Courses

DMA 204 - Design Core

• Apply basic design theory to basic compositions produced on the screen 
• Demonstrate color theory by creating interactive compositions 
• Demonstrate knowledge of typographic families and best use practices in choosing fonts for the screen. 
• Demonstrate an understanding of basic layout techniques 
• Demonstrate the ability to analyze designs for the effectiveness of visual appeal and communication of messages to an audience. 
• Identify and describe the range of graphic assets commonly created in a commercial design environment. 
• Identify the design elements that will provide a user-friendly presentation 
• Identify the importance and the critical steps in testing for usability at different stages of the development cycle. 
• Explain the use of prototyping to evaluate and validate usability. 
• Develop a testing plan including identification of users, a creation of tasks to be tested, and the logistics and procedures to conduct the testing. 
• Analyze test results and develop recommendations for design changes. 

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DMA 205 - Design Application

• Develop and describe an economical, sustainable, and ethical work-flow for addressing client needs and producing necessary graphics. 
• Create a targeted group of graphic assets using multiple tools and procedures. 
• Demonstrate the ability to create advanced graphics for specific projects in related classes. 
• Process advanced graphic assets for various work environments and delivery modes. 
• Develop personal and corporate branding.

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DMA 216 - 3D Fundamentals

• Assemble high-resolution game assets using industry standard tools and techniques 
• Compose materials and textures for digital assets 
• Observe and execute the next generation asset creation pipeline 
• Design low-resolution models and UV unwraps 
• Reproduce the steps required for preparing a model in a game engine 
• Manage, store and retrieve visual assets using appropriate software 
• Explore and illustrate methods of presenting a 3D design 

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DMA 217 - 3D Implementation

• Practice and construct advanced shading networks 
• Study and implement advanced modeling techniques 
• Compare practical to procedural lighting techniques 
• Design lighting solutions 
• Translate multi-pass rendering techniques 
• Discuss and experiment with node based pipelines 
• Assemble a professional quality 3D presentation 

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DMA 218 - 3D Technical Foundations

• Discuss and design various types of particle and rigid body simulations 
• Construct digital physics rules based on real-world physics concepts 
• Design sequences in both off-line and real-time environments. 
• Illustrate methods of presenting simulations. 
• Explore and reproduce the basics of scripting for simulations 
• Assemble a professional quality presentation

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DMA 219 - 3D Technical Implementation

• Discuss and design intermediate scripts for streamlining processes 
• Plan and solve performance issues related to real-time particle rendering 
• Apply procedural modeling techniques 
• Assemble a professional quality presentation 
• Develop complex scenes for a real-time sequence. 
• Design and execute advanced techniques for a node based pipelines 

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DMA 225 - Game Design Fundamentals

In this course, students will gain a foundational knowledge of the game design pipeline. Students will gain hands on experience implementing the elements of various game design techniques using paper prototypes. An emphasis on team projects and presentation skills will be covered in this course.
  Note: This course used to be offered as DMA 140, is being shifted to a 200 level course because this new design is considered a 200 level course. Foundational components will be included in this new course, with the addition of more advanced topics.

Recommended: Recommended to complete the core 100-level requirements before taking this course. 
Prerequisite(s): None.

Course Outcomes

• Experiment with various game mechanics 
• Identify and apply the principles of game design 
• Develop and test a paper game prototype 
• Critically analyze the design of a game. 
• Describe and construct a game design document. 
• Collaborate in a group to organize and design a game prototype 
   

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DMA 226 - Digital Game Design

• Understand the tasks and roles associated with game design and development
• Understand the capabilities and limitations of a game design platform
• Develop a testing method for a game
• Understand the time and resources necessary to complete games of varying complexity 
• Understand the constituent parts that make up a video game
• Apply design principles to digital game designs
• Express the game pipeline through collaborative digital design projects
• Describe and construct a game design document
• Discover and apply scripting and node-based programming languages complexity

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DMA 227 - Advanced Digital Game Design

• Describe the role that sound, visuals and interactivity all play in an effective game environment
• Explain control structures in a gaming context in a programming language such as C#
• Create basic data structures • Work in a group effectively to produce a video game
• Apply level design principles to digital games
• Prototype levels for different mechanics
• Reframe a given level to match a provided outcome
• Discuss and use advanced scripting and node-based programming languages 

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DMA 228 - Digital Prototyping

• Discover rapid prototyping in the context of game design 
• Critique and iterate on prototypes 
• Discover effective methodologies for game mechanics and designs. 

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DMA 234 - Motion Graphics I

• Computer Literacy
• Visual

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DMA 235 - Motion Graphics II

• Remove a colored background through keying.
• Create both still and animated mattes for compositing purposes.
• Create a layered composition of images, video and rendered 3D or 2D assets.
• Describe the different ways to track motion in a compositing application.
• Use two different methods for 2D motion tracking.
• Composite a 3D element into a 2D scene by utilizing camera tracking.
• Explain the different methods for creating a 2D animated character in a motion graphics application.

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DMA 246 - Video Fundamentals

• Accurately describe the activities and purpose of pre-production, production and post-production phases of media project development
• Use proper microphone techniques and recording devices to acquire audio for interviews or other purposes.
• Use storyboards as planning tools
• Apply concepts of shot composition utilizing the rule of thirds and elements of design
• Apply basic shooting and editing skills for visual storytelling.
• Apply appropriate shooting techniques for efficient editing
• Display an understanding of digital video recording techniques and basic video camera operation
• Describe the principles of aspect ratio, frame rate and resolution
• Display familiarity with basic lighting principles
• Utilize digital video editing software
• Create simple titles and effects for video 

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DMA 247 - Video Implementation

• Use proper microphone techniques and recording devices to acquire audio for interviews or other purposes. 
• Identify the basic types of microphones and their pickup patterns. 
• Use audio editing tools efficiently to remove background noise and other interference in an audio recording. 
• Edit audio to tell a short story using non-verbal audio sources. 
• Describe the steps for designing audio for digital media. 
• Plan, create and edit sound design for a movie. 
• Use editing software for intermediate editing video and audio. 
• Manipulate compression settings to achieve a target file size. 
• Describe the differences and uses of delivery formats. 
• Tell a story using provided audio sound bites and b-roll. 
• Apply basic shooting and editing skills for narrative storytelling. 
• Describe and demonstrate the pre-production steps necessary for planning a video project. 
• Explain and use the rule of thirds when composing shots. 
• Plan for and successfully shoot video scenes using a shot list. 
• Shoot and analyze b-roll to identify shots with the best composition and image quality 
• Create a promotional video using b-roll and audio voice-overs. 
• Apply three point lighting for an interview 

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DMA 248 - Video Core

• Use pre-production planning for efficient video production.
• Explain the basic formats and processes used to create documentaries and public service announcements.
• Describe the attributes of effective b-roll and successful shoot such footage.
• Use audio tools to balance and enhance audio tracks for video production.
• Use editing tools to accomplish requested outcomes.
• Demonstrate the basic skills of green screen compositing.
• Incorporate basic motion graphics techniques to enhance visual storytelling.
• Implement advanced editing techniques and the use of sound design in visual storytelling. 

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DMA 249 - Video Studio Production

• Describe the functions and components used in a multiple camera switched field production system.
• Explain the key personnel roles on a production team.
• Explain why effective team-building is essential to successful productions.
• Discover live compositing techniques.
• Use studio video production equipment.
• Identify and use studio related terms and vocabulary correctly within the studio production environment.
• Set up and use lighting and audio equipment for studio productions.
• Function effectively in the various roles related to video production.
   

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DMA 263 - Web Design I

• Explain and apply the features and elements of the Web HTML editing tool
  
• Design Web pages with clean HTML source code using HTML editors
  
• Apply Web tool libraries and templates to achieve a uniform look to the Web site
  
• Create, edit, and format text
  
• Import and customize images
  
• Edit and maintain the Web site using the site-management tools
  
• Create and edit tables, frames, and forms
  
• Customize the Web tool
  
• Describe basic concepts for making Web sites dynamic
  
• Explain how device screen size and formats impact web site display

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DMA 264 - Web Design II

• Explain the Web site development life cycle and the role that defining user needs plays in the development process.
• Define the Web site mission and measurable goals of success.
• Identify the target audience of the web site.
• Apply survey and interview tools and techniques to gather requirements from the user population.
• Create user profiles and scenarios to help determine what the users need from the site and how the users will interact with the site.
• Explain how the technical differences of browsers, screen resolutions and download speeds impact usability features, and adapt the design to accommodate these differences.
• Determine the information the site will present to satisfy user needs.
• Identify, organize and prioritize the information.
• Diagram the site architecture showing the user-based information flow.
• Develop a navigation plan based on the site architecture and employing user-friendly labels.
• Create page layouts that apply user-centered design principles.
• Identify the design elements that will provide a user-friendly presentation of the site content.
• Identify the importance and the critical steps in testing for usability at different stages of the development cycle.
• Explain the use of prototyping to evaluate and validate usability.
• Develop a testing plan including identification of users, creation of site tasks to be tested, and the logistics and procedures to conduct the testing.
• Analyze test results and develop recommendations for design changes.
  

• Critical Thinking/Problem Solving

• Computer Literacy
• Visual

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DMA 271 - Production Systems

• Describe the functions and components found in a single camera video field production system.
• Describe the functions and components used in a multiple camera switched field production system.
• Explain the media management system used in TvS.
• Explain the key personnel roles on a production team.
• Explain why effective team-building is essential to successful productions.

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DMA 272 - Technical Operation for Video

• Set up a single camera field production system.
• Set up a video camera for studio operation.
• Set up 3 point lighting for shooting an interview.
• Ingest digital media into a production server.
• Compute media storage capacity using the variables of codecs and resolution.

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DMA 273 - Production Practicum I

• Describe and use the roles and behaviors necessary for a successful video production team
• Shoot b-roll to enhance video production quality
• Use the rule of thirds when composing shots
• Identify the basic types of microphones and their pickup patterns
• Set up and use lighting and grip equipment for field and studio productions

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DMA 274 - Production Design

• Use preproduction steps for planning a video project.
• Develop a plan to successfully shoot video scenes using a shot list.
• Use the behaviors necessary for a successful video producer.
• Explain the design for a video production based on the intended audience.
• Explain the basic format for a typical news magazine segment.

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DMA 275 - Computer-Video Integration I

• Use non-linear editing software for editing video and audio at an intermediate level.
• Create outputs in delivery formats such as MOV, MP4, MPEG, DVD, and Blu-ray.
• Explain the function of the primary software programs used in post-production.
• Use compositing software with non-linear editing software.
• Use audio software in post-production.

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DMA 276 - Production Practicum II

• Use proper microphone techniques and select correct microphone types for different environments. Demonstrate the difference between basic and advanced shot composition.
• Identify and use studio related terms and vocabulary correctly within the studio production environment.
• Function effectively within a team for multi-camera field and studio productions.
• Use editing tools effectively and efficiently to accomplish requested outcomes.

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DMA 277 - Production Management

• Use pre-production planning for efficient video production.
• Identify the basic formats for documentaries, public service announcements and feature video stories.
• Describe the attributes of effective b-roll and demonstrate how to capture such footage.
• Identify the proper equipment package for a field shoot for interviews and b-roll.
• Explain crew roles on a field shoot.

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DMA 278 - Computer-Video Integration II

• Explain the setup of the field multi-camera control system.
• Integrate title graphics in the control system.
• Set up camera signals in the control system.
• Integrate effects using the digital switcher.
• Stream video from the control system.

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DMA 279 - Production Practicum III

• Use studio video production equipment, including cameras, switcher, intercom system, character generator, audio systems and lighting.
• Use field multi-camera video production equipment, including cameras, switcher, intercom system, character generator, audio systems and live streaming.
• Set up and use lighting for studio productions.
• Function effectively within a team in the roles of producer and director for multi-camera studio productions.
• Direct a multi-camera production.

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DMA 280 - Production Portfolio

• Critically analyze work samples for inclusion in a portfolio.
• Present visual ideas in a compelling and professional manner to an audience.
• Display a professional portfolio of their work.
• Display a professional manner for employer or client interviews.
• Use a networking strategy.

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DMA 281 - Career Preparation

• Take responsibility for the planning and follow-through of a client-based video project.
• Represent oneself professionally and with confidence.
• Ask for and accept constructive criticism, and exhibit continual growth based on feedback and performance evaluation.
• Communicate professionally and responsibly with client.
• Learn independently – assess own knowledge gaps, locate resources to address gaps, self-motivate, schedule time productively, etc.

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DMA 282 - Production Practicum IV

• Use critical judgment in the successful completion of assigned projects
• Function professionally in team environments
• Explain the basic formats and processes used to create documentaries, public service announcements and feature video stories
• Use post-production tools effectively to accomplish requested outcomes
• Collaborate successfully as a team member

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DMA 287 - Special Topics in Video

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DMA 288 - Pre-Production

• Discover and illustrate project management methodologies 
• Propose a capstone project 
• Develop a project timeline 
• Deliver a portion of the project timeline 

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DMA 289 - Production

• Organize production schedules 
• Critique capstone projects for peers 
• Deliver a capstone project 
   

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DMA 291 - The Business of Media

• Explain the options for owning, renting or using gear
• Demonstrate the use of industry research resources to adjust and evolve a personal work plan
• Describe the challenges, risks, opportunities and benefits of working as a contractor
• Compare and contrast the differences between being an independent contractor versus working for a contracting agency
• Identify key differences between doing business as a sole proprietor versus a limited liability corporation
• Explain how industry professionals manage serial employment
• Provide a detailed plan for networking in industry
• Describe the differences between grant-based funding and other types of funding
• List the basic business needs for freelance work and/or self-employment including describing strategies for taxes, billing, insurance, marketing and more
  

• Self-Assessment/Life Goals

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DMA 292 - Internship in Digital Media Arts

• Identify viable career connections and act upon them
• Describe a working media production environment
• Articulate self-defined learning objectives
• Describe obstacles to success and methods to overcome obstacles
• Identify the benefits of professional networking
• Describe their work-readiness and, if deemed insufficient, craft a plan to address shortcomings

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DMA 293 - Portfolio Creation and Presentation

• Present themselves and their work samples in a professional manner 
• Provide constructive feedback when analyzing portfolios 
• Accept feedback and adjust designs accordingly 
• Identify the key attributes of a digital media professional portfolio 
• Design a working model of a professional portfolio 
• Critically analyze work samples for inclusion in a portfolio 
• Identify delivery methods and standards for media portfolios 
   

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DMA 294 - Special Topics in Digital Media Arts

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DMA 298 - Seminar in Digital Media Arts

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DMA 299 - Independent Study in Digital Media Arts

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DRMA& 101 - Introduction to the Theatre

• Analyze the relationship between culture and theatre.
• Identify the parts of a theatrical production to become a more critical audience member.
• Analyze the script, directorial concept, design elements, and acting styles of a variety of plays.
• Describe the process in which a play goes from “page to stage,” becoming a fully produced organism.
• As an audience member, or a professional or an amateur theatre artist evaluate theatre as a potential lifelong interest.
• Analyze the objectives of theatre including education, entertainment and enlightenment.
• Participate effectively in the collaborative process of theatrical presentation.
• Critically evaluate a live play using the skills and tools of the playwright.

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 106 - History of Musical Theatre

• Analyze a specific musical.
• Analyze the relationship between American culture and Musical Theatre.
• Analyze how the songs, dances and book all work to tell the story of a musical.
• Identify the connection between the text of the musical and the finished product.
• Describe and analyze the variety of subject material used in the history of the genre of musical theatre.
• Evaluate the similarities and differences between the “Broadway” and “off Broadway” musical.
• Analyze the objectives of musical theatre including education, entertainment and enlightenment.

• Aesthetic Awareness

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DRMA 141 - Playwriting I

• Critically evaluate various theatrical structures of playwriting
• Explain the functions of pacing and rhythm in plays and scenes
• Create believable characters through dialogue, relationship and super objective
• Create and sustain tension
• Produce at least 2 scenes or plays between 5-10 pages long
• Critique, revise, and edit works in progress Identify steps for writing, rewriting, reading, workshopping and producing plays
• Critically evaluate a live play using the skills and tools of the playwright.

• Aesthetic Awareness

• Writing

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DRMA 151* - Basic Acting Fundamentals

• Perform a variety of warm ups for rehearsal, performance, presentation or interview.
• Maintain concentration on stage.
• Identify a character’s objective and obstacle.
• Apply acting technique to a monologue.
• Explain the functions and importance of the emotional, physical and vocal tools available for further study in acting.
• Employ some of the emotional, physical and vocal tools of acting to improve a performance.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness

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DRMA 154* - Musical Theatre Acting Fundamentals

• Perform a variety of warms ups for rehearsal and performance.
• Maintain concentration while singing, acting and moving onstage.
• Identify a character’s objective and obstacle in a musical, a musical scene and a song.
• Perform the music, lyric and speech of a character, and explain how each impacts the others.
• Pursue objective and intent equally while singing and acting.
• Present a solo musical theatre piece with confidence, conviction and character.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness

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DRMA 159* - Basic Acting Movement

• Employ physical group dynamics.
• Create a character physically.
• Develop and demonstrate a physical warm-up.
• Demonstrate an understanding of the role that trust plays in physical performance.
• Apply knowledge of spatial relationships within a physical space or a group.
• Perform movement using strengthened body mechanics.
• Use physicality to create narrative

• Aesthetic Awareness

• Group Processes

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DRMA 161* - Acting for Film & Media

• Use a variety of warm ups for rehearsal, performance, presentation.
• Maintain concentration on film or tape.
• Identify a character’s objective and obstacle.
• Use acting technique to in a monologue or scene while in front of a camera.
• Perform in front of a camera using the skills necessary for film, television, commercial work, industrials and web series.
• Audition for a variety of film and video events.
• Explain the functions and importance of the emotional, physical and vocal tools available for further study in acting.
• Employ some of the emotional, physical and vocal tools of acting to improve a performance.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness

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DRMA 210 - Scene Technology

• Identify the four types of theatre space, and describe the stage systems found there, with emphasis on the differences between them.
• Describe the historic practice and evolution of Stage Technologies.
• Lay out a production schedule from design through concept to opening night, including activities of all production team and the theatre shop.
• Accurately produce scenery and properties from design and technical drawings.
• Operate with introductory proficiency scene shop tools used in carpentry, welding and painting.
• Identify rigging techniques.
• Apply paint and texture to scenery.

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 212 - Stage Lighting

• Describe the basics of electricity and how it is measured.
• Identify common types of stage lighting fixtures and use them correctly to achieve desired theatrical effects.
• Operate the theatrical lighting control systems in the Theatre Arts department.
• Observe and identify the effects of light in nature and artificial environments, and understand the process of recreating these effects for use on the stage.
• Identify the relationship between light and color, and the effective use of color in a theatrical context.
• Develop a basic lighting design using all the previously detailed skills and concepts.
• Develop drafting skills and an understanding of design and technical drawings for Lighting.
• Present design concepts utilizing visual research and practical execution on stage.

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 215 - Scene Design

• Discuss the history of theatrical scene design.
• Discuss basic elements of 3D design such as space, shape, and movement
• Analyze a script to develop design concepts
• Create rough drawings, gather visual research and examine existing examples of appropriate architecture to support initial design concepts.
• Explain design concepts in writing and orally.
• Revise design concepts based on clarity of narrative, needs of the text, and potential direction.
• Draft scale drawings, ground plans and sketches based on research and feedback
• Build scale models of design concepts representing a clear, tangible product of the design process.

• Aesthetic Awareness

• Visual

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DRMA 224 - Theatre History

• Identify the relationship between the written word of the drama and the finished product.
• Analyze dramatic works using a historical perspective, showing how ideas and themes in politics and culture influence the work.
• Analyze dramatic works focusing on how the theatrical and dramatic conventions of the period influence the work.

• Aesthetic Awareness

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DRMA 230 - Audition Technique

• Select the best audition material for any given audition opportunity.
• Analyze these monologues for meaning and presentation.
• Implement the steps to prepare for audition.
• Evaluate the audition experience.

• Aesthetic Awareness

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DRMA 241 - Playwriting II

• Write in a variety of theatrical genres.
• Use pacing and rhythm effectively in plays and scenes.
• Create believable characters through dialogue, relationship and super objective.
• Analyze words, scenes, plots and themes for sustained tension.
• Critique, revise, and edit works in progress including work on a full length play.
• Critically evaluate a live play using the skills and tools of the playwright.

• Aesthetic Awareness

• Writing

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DRMA 251* - Acting Contemporary Scene Study

• Analyze a contemporary script.
• Identify a character’s objective and obstacle in a play and scene.
• Perform a variety of warms ups for rehearsal and performance.
• Maintain concentration while acting onstage.
• Engage an acting partner with focus.
• Confront personal physical and vocal habits with honesty.
• Present contemporary scenes.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 252* - Advanced Acting Classical Scene Study

• Perform a variety of warms ups for rehearsal and performance.
• Maintain concentration while acting onstage.
• Identify a character’s objective and obstacle in a play and scene.
• Engage an acting partner with focus.
• Confront personal physical and vocal habits with honesty.
• Present classic scenes.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 254* - Musical Theatre Scene Study

• Identify a character’s objective and obstacle in a musical, a musical scene and a song.
• Identify and use the music, lyric, and speech of a character, and know how each impacts the other.
• Use a variety of warms ups for rehearsal and performance.
• Maintain concentration while singing, acting and moving onstage.
• Pursue objective and intent equally while singing and acting in both song and speech.
• Present a musical scene that is theatrically truthful and musically sound.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 256* - Shakespearean Scene Study

• Analyze text to create role and maintain character.
• Use modern acting technique to create character, pursue objective and maintain onstage relationship.
• Use a variety of warm ups for rehearsal and performance of a Shakespearean play.
• In performance, deliver Shakespearean language for modern audiences.
• In performance, speak Shakespearean language confidently.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness

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DRMA 270 - Directing

• Using the language of theatre, thematic content and cultural context choose a play to direct.
• Find the theme of the play, the guiding image, its spine and rhythm.
• Articulate a clear and effective relationship between genre, style and theatrical conventions.
• Examine the milieu and characters of the play using visual and text based research.
• Evaluate a variety of design elements and identify ways to make decisions for the chosen play.
• Describe the differences in staging actors in a variety of theatre spaces.
• Apply principles of scheduling to create a production schedule.
• Engage actors in exercises that will connect them to each other and to their characters.
• Present a directed scene from the chosen play with actors.

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 280* - Studio Theater I

• Analyze a specific play or musical.
• Explain the relationship between the written word of the drama and the finished production of a play.
• Perform a variety of warm up and rehearsal exercises.
• Create a character and execute a successful rehearsal process.
• Perform a role a number of times before an audience.
• Work positively with a director, designers and other actors to responsibly and collaboratively create a unified production.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 281* - Studio Theater II

• Analyze a specific play.
• Lead a variety of warm up and rehearsal exercises.
• Create a character and execute a successful rehearsal process.
• Perform a role a number of times before an audience.
• Explain the relationship between the written word of the drama and the finished production of a play.
• Work positively with a director, designers and other actors to responsibly and collaboratively create a unified production.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 284* - Musical Theatre Performance I

• Analyze a specific musical.
• Perform a variety of warm up and rehearsal exercises.
• Create a character and execute a successful rehearsal process.
• Perform a role a number of times before an audience.
• Explain the relationship between the written word of the drama and the finished production of a play.
• Work positively with a director, designers and other actors to responsibly and collaboratively create a unified production.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 285* - Musical Theatre Performance II

• Analyze a specific musical.
• Lead a variety of warm up and rehearsal exercises.
• Create a character and execute a successful rehearsal process.
• Perform a role a number of times before an audience.
• Explain the relationship between the written word of the drama and the finished production of a play.
• Work positively with a director, designers and other actors to responsibly and collaboratively create a unified production.

 

GenEd Outcomes: Creative and Critical Thinking

• Aesthetic Awareness
• Critical Thinking/Problem Solving

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DRMA 290 - Technical Practice

• Working in one of the specialty areas of theatrical production (scenery construction, costume construction, properties procurement, lighting design and execution, sound design and execution), prepare for and present a production.
• Perform assigned tasks in the above areas with proficiency, working within parameters set by the production and supervisors.

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DRMA 294 - Special Topics in Theatre Art

• Special topics course. Outcomes will vary.

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DRMA 299 - Individual Research

• Individual study course. Outcomes dependent upon topic selected between student and teacher.

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ECED& 100 - Child Care Basics

• Identify ways to create partnerships and provide resources for all families. 
• Examine and describe the developmental characteristics and behaviors of infants, toddlers, preschoolers, and young children. 
• Plan for learning through play and active involvement for children in care programs. 
• Implement techniques for keeping children healthy and safe in the childcare/home care setting and identifying incidences of child abuse and neglect. 
• Describe techniques for meeting the nutritional and physical needs of all children. 
• Identify appropriate guidance techniques. 

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ECED& 105 - Introduction to Early Childhood Education

• Explain current theories and ongoing research in early care and education. 
• Describe the role of play in early childhood programs. 
• Compare early learning program models. 
• Explain the importance of developing culturally responsive partnerships with families. 
• Identify appropriate guidance techniques used in early care and education settings. 
• Describe the observation, assessment, and teaching cycle used to plan curriculum for all young children. 
• Apply the professional code of ethics for early care and education to resolve dilemmas. 
• Describe major historical figures, advocates, and events shaping today’s early childhood education. 

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ECED& 107 - Health, Safety, and Nutrition

• Describe federal and state-mandated health, safety, and nutrition practices. 
• Identify indicators of illnesses/ infectious diseases and steps to prevent the spread of them. 
• Outline safety procedures for providing emergency care and daily care. 
• Evaluate program safety policies. 
• Describe food programs and practices that support the development of children. 
• Create examples of developmentally appropriate and culturally responsive health, safety, and nutrition education materials and activities. 
• Describe the responsibilities of mandated reporters. 
• Develop strategies for working with culturally, linguistically, and ability diverse families in accessing health, nutritional, and dental services. 

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ECED& 120 - Practicum-Nurturing Relationships

• Describe the characteristics of nurturing relationships built between teachers and children. 
• Practice ideals of professionalism in work with children, families and peers. 
• Recognize cultural responsiveness when observing professionals and programs. 
• Identify practices that promote health, safety, growth and development of children. 

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ECED& 132 - Infants/Toddlers Care

• Discuss developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms in the context of important, ongoing relationships. 
• Design a plan to support reciprocal, culturally sensitive partnerships with families. 
• Select positive guidance techniques that are appropriate and effective with infants and toddlers. 
• Critique infant and toddler early learning environments, articulating environmental influences on the learning processes of infants and toddlers during authentic play activities. 
• Describe a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development. 

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ECED& 134 - Family Child Care Management

• Describe strategies for complying with Family Childcare Minimum Licensing Requirements. 
• Describe strategies for meeting the developmental needs and guiding the behavior of children in multi-age groups. 
• Identify strategies for family child care business management including tax planning and record-keeping. 
• Create written documents, such as a contract and policy handbook, that facilitate communication between the provider and the families. 
• Develop strategies for creating reciprocal, culturally responsive relationships with families. 
• Articulate knowledge and skills that define Family Childcare Providers as professionals. 

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ECED& 137 - Outdoor Learning for Young Children

1. Describe the benefits of outdoor learning environments for all children birth-8 years regardless of developmental abilities.
2. Discuss ways in which an outdoor learning environment is a place where development is encouraged.
3. Explain the benefits of the outdoor learning environment and how it can positively impact children as well as practice conversational skills to advocate for the outdoor learning environment to parents and school administrators.
4. Create a plan for the outdoor learning environment that supports all children’s learning.
5. Identify and practice teaching strategies that can be used in the outdoor learning environment.
6. Describe personal comfort levels with outdoor experiences and risk-taking and describe the value of risk-taking as it pertains to children’s learning and development.
7. Demonstrate strategies for supporting children’s risk-taking and learning in the outdoor learning environment.

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ECED& 139 - Administration of ECE

Develop administrative skills required to develop, operate, manage and improve early childhood education and care programs. Acquire basic business management skills. Explore resources and supports for meeting Washington State licensing and professional National Association for Education Young Children (NAEYC) standards.
 

Recommended: Recommended: ECED 105  
Course Outcomes

• Crosswalk program policies and practices with licensing and professional standards. 
• Create a plan for appropriate staff, food, equipment, materials, and programming for specific age groups and settings. 
• Prepare a balanced budget. 
• Identify methods for recruiting, hiring, evaluating, supervising, and supporting culturally and linguistically reflective staff.   
• Describe a variety of strategies for building relationships with all families and staff. 
• Review tools used to evaluate program effectiveness and identify areas for improvements. 
• Apply the NAEYC Code of Ethics in resolving an administrative dilemma (case study). 
   

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ECED& 160 - Curriculum Development

• Explain major early childhood curriculum theories and current trends in curriculum design for early learning environments. 
• Apply principles of developmentally, individually and culturally appropriate practice when designing, implementing and evaluating curriculum. 
• Evaluate integrated learning experiences supportive of children’s development and learning incorporating national, state and local standards. 
• Design a curriculum that supports children’s language/communication, cognitive, social/emotional, fine/gross motor and creative development. 
• Design a curriculum that is inclusive and represents the diversity of children and families. 
• Plan developmentally appropriate activities and schedules, which promote all children’s growth and learning. 
• Observe, document and assess individual and group needs, interests and skills for the purpose of curriculum planning and on-going modifications of plans. 

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ECED& 170 - Environments for Young Children

• Design a healthy, respectful, supportive, and challenging learning environments for children. 
• Identify strategies to achieve compliance with Washington Administrative Code and other state or federal regulations.
• Create environments that promote growth in all developmental domains and academic disciplines. 
• Establish environments, routines, and schedules that promote children’s age-appropriate, self-regulated behaviors. 
• Establish environments that promote the cultural diversity of children, families, and their communities. 
   

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ECED& 180 - Language and Literacy Development

• Explain the continuum of language acquisition and early literacy skills. 
• Develop evidence-based, appropriate environments and opportunities that support children’s emergent language and literacy skills. 
• Describe strategies for responding to children who are culturally, linguistically, and ability diverse. 
• Develop ways to facilitate family and child interactions as primary contexts for heritage language and English development. 
• Analyze images of culture and individual abilities reflected in children’s literature and other learning materials. 
• Utilize developmentally appropriate and culturally responsive assessment practices for documenting the growth of language and literacy skills 

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ECED& 190 - Observation and Assessment

• Describe reasons for collecting observation and assessment data. 
• Identify indicators of growth, development, learning and social behaviors in all children. 
• Identify techniques for avoiding bias, judgments, and assumptions in observations. 
• Collect factual, descriptive data using a variety of assessment tools and strategies. 
• Document and analyze assessment data for use in planning curriculum for individual and groups of children. 
• Explain professional ethics in collecting and communicating data. 

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ECED 191 - Early Childhood Education Practicum I

• Demonstrate the planning and implementation of developmentally appropriate practices through working in a classroom for young children, under supervision of a mentor teacher.
• Demonstrate the ability to facilitate children’s learning during individual, small and large group play-based activities, with sensitivity to individual and group needs.
• Demonstrate ability to use comprehensive curriculum planning techniques for young children that include the following areas: language development, physical development, literacy, math, science, art, music, and appreciation of human diversity.
• Demonstrate techniques for communicating effectively with young children, using positive guidance techniques, and sensitivity to individual differences.
• Document children’s experiences and learning in a format that can be shared with children, colleagues, and families.
• Identify one or more professional development goals, based on evaluation of performance as an early childhood educator.
•  Demonstrate understanding and respect for professional and ethical guidelines for early childhood educators.

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ECED 192 - Early Childhood Education Practicum II

• Demonstrate the planning, implementation, and evaluation of developmentally appropriate practices through working in a classroom for young children, under supervision of a mentor teacher.
• Demonstrate the ability to facilitate children’s learning during individual, small and large group play-based activities, with sensitivity to individual and group needs.
• Demonstrate techniques for communicating effectively with young children, using positive guidance techniques, and sensitivity to individual differences.
• Document children’s experiences and learning in a format that can be shared with children, colleagues, and families.
• Design and implement a research project with practical application to an early childhood education setting. 
• Develop a professional portfolio documenting understanding of the NAEYC Core Standards for Teachers of Young Children.
• Demonstrate understanding and respect for professional and ethical guidelines for early childhood educators.

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ECED 198 - Special Seminar in Early Childhood Education

• Seminar topics course. Outcomes dependent upon selected topic each quarter.

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ECED 199 - Independent Studies in Early Childhood Education

• Individual study course. Outcomes dependent upon topic selected between student and teacher.

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ECED 298 - Special Seminar in Early Childhood Education

• Seminar topics course. Outcomes dependent upon selected topic each quarter.

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ECED 299 - Independent Studies in Early Childhood Education

• Individual study course. Outcomes dependent upon topic selected between student and teacher.

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EDUC& 136 - School Age Care

• Describe the physical, cognitive, social and emotional stages of children ages 5-12. 
• Develop a plan to create reciprocal and culturally sensitive relationships with children and families. 
• Analyze the effectiveness of an environment and recommend changes that are culturally retentive, developmentally appropriate, and conducive to positive social interactions. 
• Identify guidance strategies that promote cognitive and social growth in the context of school-age care environment. 
• Describe state and local school-age care regulations and procedures related to group size, health, nutrition and safety. 
• Describe strategies supporting a curriculum that is developmentally appropriate and culturally responsive. 
• Identify community resources supporting school-age care/youth development program personnel. 

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ECON 100 - Introduction to Basic Economic Principles

• Explain how markets allocate, produce, and distribute society’s resources.
• Use economic reasoning to address current social issues.
• Critically analyze the positive and negative impacts of markets as they relate to social justice and environmental issues.
• Recognize and discuss the limitations of markets.
• Explain how government intervention can help or hinder market outcomes.
• Identify some causes and implications of income inequality.
• Represent and understand economic concepts and outcomes in numerical and graphical form.

• Critical Thinking/Problem Solving

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ECON 194 - Special Topics in Economics

• Special topics. Course outcomes dependent of topic selected.

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ECON 198 - Seminar in Economics

• Seminar and workshop course. Course outcomes dependent on selected topic.

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ECON 199 - Individual Studies in Economics

• Individual study course. Course outcomes dependent on selected topic between instructor and student.

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ECON& 201 - Microeconomics

• Apply the theory of rational choice to explain individual behavior.
  
• Explain how markets allocate, produce, and distribute society’s resources.
• Predict how government intervention impacts market outcomes.
• Critique market outcomes and government policies using concepts of efficiency and equity.
• Explain firm behavior under various degrees of competition.
• Extend the market framework to analyze market failures.
• Critically analyze the positive and negative impacts of markets as they relate to social justice and environmental issues.
• Represent and understand economic concepts and outcomes in numerical and graphical form.

• Critical Thinking/Problem Solving

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ECON& 202 - Macroeconomics

• Acquire and critique the use of primary source statistics in assessing the health of a macroeconomy.
• Explain the relationships between economic growth, unemployment, and inflation.
• Recognize the importance of the Federal Reserve’s regulatory role in money and banking.
• Evaluate the pros and cons of proposed macroeconomic stabilization policy.
• Examine factors that influence long-run growth and productivity.
• Describe how the internationalization of our economy has changed the outcomes and choices of our domestic economy.
• Critically analyze the positive and negative impacts of markets as they relate to social justice and environmental issues.
• Represent and understand economic concepts and outcomes in numerical and graphical form.

• Critical Thinking/Problem Solving

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ECON 250 - Economics of Sustainability

• Present the key concepts and elements of sustainability economics and how it differs from “traditional” economic models sustainability economics.
• Present the history and evolution of sustainability, green and ecological economics concepts.
• Explain how industries and markets interact with the environment in term of economic impact.
• Discuss policy and economic issues in terms of extracting, pricing and consuming resources, as well as disposing of waste.
• Using case studies, select tools and develop and analyze metrics for ecological, business and social economic risks and benefits.
• Apply sustainability economic concepts to evaluate various business and public policy strategies.
• Using sound economic principles, develop a business case for integrating sustainability economics principles and metrics in corporate financial analysis.
• Develop a proposal with supporting documentation to make a presentation to corporate managers and inform decision-making.
  
  

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ECON 260 - Economic Development of the U.S.

• Define and explain the relationships between the basic economic concepts that are used in theories of economic growth and transformation.
• Describe the structure and operation of a capitalist economic system, and identify the forces that led to its establishment in the United States.
• Identify the critical events, such as Civil War and Depression, in the historical life of the U.S., and analyze the causes and effects of those events from the perspective of the development of the economy.
• Explain the relationship between the role of government and the market system, tracing the development of that relationship throughout the history of the U.S. economy.
• Identify and describe the forces that have shaped a labor force in the United States, in particular the role of immigration, unionization, and the differentiations of race and class and gender.
• Define the stages in the development of the structure of enterprise in the United States, compare and contrast the structure and functioning of types of businesses, and explain the transitions in the nature of the business system.
• Describe the relationship of the U.S. economy to the international economic system at key points in history, from colony to economic superpower, and explain the changing nature of that relationship.
• Describe and explain the changes in the class structure of U.S. society throughout its history.
• Identify the main trends in technological development, the role each played in U.S. economic growth and the effects technology has had on the material and economic life of the population.

• Historical and Intellectual Perspectives

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ECON 294 - Special Topics in Economics

• Special topics. Course outcomes dependent on selected.

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ECON 298 - Seminar in Economics

• Seminar and workshop course. Course outcomes dependent on selected topic

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ECON 299 - Individual Studies in Economics

• Individual study course. Course outcomes dependent on selected topic between instructor and student.

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ECON 315 - Economics of Healthcare

• Recognize the relevance of economics to medical care
• Be able to evaluate economic examples as they related to personal incentives, voluntary exchanges, and to recognize the key concept of opportunity cost within the context of health care issues.
• Be able to identify the drawbacks & limitations of standard economic models within these applications
• Apply economic reasoning to specific health care issues and identify appropriate benchmark of performance or success
• Be able to describe the key considerations driving demand for health care today
• Understand how the supply of health care has evolved in the US and the changing roles for health practitioners, hospitals, insurance companies and the government.

• Quantitative/Symbolic Reasoning

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ECON 400 - Econometrics

• Apply appropriate econometric tools to model, estimate, and forecast economic problems.

• Apply appropriate models using indicator variables onto various real-world situations.

• Identify and interpret error problems in the model and apply appropriate treatments.

• Use and apply regression analysis with time-series data and panel data.

• Use econometrics software to process data and incorporate modeling techniques.

• Perform model assessment and suggest improvements.

• Critically evaluate the conclusions of others’ econometrics research studies.

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EDUC& 115 - Child Development

• Discuss prominent child development research and theories guiding parenting and care giver’s practices. 
• Describe the developmental sequence from conception through adolescence in all domains. 
• Analyze critical stages of brain development as influencers of child development. 
• Examine techniques to conduct and document observations of children as a means to assess and communicate growth and development. 
• Explain individual differences in development. 
• Identify how family, caregivers, teachers, community, culture, and trauma influence development. 
• Outline community resources to support children’s and families’ development. 

• Historical and Intellectual Perspectives

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EDUC& 130 - Guiding Behavior

• Identify developmentally appropriate individual and group behaviors of children. 
• Compare at least three approaches to guiding behavior. 
• Recognize positive, respectful, culturally responsive approaches to guidance. 
• Plan environment supportive of children’s development with focus on attachment, self-help, relationships, and executive function. 
• Articulate strategies to promote social/emotional competence and positive sense of self. 

• Cultural Diversity

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EDUC& 150 - Child, Family, Community

• Evaluate and describe the cultural influences, social issues, changes and transitions that affect children, families, schools and communities. 
• Examine the concept of family, school, peers, media and community as socialization agents. 
• Analyze strategies that empower families to establish and maintain collaborative relationships to support the growth and development of children. 
• Identify how one’s own family history and life experiences may impact relationships with children and families. 
• Identify community services and agencies that support the needs of children and families and establish resource and referral systems for parents and educators. 

• Cultural Diversity

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EDUC& 202 - Introduction to Education

• Describe the history, philosophy and principles of the American education system.
• Discuss current issues, trends, and career opportunities in Education.
• Describe current principles of behavior guidance and their influence on learning.
• Compare and contrast developmentally appropriate instruction and assessment strategies.
• Recognize the need to differentiate curriculum and instruction to meet the needs of culturally, linguistically, and ability diverse students.
• Explain how teaching and learning are influenced by individual experiences, abilities, culture, and prior learning.
• Describe the impact of America’s changing demographics and the implications for the classroom.
• Define the role of the educator in the program setting.

• Critical Thinking/Problem Solving

• Historical and Intellectual Perspectives

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