Courses

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 284 - Special Topics in Video

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DMA 285 - Special Topics in Video

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DMA 286 - Special Topics in Video

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DMA 287 - Special Topics in Video

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DMA 290 - Portfolio Presentation and Review

• Present themselves and their work samples in a professional manner
• Provide constructive feedback when analyzing portfolios
• Accept feedback and adjust designs accordingly
  

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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
  

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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 294 - Special Topics in Digital Media Arts

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DMA 295 - Special Topics in Digital Media Arts

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DMA 296 - Special Topics in Digital Media Arts

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DMA 297 - 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.

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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.

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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.

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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.

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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.

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DRMA 155 - Improvisation

• Perform a variety of warm ups for rehearsal, performance, presentation and group building.
• Identify and perform the various forms of improv.
• Analyze the steps of creation of an improv piece and a sketch comedy routine.
• Analyze the steps necessary to build a group that will improvise together.
• Present a short solo improvised routine with confidence.
• Assess the importance of listening, giving and “just saying yes” while in duo or group improv.
• Use contemporary culture and politics to generate sketch comedy.
• Apply the above to a short group improvised scene.

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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

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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.

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DRMA 200 - Drama Colloquium

• Research a playwright, play and role.
• Use technical, emotional and analytic skills to create a character.
• Perform in a BC production using the above skills.
• Participate in the production in a constructive and positive way (ensemble work).

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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 291 - Theater Performance

• Identify a process of analyzing a specific play or 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.
• Identify the connection 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.

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DRMA 294 - Special Topics in Theatre Art

• Special topics course. Outcomes will vary.

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DRMA 295 - Special Topics in Theatre Art

• Special topics course. Outcomes will vary.

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DRMA 296 - Special Topics in Theatre Art

• Special topics course. Outcomes will vary.

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DRMA 297 - 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.
• Observe and describe developmental characteristics and behaviors of infants, toddlers, preschoolers, and young children.
• Plan for learning through play and active involvement for children in care programs.
• Demonstrate techniques for keeping children healthy and safe in preparing food, hand washing, diapering/toileting, cleaning, managing medication, preventing accidents, and identifying incidences of child abuse and neglect.
• Describe techniques for meeting the nutritional and exercise needs of children.
• Identify appropriate guidance techniques.
• Relate how the Washington Administrative Code governs child care programs and support staff in safely caring for children.
• List examples of professional practice in Early Childhood Education.
  

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ECED& 105 - Introduction to Early Childhood Education

• Explain current theories and ongoing research in early care and education as it applies to children, families, and early childhood programs.
• Describe how children learn and develop through play and the role of play in early childhood programs.
• Observe an early childhood environment and identify examples of best practice.
• Compare early learning program models.
• Explain the importance of building partnerships with families and strategies for working effectively with families from a variety of cultural, linguistic, ethnic, and socioeconomic backgrounds.
• Identify appropriate guidance and discipline techniques used in family and early learning settings.
• Describe the observation, assessment, and teaching cycle used to plan curriculum and activities for young children.
• Apply the professional code of ethics for early care and education to resolve a dilemma.
• Describe major historical figures, advocates, and events shaping today’s early childhood education.

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ECED& 107 - Health, Safety, and Nutrition

• Describe appropriate policies to prevent illness in childcare settings, schools, and other programs.
• Describe appropriate safety policies that prevent and minimize accidents for both indoor and outdoor environments.
• Demonstrate skills in emergency first aid, food service, routine health and safety practices, and mandated reporting.
• Describe the role of nutrition as it relates to development, licensing regulations for childcare, and government food programs.
• Create developmentally appropriate health, safety, and nutrition education materials and activities.
• Identify common indicators of illnesses/ infectious diseases and state appropriate steps to be followed.
• Develop strategies for working with families in accessing and utilizing health, nutritional, and dental services.

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ECED& 120 - Practicum-Nurturing Relationships

• Demonstrate appropriate practices that ensure and maintain the health, safety, and nutrition of children.
• Establish supportive relationships with children; guide them as individuals and as part of a group.
• Serve children and families in a professional manner.
• Demonstrate cultural competence and responsiveness within and across cultures; creating an inclusive, welcoming, and respectful environment where all children, youth, and families can take pride in their cultural identities, beliefs, and practices.

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ECED& 132 - Infants/Toddlers Care

• Describe developmental milestones from birth to 36 months articulating the influences of individual development, temperament and cultural norms.
• Develop a plan to create reciprocal, culturally sensitive partnerships with families.
• Describe state infant/toddler child care regulations and procedures related to group size, health, nutrition, and safety.
• Describe guidance techniques that are appropriate and effective with infants and toddlers.
• Create and critique infant and toddler early learning environments.
• Construct a plan for developmentally appropriate, culturally relevant curriculum that supports language, physical, cognitive, creative, social, and emotional development.
• Identify resources supporting infant/toddler programs and infant/toddler specialists.
  
  

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ECED& 160 - Curriculum Development

• Explain major early childhood curriculum theories and current trends such as theme-based, emergent, inquiry based, integrated and project approach.
• Use a variety of resources, including WA State Guidelines, program standards, and NAEYC Developmentally Appropriate Practice principles to plan curriculum.
• Create curriculum which supports children’s language/communication, cognitive, social/emotional, fine/gross motor, and creative development.
• Plan developmentally appropriate activities and schedules which promote child 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.
• Demonstrate ability to interact positively with young children and teachers in a classroom setting.
  
  

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ECED& 170 - Environments for Young Children

• Design environments that protect the health and safety of children and adults, providing balance between activities that are indoor and outdoor, quiet and active, and allow for interaction with others as well as time alone.
• Develop environmental strategies for guiding children’s behavior helping them develop pro-social skills and the ability to self-regulate.
• Plan an environment, schedule, routine, and activities that meet the needs of learners ages zero to 8, promoting growth across all domains and in all disciplines.
• Describe strategies to achieve compliance with Washington Administrative Code for licensed child care and/or other state/federal regulations pertinent to early learning environments.
• Compare policies and environments which recognize the importance of establishing space and programming that are welcoming to families and provide opportunities for all to participate.
• Evaluate the quality and effectiveness of early learning environments serving differing age groups (ex. infant, toddler, school age)
  
  
  

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ECED& 180 - Language and Literacy Development

• Define language acquisition and early literacy; describe developmentally appropriate literacy behaviors.
• Discuss the value of early literacy learning and the role of adults in promoting the “power and pleasure” of literacy.
• Analyze and select children’s literature and other learning materials for a population of diverse learners, reflective of all.
• Recognize and create activities/resources that support (infant/toddler through eight years old) oral language development and early literacy learning.
• Describe a developmental continuum and assessment practices for documenting reading and writing acquisition.
• Identify strategies for recognizing and responding to academic, linguistic, and cultural differences in children.
  
  

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ECED& 190 - Observation and Assessment

• Describe reasons for collecting observation and assessment data
• Identify characteristics and signs of growth, development, learning and social behaviors
• Identify techniques for avoiding bias, judgments, and assumptions in observations
• Collect factual, descriptive information using a variety of tools i.e. running records, anecdotal records, checklists, time and event samples, portfolios, and developmental continuums.
• Record information in an appropriate manner for future interpretation
• Interpret the information as it relates to general growth and development and the specific child(ren) observed
• Describe and demonstrate professional ethics and etiquette that applies to the collection and communication of observation 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 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 includes 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 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.
•    esign and implement a research project with practical application to and 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 295 - Special Topics in Early Childhood Education

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

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ECED 296 - Special Seminar in Early Childhood Education

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

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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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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.

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ECON 194 - Special Topics in Economics

• Special topics. Course outcomes dependent of topic selected.

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ECON 195 - Special Topics in Economics

• Special topics. Course outcomes dependent of topic selected.

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ECON 196 - Special Topics in Economics

• Special topics. Course outcomes dependent of topic selected.

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ECON 197 - Special Topics in Economics

• Special topics. Course outcomes dependent on 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.

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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.

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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.

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ECON 294 - Special Topics in Economics

• Special topics. Course outcomes dependent on selected.

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ECON 295 - Special Topics in Economics

• Special topics. Course outcomes dependent on selected.

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ECON 296 - Special Topics in Economics

• Special topics. Course outcomes dependent on selected.

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ECON 297 - 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.
  

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ECON 400 - Econometrics

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EDUC& 115 - Child Development

• Discuss and analyze prominent child development research and theories
• Describe the developmental sequence from conception through adolescence in all domains, using appropriate terminology and identifying characteristics of each
• Identify individual and cultural affects, differences and commonalities in child development and nurturing practices
• Articulate how family, caregivers, teachers, community, and culture influence development
• Implement appropriate techniques to conduct and document observations of children as a means to assess and communicate growth and development

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EDUC& 130 - Guiding Behavior

• Identify and differentiate developmentally appropriate child behaviors, individually and in groups.
• List and describe positive guidance techniques for children birth through early adolescence.
• Describe and demonstrate positive, respectful, culturally responsive interactions.
• Create a model daily schedule, routine, and environment that provide support for attachment, self-help, relationship building and exercising executive function.
• Develop strategies to promote social/emotion competencies and positive sense of self.
• Identify and communicate strategies for professional interactions with families and other staff reflecting confidentiality, respect and a positive approach to guidance.
• Compare and contrast at least three approaches to guiding young children’s behavior

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EDUC& 150 - Child, Family, Community

• Discuss demographic trends of children and families today.
• Identify influences on children’s development and socialization process.
• Establish tools for communicating and creating relationships with families that are respectful, inclusive and reflect an understanding of cultural and community influences.
• Articulate the benefits of family-centered programs and the importance of supporting parents as their child’s first and most important teacher.
• Describe strategies for engaging families in their children’s learning and development.
• Discuss the importance of collaborating with other community programs to support the needs of children and families.
• Identify community resources and create strategies for connecting children and families to those resources.
• Develop environments that reflect family and community diversity and prevent bias.

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EDUC& 204 - Exceptional Child

• Define the terms, language, and legislative acts used in the field of special education
• Describe characteristics of and classroom accommodations for the Disability Categories defined in the Individuals with Disabilities Education Act (IDEA)
• Compare and contrast placement types, options and attributes for children identified as having exceptionalities
• Articulate the process for identification and placement for children with exceptionalities within educational settings including transition planning
• Describe impact of exceptionalities on family structure and parenting and identify community resources to support families and children

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EDUC& 205 - Introduction to Education with Field Experience

• Discuss and analyze the major trends, philosophies and psychologies of education.
• Develop a personal philosophy of education tied to major movements of thought in the field.
• Identify the roles, responsibilities and ethical expectations of teachers of children in school settings.
• Explain how major social, cultural, economic, and political forces have impacted and continue to impact education.
• Describe the diversity found in student populations, such as culture, race, ability, gender, language, sexual orientation, religion, community and economic class.
• Identify, demonstrate and evaluate teaching strategies and methods that accommodate diverse students within a classroom.
• Analyze the roles and responsibilities of educators and the personal and professional qualities of successful teachers.

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EDUC 240 - Culture & Human Diversity in Education

• Define and apply key terms and concepts of diversity, inclusion and social justice. 
• Explain how implicit bias can influence relationships and identity 
  development. 
  
  
• Identify how systematic power, privilege, and oppression impacts educational systems and the individuals within those systems. 
  
  
• Describe how professional teaching practice is influenced by personal, social and cultural contexts. 
  
  
• Deconstruct biases, stereotypes, and microaggressions present in the school setting. 
  
  
• Articulate how an individual’s family structure, culture, social, emotional and political contexts may impact learning. 

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EDUC 281 - Special Topics for Educators

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EDUC 282 - Special Topics for Educators

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EDUC 283 - Special Topics for Educators

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EDUC 284 - Special Topics for Educators

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