the person with special needs.
8. Analyze the impact of attitudes and perceptions on personal performance and development.
9. Construct a National Association for the Education of Young Children (NAEYC) standards-based educational portfolio with appropriate artifacts.

1. History of special education and services for children with special needs
2. Advocacy legislation and laws applying to children with special needs and their families
3. Terminology of special education
4. Disciplines involved in education and treatment, e.g., physical therapy, medicine, psychology and social work
5. Inclusive education and other educational models
6. Attitudes and perceptions and their impact on children and families
7. Classifications of children with special needs
8. Characteristics of children with special needs
9. Educating gifted and talented children
10. Multicultural and diversity issues in special education
11. Effect of children with disabilities on family dynamics
12. Changing role of teachers with inclusive education
13. Transition from school to adult life
14. Professionalism
15. Community resources

• Critical Thinking & Problem Solving
• Culture Society & Citizenship
• Information Literacy

Course and Section Search

ECD 209 - Introduction to Infant/Early Childhood Mental Health

Students must have three current clearances: FBI Fingerprint Clearance, a Pennsylvania State Police Criminal History Clearance, and a Pennsylvania Department of Public Welfare Child Abuse History Clearance and meet the local requirements of the field placement site, including the National Sex Offender Registry (NSOR) Verification Clearance.

A weekly field observation in infant/toddler and/or early childhood programs is required, based on the student’s course of study.

1. Identify the role of relationships in promoting brain development.
2. Describe how attachment, separation, trauma, grief and loss impact the social and emotional development of young children.
3. Compare the characteristics of trauma-sensitive schools with the characteristics of developmentally appropriate practice as described in National Association for the Education of Young Children (NAEYC) position statements and I/ECMH best practice literature.
4. Develop resources that support families in their efforts to provide safe, healthy and stable environments for their children.
5. Identify ways that best practices for early childhood mental health can be integrated into home, classroom, agency and community settings.
6. Analyze case studies involving a wide variety of child and family challenges impacting social and emotional development by using the NAEYC Code of Ethical Conduct.
7. Relate NAEYC’s position statement on equity to the social and emotional development of economically, culturally and linguistically diverse children and families.
8. Research the Infant and Early Childhood Mental Health Endorsement process in Pennsylvania.
9. Compile a portfolio that aligns with the NAEYC Standards and the I/ECMH Competencies.

1. Attachment theory
2. Brain development and stress
3. ACES (Adverse Childhood Experiences)
4. Resilience theory
5. Trauma-sensitive schools
6. Family substance use disorder’s impact on young children
7. Early childhood mental health consultation
8. Home visitation programs
9. The role of federal, state and local laws and regulations in promoting mental health
10. Infant/young child centered practices
11. Relationship-based pedagogy
12. Early childhood professional organizations, e.g., Zero To Three, Pennsylvania Association for Infant Mental Health (PA-AIMH), NAEYC, etc.
13. Professionalism, including confidentiality
14. Advocacy

• Communication
• Information Literacy

Course and Section Search