Courses

CISP 1010 - Computer Science I

4 sem hrs cr

This course is the study of the history of computing, computer organization, computer applications, algorithm design, stepwise refinement of algorithms, structured programming using C++, array representation of data, processing of character data, text file processing, subprograms, and parameter passing. Prerequisite: Exemption from or completion of learning support competency courses.

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

Upon completion of this course, students will demonstrate the ability to…

• recognize the historical development of computers and the impact which that has played in today’s technological environment.
• identify the components of the hardware of a computer and understand the relationship between hardware and software.
• comprehend how software is represented internally in the computer hardware: binary, octal, hexadecimal, and ascii.
• achieve an understanding of developing the steps for problem solving using the computer: (1) Define the problem. (2) Design the solution. (3) Code the problem. (4) Test and debug. (5) Maintain the program.
• recognize the concept of an “algorithm” and to develop a step-by-step approach to programming using flowcharts and pseudo-code.
• write source code and compile and execute programs using an integrated development environment (IDE).
• complete basic arithmetic operations and functions of a programming language to use in expressions.
• define and understand how to use expressions, assignment statements, selection statements, and looping statements.
• define and understand the use of functions in a programming language including the passing of arguments to functions—both value arguments and reference arguments.

CISP 1020 - Computer Science II

4 sem hrs cr

This course is provides advanced topics in C++ programming that will include records, files, and dynamic memory allocation. Data structures including arrays, character strings, stacks, queues, linked lists, and binary trees. Each structure is presented in its abstract form and its C++ implementation. Prerequisite: CISP 1010  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• describe basic object-oriented programming concepts: classes, objects, inheritance, friends, constructors, accessors, mutators, destructors, etc.
• write source code with the basic data structures used in programming. These include arrays, vectors, pointers, structs, strings, stacks, queues, linked lists, binary trees, and binary search trees.
• choose the most efficient and useful data structure to represent a given collection of data.
• be proficient in the use of pointer variables and memory addressing.
• use recursion as a means of problem solving.
• read data from files, write data to files, and perform advanced file operations.

CISP 1032 - C++ Programming

3 sem hrs cr

This course is an introduction to computer program design concepts and development using the C++ programming language. Emphasis is on syntax, usage, modularity of program design, and development of program libraries.

 

Transfer (UT) or Non-Transfer Course (UN): UT

• Know the components of the computer hardware
• Have an understanding of developing the steps for problem solving using the computer: (1) Define the problem. (2) Design the solution. (3) Code the problem. (4) Test and debug. (5) Maintain the program.
• Be able to compile and execute programs using an effective program development supplement to an operating system
• Comprehend the concepts of data types, data structures, and algorithms
• Define and generate the use functions in a programming language including the passing of arguments to functions—both value arguments and reference arguments
• Be able to open, read, write, and close files in the C++ environment
• Understand how to search arrays and sort arrays

CISP 2410 - Assembly and Computer Organization

4 sem hrs cr

This course examines the structure of digital computers, introduction to machine language, number representations, symbolic coding and assembler language, register sets, instruction types, addressing modes, input-output subroutines, segmentation, paging and introduction to operating systems.  Prerequisite: CISP 1010  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• have a knowledge of computer history with special emphasis on microprocessor history and the changes that the microprocessor has made to world and national history.
• develop logical thinking and critical analysis in the design and implementation of combinational and sequential logic circuits.
• understand and use numbers using Boolean algebra and digital arithmetic.
• have an understanding of the scientific method in implementing digital logic experiments.
• be familiar with the beginning of a concentrated study of the organization of computer systems.
• use abstract and logical thinking skills by solving computer problems using assembly language programs.

CISP 2990 - Independent Study in Computer Science

COP 2010 - Cooperative Practicum I

2 sem hrs cr

This course involves study-related, off-campus work experience with employers in real employment situations. Course requirements include a minimum of twenty hours per week of work on the job as well as completion of a written report detailing the educational/employment experience.  The course is graded on a pass/fail basis.  Prerequisite: 12 or more semester hours earned, a 2.5 or higher cumulative GPA, and permission of the Education Department Lead or the appropriate center/site director

Enrollment requires instructor approval.

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• accurately describe and reflect on work experience completed during the semester.
• analyze how the experience will impact their future career choices.

Learning Opportunities

• Give a brief explanation of the job duties and how they relate to the program of study
• Details of things that you like and dislike about this job
• What was learned during this experience
• Be able to give advice to someone considering pursuing a career in this field
• Explain the types of personal qualities (patience, intellectual ability, common sense, good nature, etc.) needed to be successful in this career                     
• Research future career goals to determine what changes/advances have occurred recently or could be made in the future

COP 2020 - Cooperative Practicum II

CRMJ 1010 - Introduction to Criminal Justice

3 sem hrs cr

This course is an interdisciplinary examination of the American criminal justice system with particular emphasis on the major agencies involved in its operation – police, courts, and corrections by examining its historical development, current trends, and public policy issues relative to crime defendants, and victims.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly CJA 2010)

Transfer (UT) or Non-Transfer Course (UN): UT

Throughout the course, students will have the opportunity to…

• explain what is meant by the term “criminal justice system.”
• contrast the crime control and due process models of justice.
• identify the various steps involved in processing cases through the criminal justice system, noting the various stages where diversion may occur.
• identify the major sources of crime data statistics and how crime is measured.
• discuss the nature and purpose of law.
• identify and explain general categories of crime: felonies, misdemeanors, offenses.
• explain the following legal standards: probable cause, reasonable suspicion, exclusionary rule.
• explain the origin and purpose of the Miranda warning.
• outline and explain pretrial proceedings.
• identify and explain the sequence of events in a criminal trial.
• identify and explain the factors involved in the sentencing process.
• identify and explain the factors involved in the appellate process.
• identify and explain the roles of the following in the criminal justice system: victims, police defendants, prosecutors, defense attorneys/public defenders, probation officers, judges.
• identify and explain the seven major elements of a crime: legality, conduct, harm, causation, mens rea, concurrence, and punishment.
• explain the defenses to crime categorized as excuses and justifications.
• explain the concepts of accessoryship and conspiracy.
• identify and explain the following categories of crime: homicide, assault, sexual assault, robbery, burglary, fraud, arson, white-collar crime, high-tech crime, corporate crime, organized crime, and crimes against public morality.
• describe biological theories of criminal behavior.
• describe psychological theories of criminal behavior.
• describe sociological theories of criminal behavior.
• explain the concept of situational crime prevention.
• describe the concept of globalization.
• identify and describe the term “transnational crime,” and cite specific examples.
• identify and describe the term “international crime,” and cite specific examples.

CRMJ 1020 - Introduction to the Legal Process

3 sem hrs cr

This course addresses the structure and function of the judicial system and the major problems and needs of the judicial segment of the criminal justice system. Major emphasis is placed on the basic concepts of criminal law and administration. Prerequisite: Exemption from or completion of ENGL 0810  and READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly CJA 2110)

Transfer (UT) or Non-Transfer Course (UN): UT

Throughout the course, students will have the opportunity to…

• identify the basic decision-making concepts present in a common law system.
• define private law and identify the following categories with it: contract law, tort law, family law, commercial law, business enterprises law.
• define public law and identify the following categories within it: constitutional law, administrative law.
• distinguish between civil law and criminal law.
• identify and describe the Bill of Rights.
• explain the process of selective incorporation.
• discuss the concept of the right to privacy contained in the 4th Amendment.
• describe the warrant requirement and the eight exceptions thereto.
• discuss the 5th Amendment right against self-incrimination.
• discuss the exclusionary rule.
• describe the historical origins of the American court system.
• discuss the concept of federal jurisdiction.
• identify the current structure of the federal court system.
• describe the process in which federal judges are chosen.
• discuss the structure of the various states’ court systems.
• describe the processes in which state court judges are chosen.
• describe procedural aspects of the federal court system.
• identify and describe the writs and certiorari and habeas corpus.
• describe the hierarchy and duties of federal court prosecutors.
• identify and describe the various types of prosecutorial discretion.
• discuss the role of the defense attorney.
• discuss the process of judicial decision making from both a legal and political perspective.
• discuss the concept of judicial policymaking.

CRMJ 2010 - Introduction to Law Enforcement

3 sem hrs cr

This course examines the police function an analysis of crime prevention and control and major problems and needs of the law enforcement segment of the criminal justice system. Prerequisite: Exemption from or completion of ENGL 0810  and READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly CJA 2210)

Transfer (UT) or Non-Transfer Course (UN): UT

CRMJ 2020 - Introduction to Corrections

3 sem hrs cr

This course presents the history of the development of corrections in Europe and America and a survey of current prison conditions and operations, including pre-release, probation, and parole. Prerequisite: Exemption from or completion of ENGL 0810  and READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly CJA 2220)

Transfer (UT) or Non-Transfer Course (UN): UT

CRMJ 2120 - The Juvenile Justice System

3 sem hrs cr

This course addresses the problem of juvenile delinquency and youth crime with emphasis on the history of the juvenile justice system, the court and police role within the system, rehabilitation and correction of the delinquent, and juvenile probation services. Alternatives to traditional procedures such as community-based programs vs. correctional institutions, and non-judicial and judicial adjustment are examined. Prerequisite: Exemption from or completion of ENGL 0810  and READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Formerly/Same As (Formerly CJA 2120)

Transfer (UT) or Non-Transfer Course (UN): UT

CRMJ 2400 - Introduction to Criminology

3 sem hrs cr

This course is a study of crime and criminal behavior. Topics examined include the nature of crime, its measurement and forms, the social dimensions and correlates of crime, major theories of criminal and delinquent behavior, and possible solutions to the crime problem.

Formerly/Same As (Same as SOCI 2400)

(Formerly CJA 2400)

Transfer (UT) or Non-Transfer Course (UN): UT

CRMJ 2550 - Understanding Terrorism

3 sem hrs cr

This course is a survey course covering the historical background of terrorism as a criminal activity, terrorist typologies, the motivations behind terrorist activity, and the responses of the criminal justice system to terrorism. Prerequisite: Exemption from or completion of ENGL 0810  and READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Formerly/Same As (Same as SOCI 2550)

(Formerly CJA 2550)

Transfer (UT) or Non-Transfer Course (UN): UT

CRMJ 2990 - Independent Study in Criminal Justice Administration

DAGR 1020 - Pest and Weed Identification

3 sem hrs cr

This course will familiarize students with common weed, disease, and insect problems that occur during the production and maintenance of agriculture. Principles and concepts of pest management will be presented and discussed. The importance of integrated pest management as an environmentally sound practice will be emphasized based on economic, ecological and sociological consequences. The classification, life cycles, characteristics, and management of weeds with an emphasis on chemical as well as cultural, mechanical, and biological control methods used for management will be presented.

Transfer (UT) or Non-Transfer Course (UN): UT

Upon successful completion of the course, the student will…

• identify major types of agricultural pests.
• define the factors that promote disease and pest outbreak.
• describe the basic methods of biological, cultural, mechanical/physical, and chemical pest control.
• develop a basic integrated pest-management strategy for specific crops and landscapes.

Student Learning Outcomes

• Identify the main insect orders
• Identify 12 common weeds
• Identify the principles of integrated pest management
• Identify the common landscape vertebrate pests
• Identify the principal plant disease causal agents
• Discuss the place of weeds in agriculture
• Describe the different weed life cycles and factors affecting weed reproduction, seed dispersal and soil seed bank
• Describe the cultural, mechanical, and biological methods of weed control
• Read an herbicide label and calibrate a sprayer to apply the correct amount of chemical
• Scout and identify what pests exist in a field
• Describe the economic impact of integrated pest management
• Apply current pest management principles to crop production and situations where pest management is critical, depending on climate, etc.
• Identify and analyze alternatives to pest management
• Recognize different pests, measure thresholds, controls, and alternatives to pest control

DAGR 1030 - Regenerative Agriculture

3 sem hrs cr

The course emphasizes regenerative agriculture as a systems-based approach to agriculture that leverages natural ecology to build soil, improve water efficiency, and increase biodiversity while emphasizing healthy food, feed, and fiber as the foundation of a strong community. Core concepts include sustainable agriculture principles; basic farm and garden production techniques; farm planning and managing; and various examples of sustainable agriculture (i.e. organic, holistic, permaculture, biodynamic, and agroforestry).

Transfer (UT) or Non-Transfer Course (UN): UT

Upon successful completion of the course, the student will…

• improve the land that is used for farming.
• restore and enhance the natural ecosystem processes
• appreciate soil fertility
• understand biodiversity, water retention and cleanliness, and soil carbon sequestration.

Student Learning Outcomes

• Articulate the 5 principles of regenerative agriculture
• Interpret and apply the principles of regenerative agriculture on a farm
• Identify cover crop species and estimate dry matter in pasture for forage
• Differentiate types of sustainable agriculture systems (e.g., conservation agriculture, organic, biodynamic, permaculture, climate smart agriculture, etc.), their origins, and advantages and disadvantages
• Define terminology and concepts related to sustainable farming practices
• Describe the ecological, economical, and social implications of agricultural practices
• Identify resources for solving problems facing farmers, ranchers, gardeners, and consumers in order to reduce waste and energy consumption in agriculture

DAGR 1040 - Introduction to Precision Agriculture

3 sem hrs cr

This course teaches students the fundamental components of precision agriculture, namely the benefits and challenges related to adopting. This course provides an overview of the principles of precision agriculture with focus on the ability to effectively execute plans using today’s technologies.

Transfer (UT) or Non-Transfer Course (UN): UT

Upon successful completion of the course, students will…

• better understand the basic theory and application topics in precision agriculture.
• learn different topics in precision agriculture, which include crop and livestock production, GIS and GPS basics and applications, UAV system, remote sensing, imagery analysis, etc.

Student Learning Outcomes

Students will understand…

• the fundamental concepts of precision agriculture topics which include GIS, GPS, yield monitoring and mapping, remote sensing, data collection and analysis, weather station, sensors, robotics, UAV, and robotics in precision agriculture.
• various precision agriculture applications in future farming operations.
• most advanced technologies in precision agriculture.

DAGR 1050 - Crop Quality and Storage

3 sem hrs cr

This course covers the biological principles involved in harvesting, grading, packaging, transportation, and marketing crops, and their effects on quality maintenance. Commercial practices are described and explained in relation to general procedure and technology as well as the recommended best practices and optimum conditions for different types of crops. Crop quality throughout each stage of the life cycle, specific storage equipment, and an exploration of the four major crops from crop production (corn, soybean, rice, cotton) is covered.

Transfer (UT) or Non-Transfer Course (UN): UT

• Appreciate the factors related to quality deterioration and waste after harvest
• Understand commercial procedures for harvesting, preparing, packaging, transporting, and storing crops
• Possess the knowledge required to evaluate existing handling systems and be able to recommend improved practices that will better maintain product quality during the storage period
• Apply the use of technology to crop quality and storage

Student Learning Outcomes

• Grain storage fundamentals (e.g., air-moisture relationships, grain quality, drying, and energy use)
• The interaction of grain storage and handling components and management of energy use and grain quality
• Basic calculations associated with handling, storing, and processing grain
• Grain handling/storage system planning
• Grain-drying systems
• Grain and seed processing
• Safety principles as part of managing a grain storage and handling system

DAGR 1060 - Irrigation and Water Management

3 sem hrs cr

This course covers the fundamental principles and practices of irrigation, including irrigation system characteristics, management, maintenance, and water law.

Transfer (UT) or Non-Transfer Course (UN): UT

• Promote the proper growth of plants and maintain the right levels of moisture for the soil
• Apply basic soil, plant, water, and atmospheric engineering principles for the purpose of determining the crop water need (use), both in time and amount
• Understand sustainable agricultural production that protects the environment
• Study a range of methods and instrumentation available to determine crop water use or evapotranspiration (water requirements), irrigation scheduling, and effective water use

Student Learning Outcomes

• Identify factors that influence irrigation and water-management decisions
• Identify different irrigation types
• Describe strategies for irrigating when water is limited
• Identify the key elements in a water management plan (e.g., parts of the crop life cycle where rainfall is critical, soil types that are more dependent on water)
• Discuss the importance of effective water management in agriculture
• Correctly use monitoring tools and systems to achieve irrigation goals/targets and design a water management plan
• Develop an irrigation-management strategy
• Perform basic troubleshooting on different irrigation types (pivot, inferno, drip)
• Correctly use monitoring systems and sensors to assess problems (e.g., soil probes)

ECED 1310 - Introduction to Early Childhood Education

3 sem hrs cr

Introduction to Early Childhood Education is an introduction to the early childhood profession, including an emphasis on professionalism and developmentally appropriate practice. The course also includes an overview of history of early education; theoretical program models; different types of early childhood programs, community resources; professional organizations, and contemporary trends and issues in programs for children ages birth through eight. Field experience is required.
(Formerly ECED 1010)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• demonstrate an understanding of the early childhood profession and its historical, philosophical, and social foundations, and understand how these foundations influence current thought and practice.
• possess knowledge of the diversity of settings, teacher qualifications, types of employment, locations, etc., in the early childhood field.
• understand the importance of reflective thinking in becoming an effective early childhood teacher.
• use knowledge obtained from professional early childhood education journals.
• recognize basic components of a quality early childcare program and facility.
• identify the goals and basic components of several prominent theoretical curriculum models (i.e. Montessori, High Scope, Reggio Emilia, and Project Approach).
• know about and use the NAEYC Code of Ethical Conduct to resolve basic ethical dilemmas in early education.
• define developmentally appropriate practice in relation to age, individual, and social and cultural contexts.

Course Objectives

Throughout the course, students will practice…

• understanding the early childhood profession, its historical, philosophical, and social foundations, and how these foundations influence current thought and practice.
• using research-based techniques that promote diversity with young children.
• learning how to effectively reflect on their teaching and learning.
• using professional early childhood education journals.
• recognizing the basic components of a quality early childcare program and facility.
• identifying the goals and basic components of several prominent, theoretical curriculum models (i.e. Montessori, High Scope, Reggio Emilia, and Project Approach).
• using the NAEYC Code of Ethical Conduct to resolve basic ethical dilemmas in early education.

ECED 2003 - Special Topics in Early Childhood Education

ECED 2185 - Special Topics in Early Childhood Education

ECED 2285 - Special Topics in Early Childhood Education

ECED 2300 - The Mentoring Teacher

ECED 2310 - Safe, Healthy Learning Environments

3 sem hrs cr

Safe, Healthy Learning Environments is a study of the basic principles and practices of safety, health, and nutrition as they relate to the early childhood setting, home, and community for children ages birth through eight. Also included is a study of principles of creating appropriate learning environments for young children. Field experience is required. (Formerly ECED 2010)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• demonstrate an understanding of the practices for providing a safe indoor and outdoor environment for children to prevent and reduce injuries.
• articulate the principles for good health and nutrition practices in the early childhood setting.
• describe how to establish an environment that contributes to the prevention of illness.
• identify and understand basic emergency procedures.
• understand and recognize the teacher’s role in current issues such as child abuse, inclusion, acute and chronic illnesses, childhood stress, and drug-abusing families.
• identify appropriate linkages in the community related to health, safety and nutrition.
• articulate information about good nutrition for children.
• identify the benefits and values of using learning centers for young children and plan a learning center for children.

Topics of Study

• Indoor and outdoor safety
• Child abuse prevention, detection, and reporting
• Meals and snacks
• Nutrition and menu planning
• Cooking with children
• Health issues and infection control
• Learning centers
• Anti bias materials
• Ethical responsibilities to children

Course Objectives 

Throughout the course, students will practice…

• using developmental knowledge to construct an interesting and enjoyable environment that encourages play and exploration, including children with special needs.
• designing a learning center for children in a preschool setting and a cooking activity.
• designing an appropriate menu and food experience for children.
• using course knowledge to identify safety factors in a young child’s environment.
• using course knowledge to work with children and families in abusive situations and situations involving chronic and acute illnesses.
• finding resources related to course content to use in their work with families.

NAEYC Standards Related to the Course

• Promoting child development and learning
  • 1c. Use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments.
• Teaching and learning
  • 4b. Use developmentally effective approaches: know, understand, and use effective approaches, strategies, and tools for early education.
• Becoming a professional
  • 5b. Know about and uphold ethical standards and other professional guidelines.
  • 5e. Engage in informed advocacy for children and the profession.

ECED 2312 - Administration of Early Childhood Programs

3 sem hrs cr

Administration of Early Childhood Programs is a study of organizational and administrative practices applicable to programs serving children ages birth through eight. Topics of particular consideration include leadership, enrollment, public relations, staff-management, financial management, facilities, regulations, family relations, and program development.
(Formerly ECED 2120)

Transfer (UT) or Non-Transfer Course (UN): UN

Upon successful completion of the course the student will be able to…

• recognize basic concepts of financial management. (6a, 6b)
• demonstrate basic principles of curriculum and program development and understanding of Tennessee Licensing Standards. (1c, 4a, 4b, 5a, 5b, 6a, 6d)
• recognize issues and strategies for human resource management . (6c)
• identify basic guidelines for facilities management including licensing regulations, nutrition, health and safety. (6b)
• identify leadership and administrative styles and roles and their impact on an organization. (6d)
• describe and apply the basic concepts of establishing a program including working with a board, choosing a philosophy, equipping staff, and marketing a program. (6c, 6d, SS5)
• identify and practice positive communication techniques for working with staff, families, volunteers, and the community. (2b)

NAEYC Associate Degree Standards 

The following standards are addressed in this course:

• Standard 1: Promoting Child Development and Learning
  • 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
• Standard 2: Building Family and Community Relationships
  • 2b. Supporting and engaging families and communities through respectful, reciprocal relationships
• Standard 4: Using Developmentally Effective Approaches
  • 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children
  • 4b. Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
• Standard 5: Using Content Knowledge to Build Meaningful Curriculum
  • 5a. Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies
  • 5b. Knowing and using central concepts, inquiry tools, and structures of content areas or academic disciplines
• Standard 6: Becoming a Professional
  • 6a. Identifying and involving oneself with the early childhood field
  • 6b. Knowing about and upholding ethical standards and other early childhood professional guidelines
  • 6c. Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers, and as a professional resource
  • 6d. Integrating knowledgeable, reflective, and critical perspectives on early education
  • 6e. Engaging in informed advocacy for young children and the early childhood profession

Supportive Skills

• Skills in identifying and using professional resources
• IDEA Course Evaluation Objectives: These objectives will be evaluated through student feedback on course evaluations.

  • Objective 4: Developing specific skills, competencies, and points of view needed by professionals in the field most closely related to this course

  • Objective 9: Learning how to find and use resources for answering questions or solving problems

  • Objective 12: Acquiring an interest in learning more by asking questions and seeking answers

• Major Content Areas:

  • The Role of the Director

  • Leadership in Action

  • Regulations: Health and Safety, Food Service, Licensing

  • Participative Management

  • Recruitment and Selection of Staff

  • Supervision and Evaluation of Staff

  • Financial Management

  • Relationships with Families and Community

  • Curriculum Development

ECED 2315 - Early Childhood Curriculum

3 sem hrs cr

Early Childhood Curriculum is a study of developmentally appropriate practices and the teacher’s role in supporting development of children ages birth through eight. Also included is an emphasis on curriculum planning including goals, environment, and roles of teachers and of families, materials, and settings. Field experience is required.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (ECED 2015)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• demonstrate knowledge of how children develop and learn to provide opportunities that support the physical, social, emotional, language, cognitive, and aesthetic development of all young children.
• demonstrate knowledge of and ability to implement meaningful, integrated learning experiences for young children.
• identify child outcomes in content areas of language and literacy, mathematical thinking, nature and science, and artistic expression for early education.
• demonstrate understanding of teaching strategies to achieve the identified outcomes in content areas.
• identify specific positive guidance strategies for use in the early childhood setting
• demonstrate knowledge of child observation and documentation techniques.

NAEYC Initial Standards

The following standards will be addressed in this course:

• Standard 1: Promoting Child Development and Learning Revised August 2013
  • 1a. Knowing and understanding young children’s characteristics and needs, from birth through age 8
• Standard 3: Observing, documenting and assessing to support young children and families
  • 3b. Knowing about an d using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
• Standard 4: Using Developmentally effective approaches
  • 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children
  • 4b: knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
• Standard 5: Using content knowledge to build meaningful curriculum
  • 5b: knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
  • 5c: using own knowledge, appropriate early learning standards, and other resources to design, implement and evaluate developmentally meaningful and challenging curriculum for each child

ECED 2320 - Infant, Toddler, Child Development

3 sem hrs cr

Infant, Toddler, Child Development is a study of the physical, cognitive, social, and emotional aspects of young children and their application to the care, guidance, and development of children ages birth through eight. Field experience is required.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (ECED 2020)

Transfer (UT) or Non-Transfer Course (UN): UT

Throughout the course, students will practice…

• using researched-base knowledge and approaches when caring for young children.
• using research pertaining to prenatal care and influences.
• using knowledge in class pertaining to human development theories.
• using knowledge in class pertaining to research addressing cognitive, moral, social, and emotional development of children.
• using activities and lesson that are developmentally appropriate for young children.
• creating a comprehensive evaluation and self-study for a child under the age of 8.
• learning and discussing the physical, mental, and emotional capabilities of young children.
• acquiring research pertaining to brain development.

ECED 2330 - Infant and Toddler Care

3 sem hrs cr

Infant and Toddler Care is a study of the care and education of infants and toddlers ages birth to three in group settings (i.e., childcare centers, family childcare homes, Early Head Start, etc.). Topics include rationales and strategies for supporting the whole child, including cognitive, language, social-emotional, and physical development in a safe, responsive environment. The course emphasizes relationship-based care and education with special attention to the unique environmental aspects of programs for the child under three. Field experience is required.  (Formerly ECED 2030)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• know about current issues and trends in infant and toddler care.
• identify components of quality care for infants and toddlers in group settings.
• know and understand the key developmental issues of infants and toddlers.
• create, evaluate, and select developmentally appropriate materials, equipment, and environments for infants and toddlers.
• demonstrate an understanding of responsive, culturally sensitive caregiving techniques based on caring routines and child development and learning.
• develop parent communication strategies based upon an understanding of the unique needs of parents of infants and toddlers.
• use documentation to enhance parents’ understanding of how young infants and toddlers learn.

ECED 2335 - Initial Practicum

3 sem hrs cr

Initial Practicum is a supervised practicum which includes a minimum of 30 clock hours in instruction and 45 clock hours in a clinical site approved by the Department (accredited agency, 3-Star, or Department-approved site). These hours may be completed in the student’s employment site with Department approval. The course includes a study of the physical and human qualities that combine to create an environment that is safe and healthy and that promotes optimum learning for young children ages birth through 8. (Formerly ECED 2130)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• create a safe, healthy, respectful, supportive, and challenging learning environment for young children.
• evaluate and reflect on the effectiveness of learning environments.
• create positive relationships and appropriate guidance through a supportive environment.
• create lessons and activities that are developmentally appropriate.

NAEYC Standards

• 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8
• 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
• 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
• 2c: Involving families and communities in young children’s development and learning
• 3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
• 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
• 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology
• 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
• 4d: Reflecting on own practice to promote positive outcomes for each child
• 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate developmentally meaningful and challenging curriculum for each child
• 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines
• 7a. Opportunities to observe and practice in at least two of the three early childhood age groups (birth–ages 3, 3-5, 5-8)

ECED 2340 - Family Dynamics and Community Involvement

3 sem hrs cr

Family Dynamics & Community Involvement is a study of the role of the family and community in the physical, cognitive, social, and emotional growth of the child ages birth through eight. Topics include the benefits of, and strategies for, developing positive reciprocal relationships with families in an early childhood setting. Field experience is required. (Formerly ECED 2040)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• demonstrate knowledge of diverse family and community characteristics. 
• demonstrate knowledge of the benefits of reciprocal, positive relationships with families. 
• develop, analyze, and evaluate a variety of appropriate strategies that promote communication, family involvement, and participation with diverse populations and communities. 
• identify and access community resources to support families and children. 
• analyze ethical dilemmas in relation to working with families based on the NAEYC Code of Ethical Conduct.

Learning Opportunities

• Professionalism: NAEYC’s Code of Ethics
• Parenting/Family development
• Family, community, culture, and diversity
• Parent involvement: benefits and techniques
• Parent-teacher partnerships and conflicts
• Working with families of diverse backgrounds and families of children with disabilities
• Documentation

ECED 2360 - Development of Exceptional Children

3 sem hrs cr

Development of Exceptional Children explores practices that early childhood professionals can apply to develop a more inclusive and accessible environment for children ages birth through eight. It provides students with skills to include children of all abilities through appropriate arrangement of the environment. The course includes strategies for developing strong relationships with families and other community agencies. Field experience is required.
(Formerly ECED 2060)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• understand the necessity for early intervention in an inclusive approach to early childhood education.
• identify recommended practices and elements for inclusive early childhood programs.
• demonstrate initial knowledge of legislation, regulations, and litigation related to the field of special education.
• know and understand the causes and classification of developmental disabilities.
• identify the assessment process in supporting young children with developmental disabilities.
• demonstrate and interpret the use of screening and diagnostic instruments used with young children with developmental disabilities.
• know and understand how to work effectively with a multi-disciplinary team in an effort to coordinate an appropriate educational program integrating parents, school, and community resources.
• know and understand the approaches that are used in implementing developmentally appropriate learning experiences in preparing teachers for inclusive programs.

ECED 2365 - Final Practicum

3 sem cr hrs

Final Practicum is a supervised clinical experience with a minimum of 15 clock hours in instruction and 90 clock hours in a Clinical Site approved by the Department (accredited agency, 3-star, or Department-approved site). Up to 45 hours may be completed in the student’s employment site with Department approval. Focuses on the student’s demonstration of competencies that produce positive developmental outcomes for young children ages birth through eight. (Formerly ECED 2160)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• create effective lessons that are developmentally appropriate and address multiple domains.
• devise methods that encourage family participation.
• use professional resources to guide future teaching and learning.
• create a professional portfolio.
• develop a philosophy of education.
• successfully document children’s progress.

NAEYC Initial Standards

The following standards will be addressed in this course:

• Standard 1: Promoting Child Development and Learning Revised August 2013
  • 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
• Standard 2: Building Family and Community Relationships
  • 2c: Involving families and communities in young children’s development and learning
• Standard 3: Observing, documenting and assessing to support young children and families
  • 3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
  • 3c: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities
• Standard 4: Using Developmentally effective approaches
  • 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
  • 4d: Reflecting on own practice to promote positive outcomes for each child
• Standard 5: Using content knowledge to build meaningful curriculum
  • 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science; physical activity, physical education, health and safety; and social studies
  • 5c: using own knowledge, appropriate early learning standards, and other resources to design, implement and evaluate developmentally meaningful and challenging curriculum for each child

ECED 2370 - Developmental Assessment

3 sem hrs cr

Developmental Assessment covers assessment for children ages birth through eight. Both formal and informal instruments will be discussed, emphasizing tools that can be effectively used by teachers of young children. Considerations in choosing, administering, and reporting results of assessments are also addressed. Field experience is required. (Formerly ECED 2070)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• know and understand the legal and ethical responsibilities in assessments.
• know about and use observation, documentation, and other appropriate assessment tools and approaches.
• identify and interpret specific terms and characteristics of different screening and assessment tools.
• develop an understanding of collecting, recording, compiling, interpreting, and summarizing assessment information.
• select and recognize different ways of reporting screening and assessment results to parents/guardians.
• know about and understand culturally appropriate assessment.
• distinguish between the Individualized Family Service Plan (IFSP) and the Individualized Education Plan (IEP).
• use informal strategies to plan and implement individual curriculum and teaching practices to meet the needs of individual children.
• know about assessment partnerships with families and other professionals.

NAEYC Initial Standards

The following standards will be addressed in this course:

• Standard 1: Promoting Child Development and Learning Revised August 2013
  • 1a. Knowing and understanding young children’s characteristics and needs, from birth through age 8
  • 1b. Knowing and understanding the multiple influences on early development and learning
  • 1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
• Standard 3: Observing, documenting, and assessing to support young children and families
  • 3a. Understanding the goals, benefits, and uses of assessment – including its use in development of appropriate goals, curriculum, and teaching strategies for young children
  • 3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data collection
  • 3c. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities.
  • 3d. Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments.

ECED 2375 - Social-Emotional Development

• Describe the major milestones related to social-emotional development (INTASC 1; NAEYC 1a) 
• Design environments that support children’s social-emotional development and prevent challenging behavior (INTASC 3; NAEYC 1c, 4a) 
• Define emotional literacy and identify activities that build “feeling vocabularies” (INTASC 1, 2; NAEYC 4b, 4c) 
• Describe the relationship between challenging behavior, engagement, and social-emotional development (INTASC 1, 3; NAEYC 1b) 
• Identify the function of children’s challenging behaviors (INTASC 2; NAEYC 1b) 
• Understand the steps in developing Positive Behavior Support Plans for students with persistent challenging behavior (INTASC 2; NAEYC 4b) 
• Identify strategies for (INTASC 1, 2, 3; NAEYC  2b, 4a, 4b, 4c): 
  • Building relationships with children, families and colleagues. 
  • Teaching social skills and problem solving skills and promoting emotional development, such as the development of friendship skills. 
  • Designing environments, schedules and routines and structuring transitions. 
  • Helping children learn rules and routines through activities that promote engagement. 
  • Identifying methods that may be used to determine the function of challenging behavior. 
  • Preventing challenging behavior and teaching replacement skills for challenging behavior. 
• Participate in personal reflection that (INTASC 1,3; NAEYC 4d): 
  • Focuses on the teacher’s understanding the importance of providing opportunities for children to begin to understand their own as well as other’s emotions and teaching problem solving skills. 
  • Evaluate the structure and design of children’s environment and ability to build relationships. 
  • Generates strategies for addressing areas where children need to make changes and improvements. 

ECED 2380 - Language and Literacy in Early Childhood

3 sem hrs cr

Language and Literacy in Early Childhood focuses on research-based principles and practices for providing young children ages birth through eight with a strong foundation in language and literacy, using a developmentally appropriate approach. Field experience is required.
(Formerly ECED 2080)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• plan and implement experiences for children to engage in play that incorporates literacy tools and heightens awareness of spoken and written language in culturally respectful environments.
• demonstrate effective strategies for involving families in supporting language and literacy in young children.
• select and use appropriate literature and other learning materials for diverse learners and respond to individual, cultural, and linguistic variations among children.
• know and use tools for assessing children’s language development and literacy learning.
• demonstrate understanding through planning appropriate experiences for children that support the development of specific language and literacy child outcomes for seven areas: listening and understanding, speaking and communicating, phonological awareness, book knowledge and appreciation, print awareness and concepts, early writing, and alphabet knowledge.

ECED 2385 - Math and Science in Early Childhood

3 sem hrs cr

Math and Science in Early Childhood is a course covering the standards, principles, and practices in teaching mathematics and science to young children ages birth through eight. The course emphasizes developing an integrated math and science curriculum that includes appropriate content, processes, environment and materials, and child-centered choices. Field experience is required. (Formerly ECED 2085)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• identify the concepts children are developing in math and science.
• identify standards for math and science for young children.
• understand the commonalities between math and science.
• know about variations in individual and cultural learning styles and the need for curriculum integration.
• plan and implement experiences for children to engage in play that incorporate math and science.
• demonstrate understanding through planning appropriate experiences for children that support the development of the specific child outcomes in five areas: number and operations, geometry and spatial sense, patterns and measurement, scientific skills and methods, and scientific knowledge.
• demonstrate appropriate individual child assessment methods in math and science learning.
• use documentation to enhance parents’ understanding of how a young child learns mathematical skills and knowledge.

NAEYC Initial Standards

The following standards will be addressed in this course:

• Standard 2: Building Family and Community Relationships
  • 2b: Supporting and engaging families and communities through respectful, reciprocal relationships
• Standard 3: Observing, documenting and assessing to support young children and families
  • 3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection
  • 3d: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
• Standard 4: Using Developmentally effective approaches
  • 4a. Understanding positive relationships and supportive interactions as the foundation of their work with young children
• Standard 5: Using content knowledge to build meaningful curriculum
  • 5b: knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
• Standard 6: Becoming a Professional
  • 6e: Engaging in informed advocacy for young children and the early childhood profession

NAEYC Supportive Skills

The following supportive skills are addressed in this course:

• SS 1: Self-Assessment and Self-Discovery
• SS 2: Mastering and Applying Foundational Concepts from General Education
• SS 3: Written and Verbal Communication Skills
• SS 4: Making Connections between Prior Knowledge and New Learning

ECED 2390 - Creative Development

3 sem hrs cr

Creative development provides strategies for promoting creative development of the young child ages birth through eight. Topics include understanding the concept of creativity: what it is, why it is important, and how the development of creativity relates to art, music, movement, and drama. Field experience is required. (Formerly ECED 2090)

Transfer (UT) or Non-Transfer Course (UN): UN

By the end of the course, students will be able to…

• know and understand the theoretical context of creativity as it relates to the areas of child development.
• identify developmental levels and stages of art for young children.
• understand the importance of creative thinking for adults and children.
• identify environmental influences on the separate development of creativity and self-expression.
• develop strategies for stimulating creativity, including questioning, problem solving, group activities, and socio-dramatic play for use throughout an integrated curriculum.
• plan, organize, supervise, and implement developmentally appropriate activities dealing with creative and expressive arts for children birth to age nine utilizing a variety of materials, resources, and art media.
• understand how to integrate diversity and a multicultural perspective in creative activities.
• develop a personal philosophy of creative and expressive art.

ECON 2100 - Principles of Macroeconomics

3 sem hrs cr

This course is a study of basic economic concepts and macroeconomics. Topics covered include basic economic theory, economic systems, national income accounting, unemployment and inflation, money and banking, fiscal and monetary policy. Prerequisite: Exemption from or completion of READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (ECON 2010)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• recognize and explain the significance of economics as an academic discipline and how it relates to the social interactions between individuals, institutions, structures, and processes in a diverse society.
• analyze and communicate the methodology, values, and processes that are used to formulate general economic theories regarding the social context of individuals and institutional behavior.
• define and discuss different economic systems existing in the world and how those systems interact and affect the political, economic, cultural, and social behavior of the different societies.
• appraise the relationship and behavioral interaction between the different economic players and the impact that interaction has on social development and the quality of life for individuals, families, and communities.
• critically analyze the macroeconomic functions of government and the impact it has on personal behavior, social development, and the general quality of life for all persons.
• discuss the macroeconomic relationships existing between individuals, households, businesses, and governmental institutions and the impact those relationships have on personal and social behavior.
• analyze the macroeconomic ramifications and impact of marketplace activities on the social behavior of individuals, households, businesses, and government.
• express an understanding of fundamental economic concepts associated with recognizing and appreciating the cultural diversity of the society in which they live and how those concepts are influenced and impacted by a global culture.
• recognize and describe basic macroeconomic theory and pursuant policy-making processes that help to formulate personal and institutional views and opinions concerning existing and/or proposed national and international social and behavioral state of affairs.

ECON 2200 - Principles of Microeconomics

3 sem hrs cr

This course is a study of basic economic concepts and microeconomics. Topics covered include consumer and firm behavior, economic growth, market structures, price and output determination, labor and unions, international trade and finance. Prerequisite: Exemption from or completion of READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (ECON 2020)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• recognize and explain the significance of economics as an academic discipline and how it relates to the social interactions between individuals, institutions, structures, and processes in a diverse society.
• analyze and communicate the methodology, values, and processes that are used to formulate general economic theories regarding the social context of individuals and institutional behavior.
• define and discuss different economic systems existing in the world and how those systems interact and affect the political, economic, cultural, and social behavior of the different societies.
• appraise the relationship and behavioral interaction between the different economic players and the impact that interaction has on social development and the quality of life for individuals, families, and communities.
• analyze the microeconomic ramifications and impact of marketplace activities on the social behavior, social development, and the general quality of life for all persons.
• discuss the macroeconomic relationships existing between individuals, households, businesses, and governmental institutions and the impact those relationships have on personal and social behavior.
• critically analyze the microeconomic functions of government and the impact it has on personal and social development and the general quality of life for all persons.
• express an understanding of fundamental economic concepts associated with recognizing and appreciating the cultural diversity of the society in which they live and how those concepts are influenced and impacted by a global culture.
• recognize and describe basic microeconomic theory and pursuant policy-making processes to help formulate their personal views and opinions concerning existing and/or proposed social and behavioral state of affairs.

ECON 2990 - Independent Study in Economics

EDU 2100 - Exceptional Child Development

3 sem hrs cr

This course provides an introduction to the development of exceptional children. The course focuses on various types of conditions in the context of typical development. For each area of exceptionality, current research trends, theoretical and legal considerations, and practice-related issues are discussed. Family involvements, cultural and linguistic diversity, a lifespan focus and educational implications are examined.

Additional observations and problem-based learning activities are required in this course.

A minimum grade of “C” is required in this course to meet the requirement of the AST degree. Prerequisite: Documented eligibility for collegiate English. Recommended EDUC 2210  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• apply early intervention methods and approaches for students with exceptionalities.
• list terminology related to special education.
• apply accommodations to students with exceptionalities.
• describe how historical events and forces have impacted special education.
• recall aspects pertaining to special education legalities.
• demonstrate how to work effectively with a multi-disciplinary team to coordinate appropriate educational services in a general educational classroom for students and families dealing with exceptionalities.

Course Objectives

Throughout the course, students will practice…

• describing the importance of early intervention methods and services for students with exceptionalities.
• using terminology related to special education.
• using specific accommodations with students with exceptionalities.
• learning about the history of special education.
• learning about historical court cases and events that have impacted special education.
• learning how to work in a multi-disciplinary team approach as a general education teacher to coordinate education programs and services for families and students with exceptionalities.

EDU 2990 - Independent Study in Education

EDUC 1010 - Introduction to Education

3 sem hrs cr

This course is a survey of education in America, including the history of education, the rewards and challenges of teaching, current trends and issues, philosophies of education, teaching in a diverse and global society, the use of technology in technology in teaching and learning, and education reforms. Students are required to complete 10 hours of classroom observation in order to receive credit for the course. Students will need to obtain a background check. Prerequisite: Documented eligibility for collegiate English

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• recognize and articulate how historical, political, social, economic factors, and diverse cultures currently affect American education
• explain and describe the dominant philosophies that influenced education in our nation and how they have led us to our current educational system and the classroom of today
• describe the philosophies that continue to affect today’s classroom.
• create their own philosophy of teaching and learning.
• explore the role of the K-12 teacher and decide whether or not to pursue a career in education.
• articulate the current lifelong learning needs of teachers as compared to those in other professions.
• describe the process(es) involved in becoming a teacher.
• explain how the law today affects teachers.
• describe the purpose of and utilize technology as an integrated tool in the teaching and learning process.
• apply and integrate principles of problem-based learning in classroom activities and examples.
• collaborate with others thorough authentic problem-based learning activities.
• demonstrate professionalism.
• discuss current issues, trends, and reform in public education.
• determine how to work with these in the teaching environment.
• discuss legal liabilities and responsibilities in the teaching profession.
• explore curriculum standards and the use of these in lesson planning.
• articulate and evaluate the ramifications and impact of teaching in a global society.
• to better prepare students to compete in the 21st-century workforce with the proper technology tools.

Course Objectives

Throughout the course, students will practice…

• describing and understanding concepts, principals, and overarching themes in education.
• developing a working knowledge of current trends and content in today’s classroom environment and contrasting it with the classroom that our students would have experienced.
• describing how educational concepts impact their future classroom.
• developing classroom skills through classroom observations.
• learning through classroom observations.
• articulating the purpose and use of technology in today’s classroom.

EDUC 2210 - Educational Psychology

3 sem hrs cr

This course explores physical, mental, social, and moral development of individuals from birth to the end of life. How humans learn is a large component of the course. Learning and behavioral theories are addressed. This is a capstone course and should be taken preferably in the student’s final term at Motlow. Additional observations outside of class are required in order to receive credit for the course. A minimum of grade of “C” is required in the course to meet the requirement of the A.S.T. degree. This course is required for students pursuing an Associate of Science in Teaching degree and others seeking teacher licensure. Prerequisite: EDUC 1010  and EDU 2100  with a grade of “C” or higher

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Formerly/Same As (EDU 2110)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• apply research-based practices in daily teaching and instruction.
• identify predominant theorists and apply their various learning theories within educational modalities.
• use human development and learning theories to create developmentally appropriate instruction.
• describe alternative learning assessments to measure predetermined outcomes and explain procedures for interpreting and evaluating various tools of assessment.
• describe a multicultural learning environment for children.
• explain the relationship of student development to physical growth, psychosocial maturity, and moral reasoning
• assist children in cognitive, moral, social, and emotional development using researched-based principles and theories.
• recognize the need and describe how to differentiate learning due to the complexities of diversity.
• apply information from observations; relate the classroom field experience to expectations and outlook for a career in education.
• apply information acquired in the class to assist in the successful completion of exit exams required for all teaching candidates.

Course Objectives

Throughout the course, students will practice…

• describing and understanding concepts, principals, and overarching themes in education.
• developing a working knowledge of current trends and content in today’s classroom environment and contrasting it with the classroom that our students would have experienced.
• describing how educational concepts impact their future classroom.
• developing classroom skills through classroom observations.
• learning through classroom observations
• articulating the purpose and use of technology in today’s classroom.

EMGT 1010 - Introduction to Community Emergency Response

EMSA 1111 - Advanced EMT Clinical

1 sem hr cr

The Advanced EMT Clinical is one of two courses designed to allow the student to meet all psychomotor and affective objectives for the clinical requirements of an Advanced Emergency Medical Technician program and build upon the concepts and knowledge gained during prior and/or concurrent courses.

The outcomes presented in EMSA 1111 and EMSA 1112  may be taught in a coterminous format or in a two-semester format.

48-96 hrs of clinical/field experience will be completed this semester.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.
  Prerequisite: Admission to the EMT Program Corequisite: EMSA 1112 , EMSA 1501  and EMSA 1201  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSA 1112 - Advanced EMT Field Internship

1 sem hr cr

The Advanced EMT Field Internship is the one of two courses designed to allow the student to meet all psychomotor and affective objectives for the clinical requirements of an Advanced Emergency Medical Technician program and build upon the concepts and knowledge gained during prior and/or concurrent courses.

The outcomes presented in EMSA 1111  and EMSA 1112 may be taught in a coterminous format or in a two-semester format.

48-96 hrs of clinical/field experience will be completed this semester.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.

  Prerequisite: Admission to the EMT Program Corequisite: EMSA 1111  , EMSA 1502  , and EMSA 1202  depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSA 1201 - Advanced EMT Medical Skills Lab

2 sem hrs cr

The Advanced EMT Medical Skills Lab is the one of two laboratory based courses intended to focus the student on developing skills related to theory presented in didactic classes taken as co-requisites for this course. This laboratory experience will utilize scenarios to emphasize airway maintenance, medication administration, and successfully assessing patients with a variety of medical concerns.

The outcomes presented in EMSA 1201 and EMSA 1202  may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.

  Prerequisite: Admission to the EMT Program Corequisite: EMSA 1501   and EMSA 1111  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSA 1202 - Advanced EMT Trauma and Medical Skills Lab

2 sem hrs cr

The Advanced EMT Trauma and Medical Skills Lab is one of two laboratory based courses intended to focus the student on developing skills related to theory presented in didactic classes taken as co-requisites for this course. This laboratory experience will utilize scenarios to emphasize airway maintenance, medication administration, and successfully assessing patients with a variety of medical concerns.

The outcomes presented in EMSA 1201  and EMSA 1202 may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.

  Prerequisite: Admission to the EMT Program Corequisite: EMSA 1201  , EMSA 1502  , and EMSA 1112  depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSA 1501 - Advanced EMT Medical Emergencies

5 sem hrs cr

The Advanced EMT Medical Emergencies is the one of two lecture courses which includes basic and limited advanced skills focused on the acute management and transportation of critical and emergent patients. This course includes the following topics: Emergency Medical Responder and Emergency Medical Technician- National Educational Standards competencies, roles and responsibilities of the AEMT, workforce safety, wellness, public health, communications, documentation, medical/legal/ethical considerations, anatomy and physiology, life span development, pathophysiology, patient assessment, critical thinking, airway management, respiratory emergencies, cardiovascular emergencies, acute diabetic emergencies, abdominal and gastrointestinal emergencies, urologic emergencies, anaphylactic reactions, and behavioral emergencies.

The outcomes presented in EMSA 1501 and EMSA 1502  may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.

  Prerequisite: Admission to the EMT Program Corequisite: EMSA 1201   and EMSA 1111  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSA 1502 - Advanced EMT Trauma and Medical Emergencies

5 sem hrs cr

The Advanced EMT Trauma and Medical Emergencies is one of two lecture courses which includes basic and limited advanced skills focused on the acute management and transportation of critical and emergent patients. This course includes the following topics: obstetrics and gynecology, neonatal care, pediatric emergencies, geriatric emergencies, environmental emergencies, patients with special challenges, EMS operations, trauma and shock. Trauma and shock will include the following topics: bleeding, soft tissue injuries, head & spine injuries, face & neck injuries, chest injuries, abdominal & genitourinary injuries, and orthopedic injuries.

The outcomes presented in EMSA 1501  and EMSA 1502 may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.
  Prerequisite: Admission to the EMT Program Corequisite: EMSA 1501  , EMSA 1202  , and EMSA 1112  depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1101 - EMT Medical Skills Lab

1 sem hr cr

EMT Medical Skills Lab is a laboratory based course utilizing scenarios to emphasize EMS operations, communications, documentation, medical/legal/ethical considerations, airway management, respiratory emergencies, cardiovascular emergencies, acute diabetic emergencies, abdominal and gastrointestinal emergencies, urologic emergencies, anaphylactic reactions, behavioral emergencies, assisting with medication administration, and successful assessment of patients with a variety of medical concerns. This course includes application of principles and processes discussed in EMT Medical Emergencies.

The outcomes presented in EMSB 1101 and EMSB 1102  may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140. Prerequisite: Admission to the EMT Program Corequisite: EMSB 1601   and EMSB 1111  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1102 - EMT Trauma and Medical Skills Lab

1 sem hr cr

EMT Trauma and Medical Skills Lab is a laboratory based course utilizing scenarios to emphasize obstetrics and gynecology, neonatal care, pediatric emergencies, geriatric emergencies, environmental emergencies, patients with special challenges, trauma and shock.

The outcomes presented in EMSB 1101  and EMSB 1102 may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140. Prerequisite: Admission to the EMT Program Corequisite: EMSB 1601  , EMSB 1101  , EMSB 1111  , EMSB 1602  , and EMSB 1112  depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1111 - EMT Clinical

1 sem hr cr

EMT Clinical is the one of two clinical courses designed to allow the student to meet all psychomotor and affective outcomes for the clinical requirements of an EMT program and build upon the concepts and knowledge learned in EMT Medical Emergencies and EMS Operations.

The outcomes presented in EMSB 1111 and EMSB 1112  may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140. Prerequisite: Admission to the EMT Program Corequisite: EMSB 1601   and EMSB 1101  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1112 - EMT Clinicals

1 sem hr cr

EMT Field Internship is the one of two clinical courses designed to allow the student to meet all psychomotor and affective outcomes for the clinical requirements of an EMT program and build upon the concepts and knowledge learned during prior and/or concurrent courses.

48-96 hrs of clinical/field experience will be completed this semester.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140.
  Prerequisite: Admission to the EMT Program Corequisite: EMSB 1601  , EMSB 1101  , EMSB 1111  , EMSB 1602  , and EMSB 1102  depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1303 - EMT Skills and Clinical Lab for High School-Level Programs I

3 sem hrs cr

Lecture hours: 0
Contact/lab/clinical hours: 60
Total contact hours: 60

EMT Skills and Clinical Lab for High School-Level Programs I is a laboratory- and clinical-based course emphasizing EMS operations, communications, documentation, medical/legal/ethical considerations, airway management, respiratory emergencies, cardiovascular emergencies, acute diabetic emergencies, abdominal and gastrointestinal emergencies, urologic emergencies, anaphylactic reactions, behavioral emergencies, assisting with medication administration, and successful assessment of patients with a variety of medical concerns. The clinical portion of the class is designed to allow the student to meet all psychomotor and affective outcomes for the clinical requirements of an EMT program.  Prerequisite: Admission to the EMT Program. Corequisite: EMSB 1601  and EMSB 1111  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1304 - EMT Skills and Clinical Lab for High School-Level Programs II

3 sem hrs cr

Lecture hours: 0
Contact/lab/clinical hours: 60
Total contact hours: 60

EMT Skills and Clinical Lab for High School-Level Programs II is a laboratory- and clinical-based course emphasizing obstetrics and gynecology, neonatal care, pediatric emergencies, geriatric emergencies, environmental emergencies, patients with special challenges, trauma and shock. The clinical portion of the class is designed to allow the student to meet all psychomotor and affective outcomes for the clinical requirements of an EMT program.  Prerequisite or Corequisite: EMSB 1101 , EMSB 1601  EMSB 1111 ,  EMSB 1602 , and EMSB 1112 , depending on delivery schedule.

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1503 - Fundamentals of Emergency Medical Technician for High School-Level Programs I

5 sem hrs cr

Fundamentals of Emergency Medical Technician for High School-Level Programs I is one of two lecture courses designed to provide the student with the knowledge of an entry-level Emergency Medical Technician (EMT). This course includes the following topics: Emergency Medical Responder-National Educational Standards competencies; roles and responsibilities of the EMT; workforce safety; wellness; public health; communications; documentation; EMS operations; medical/legal/ethical considerations; fundamental anatomy and physiology; lifespan development; fundamental pathophysiology; patient assessment; airway management; respiratory emergencies; cardiovascular emergencies; acute diabetic emergencies; abdominal and gastrointestinal emergencies; urologic emergencies; anaphylactic reactions; and behavioral emergencies.

5 sem hrs credit
Lecture hours: 90 
Total contact hours: 90 Prerequisite: Admission to the EMT Program. Corequisite: EMSB 1303 , depending on delivery

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1504 - Fundamentals of Emergency Medical Technician for High School-Level Programs II

5 sem hrs cr

Lecture hours: 90
Total contact hours: 90

Fundamentals of Emergency Medical Technician for High School-Level Programs II is the second of two lecture courses designed to provide the student with the knowledge of an entry-level Emergency Medical Technician (EMT). This course includes the following topics: obstetrics and gynecology; neonatal care; pediatric emergencies; geriatric emergencies; environmental emergencies; patients with special challenges; and trauma and shock. Trauma and shock will include the following topics: bleeding; soft-tissue injuries; head & spine injuries; face & neck injuries; chest injuries; abdominal & genitourinary injuries; and orthopedic injuries.

The outcomes presented in EMSB 1401, EMSB 1402 and EMSB 1403 may be taught in a coterminous format or in a two-semester format.  Prerequisite: Completion of all Learning Support competencies in Reading and Writing or instructor approval Corequisite: EMSB 1304 , depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1601 - EMT Medical Emergencies and EMS Operations

6 sem hrs cr

EMT Medical Emergencies and EMS Operations is the one of two lecture courses designed to provide the student with the knowledge of an entry-level Emergency Medical Technician (EMT). This course includes the following topics: Emergency Medical Responder-National Educational Standards competencies, roles and responsibilities of the EMT, workforce safety, wellness, public health, communications, documentation, EMS operations, medical/legal/ethical considerations, fundamental anatomy and physiology, life span development, fundamental pathophysiology, patient assessment, airway management, respiratory emergencies, cardiovascular emergencies, acute diabetic emergencies, abdominal and gastrointestinal emergencies, urologic emergencies, anaphylactic reactions, and behavioral emergencies.
The outcomes presented in EMSB 1601, and EMSB 1602  may be taught in a coterminous format or in a two-semester format.
 

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140. Prerequisite: Admission to the EMT program Corequisite: EMSB 1101 , EMSB 1111  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSB 1602 - EMT Trauma and Medical Emergencies

6 sem hrs cr

EMT Trauma and Medical Emergencies is the one of two lecture courses designed to provide the student with the knowledge of an entry-level Emergency Medical Technician (EMT). This course includes the following topics: obstetrics and gynecology, neonatal care, pediatric emergencies, geriatric emergencies, environmental emergencies, patients with special challenges, trauma and shock. Trauma and shock will include the following topics: bleeding, soft tissue injuries, head & spine injuries, face & neck injuries, chest injuries, abdominal & genitourinary injuries, and orthopedic injuries.

The outcomes presented in EMSB 1601  and EMSB 1602 may be taught in a coterminous format or in a two-semester format.

Participants must achieve a “C” or better to progress in each EMT course and to successfully complete the program of study. Please see Criteria: State of Tennessee, Division of EMS Rule (1200-12-1-.04 and 1200-12-1-.13) pursuant to T.C.A. Tile 68, Chapter 140. Prerequisite: Admission to the EMT Program Corequisite: EMSB 1601 , EMSB 1101 , EMSB 1111 , and EMSB 1102 , and EMSB 1112  depending on delivery schedule

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 1311 - Paramedic Clinical I

3 sem hrs cr

Paramedic Clinical I is the first of three clinical courses designed to allow the student to meet all psychomotor and affective objectives for the clinical requirements of a paramedic program and build upon the concepts and knowledge gained during the first semester. Prerequisite: Admission to the Paramedic Program and all EMSB and EMSA courses or TN AEMT license. Corequisite: EMSP 1801  and EMSP 1401  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 1401 - Paramedic Skills Labs I

4 sem hrs cr

Skills Lab I is a laboratory based course utilizing scenarios to emphasize airway management, medication administration, and successful assessment of patients with a variety of medical concerns and an introduction to cardiology. This course includes application of principles and processes discussed in Fundamentals I. Prerequisite: Admission to the Paramedic Program and all EMSB and EMSA courses or TN AEMT license. Corequisite:  EMSP 1801  and EMSP 1311  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 1801 - Fundamentals of Paramedic I

8 sem hrs cr

Fundamentals of Paramedic is the first of two lecture courses to include the following topics: paramedic roles, responsibilities, workforce safety, wellness, public health, communications, documentation, EMS operations, medical/legal considerations, anatomy and physiology, life span development, general pathophysiology, general pharmacology, patient assessment, critical thinking, airway management, respiratory emergencies and introduction to cardiology.

  Prerequisite: Admission to the Paramedic Program and all EMSB and EMSA courses or TN AEMT license. Corequisite: EMSP 1401  and EMSP 1311  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 2303 - Paramedic Practicum

3 sem hrs cr

Paramedic Practicum is a combination of laboratory and scenarios based course intended to assist students on developing skills related to the theories presented in their previous courses. This course will allow for preparation for psychomotor licensure testing and preparation as a competent entry level Paramedic. Prerequisite: EMSP 1401  and EMSP 2402   Corequisite: EMSP 2403  and EMSP 2513  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 2402 - Paramedic Skills Labs II

4 sem hrs cr

Paramedic Skills Lab II is a laboratory based course intended to utilize scenarios to emphasize respiratory/cardiac emergencies (on-going from EMSP 1401), pulmonology, neurology, endocrinology, gastroenterology, urology and nephrology, hematology, gynecology, obstetrics, neonatology, pediatrics, trauma, continuing cardiology, and successful assessment of patients with a variety of medical conditions. This course includes application of principles and processes discussed in Fundamentals I. Prerequisite: All EMSB and EMSA courses or TN AEMT license and EMSP 1801 , EMSP 1401 , and EMSP 1311   Corequisite: EMSP 2802  and EMSP 2412  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 2403 - Paramedic Capstone

4 sem hrs cr

Paramedic Capstone serves as a mechanism to insure that the student meets academic requirements to test for National Registry and licensure. This course will include all necessary steps needed to complete the program including exit exams, preparation for National Registry practical and written exams, exit interviews, patient care review by the Medical Director, and any other administrative requirements that the program may deem necessary. Prerequisite: All EMSB and EMSA courses or TN AEMT license and EMSP 1801  and EMSP 2802   Corequisite: EMSP 2303  and EMSP 2513  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 2412 - Paramedic Clinical II

4 sem hrs cr

Paramedic Clinical II is the second of three clinical experiences designed to allow the student to meet all psychomotor and affective objectives for the clinical requirements of a paramedic program and to build upon the concepts and knowledge gained during prior and/or concurrent courses. Prerequisite: All EMSB and EMSA courses or TN AEMT license and EMSP 1801 , EMSP 1401 , and EMSP 1311   Corequisite: EMSP 2802  and EMSP 2402  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 2513 - Paramedic Field Internship

5 sem hrs cr

Paramedic Field Internship provides evidence that the student is capable of acting as a team leader in managing the emergency care and treatment of an injured or ill patient at the paramedic level. The student will demonstrate competency in this role. While all skill sets should have been achieved prior to initiating the internship, patient types and pathologies may be used from this experience to complete the minimum graduation academic requirements as set forth in CoAEMSP accreditation documents and the Tennessee Office of EMS. Prerequisite: All EMSB and EMSA courses or TN AEMT license and EMSP 1311  and EMSP 2412   Corequisite: EMSP 2303  and EMSP 2403  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

EMSP 2802 - Fundamentals of Paramedic II

8 sem hrs cr

Fundamentals of Paramedic II is the second of two lecture courses to include the following topics: respiratory & cardiology (on-going from EMSP 1801), pulmonology, neurology, endocrinology, gastroenterology, urology and nephrology, hematology, gynecology, obstetrics, neonatology, pediatrics, geriatric emergencies, psychological emergencies and trauma/shock. Prerequisite: All EMSB and EMSA courses or TN AEMT license and EMSP 1801 , EMSP 1401 , and EMSP 1311   Corequisite: EMSP 2402  and EMSP 2412  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UN

ENGR 2110 - Statics

3 sem hrs cr

This course is a study of vector algebra, resultants, equilibrium, friction, centers of gravity, centroids, moments of inertia, statics of particles, equilibrium of rigid bodies in two and three dimensions, and analysis of structures. Prerequisite or Corequisite: MATH 1910  and PHYS 2110  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

ENGR 2120 - Dynamics (Particles and Rigid Bodies)

3 sem hrs cr

This course is a study of particle kinematics, absolute and relative motion, kinetics, applications of Newton’s Laws, work-energy principle, impulse-momentum principle, systems of particles, kinematics of rigid bodies, and mechanical vibrations. Prerequisite: MATH 1920  and ENGR 2110  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

Upon completion of this course, students will demonstrate the ability to…

• understand, analyze, and solve particle kinematics problems.
• understand, analyze, and solve 2-D, rigid body kinematics.
• apply Newton’s methods to solve kinetics problems.
• apply work/energy methods to solve kinetics problems (particles, rigid bodies, and systems).
• apply impulse/momentum methods to solve kinetics problems (particles, rigid bodies, and systems).
• understand, analyze, and solve equations of motion and natural frequencies of single-degree-of-freedom vibratory systems.

ENGR 2130 - Circuits I

4 sem hrs cr

This course is an introduction to circuit analysis. The content includes Kirchoff’s laws, circuit theorems, DC circuit analysis phasors, AC circuit analysis, and transient response of dynamic circuits. Digital computer analysis of electrical circuits is also covered.  This course includes an introduction to laboratory instrumentation, measurement techniques, electrical circuit elements, and circuit behavior for DC, AC and transient sources. Digital computer analysis of electrical circuits is also included. Prerequisite: MATH 1920  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

ENGR 2990 - Independent Study in Engineering

ENGL 1010 - English Composition I

3 sem hrs cr

This course focuses on essay writing using a variety of expository patterns and emphasizes critical reading and discussion of selected essays, logical thinking, and an introduction to incorporation and documentation of material from primary sources. Prerequisite: Exemption from ENGL 0810  or concurrent enrollment in ENGL 0810  

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• distill a primary purpose into a single, compelling statement.
• order and develop major points in a reasonable and convincing manner based on purpose.
• develop their ideas using appropriate rhetorical patterns (i.e. narration, example, process, comparison/contrast, classification, cause/effect, definition, argumentation, etc.) and other special functions (i.e., analysis, research, etc.).
• employ correct diction, syntax, usage, grammar, and mechanics in their writing.
• manage and coordinate basic information gathered from multiple sources.
• respond adequately and appropriately to the needs of the audience and the requirements of the writing situation.
• understand that the writing process includes procedures such as planning, organizing, composing, revising, and editing.

Course Objectives

• To practice writing as a process involving Invention, Drafting, Revising, and Editing
• To practice formulating and supporting a clear thesis
• To practice an awareness of the rhetorical situation by writing with a focused purpose to a narrow audience
• To practice the use of 3 to 4 rhetorical patterns and functions of organization such as narration, comparison and contrast, cause and effect, argumentation, etc.
• To practice editing and revising strategies for errors in syntax, usage, grammar, and mechanics
• To practice correctly quoting, paraphrasing, and summarizing source material in MLA format
• To practice reading comprehension and rhetorical analysis skills

ENGL 1020 - English Composition II

3 sem hrs cr

This course emphasizes expository and analytic writing, critical thinking, in-depth extended research, and the incorporation and documentation of source material into student writing.

  Prerequisite: ENGL 1010  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• distill a primary purpose into a single, compelling statement.
• order and develop major points in a reasonable and convincing manner based on purpose.
• develop their ideas using appropriate rhetorical patterns (i.e. narration, example, process, comparison/contrast, classification, cause/effect, definition, argumentation, etc.) and other special functions (i.e., analysis, research, etc.).
• employ correct diction, syntax, usage, grammar, and mechanics in their writing.
• manage and coordinate basic information gathered from multiple sources.
• respond adequately and appropriately to the needs of the audience and the requirements of the writing situation.
• understand that the writing process includes procedures such as planning, organizing, composing, revising, and editing.

Course Objectives

• To practice writing as a process involving Invention, Drafting, Revising, and Editing
• To practice arguing a thesis persuasively for a narrow audience
• To practice an awareness of the rhetorical situation by writing with a focused purpose to a narrow audience
• To practice utilizing appropriate rhetorical patterns and functions
• To practice editing and revising strategies for errors in syntax, usage, grammar, and mechanics
• To practice correctly quoting, paraphrasing, and summarizing source material in MLA format
• To practice reading comprehension and rhetorical analysis skills
• To practice critical-thinking skills
• To practice finding and managing appropriate sources for writing assignments
• To practice evaluating the credibility and effectiveness of sources

ENGL 2045 - Introduction to Literature

3 sem hrs cr

This course emphasizes the reading and analysis of a variety of literary types as forms of cultural and creative expression and highlights themes and experiences common to the human existence and experience. Specific topics are determined by the instructor, and the course focuses on texts that reflect different historical and cultural contexts and perspectives. Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.


This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (ENGL 2030)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• explain the ways that literary works emerge from and respond to particular cultures, historical moments, and values.
• use literature as a lens through which the ideas, forces, and values that have shaped the modern world can be assessed critically from a multicultural point of view.
• use literature to practice the critical and analytical methodologies of the Humanities or Fine Arts.

Course Objectives

In this course, students will practice…

• reading literary texts as pieces of art to be analyzed in terms of theme and aesthetic complexity.
• using literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in the contemporary world.
• reading literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place. 
• facilitating discussions of socio-political issues that students are likely to confront in the contemporary world.
• writing and argumentation skills.
• reading comprehension and rhetorical analysis skills.

ENGL 2055 - African American Literature

3 sem hrs cr

This course is a survey of African American literature from its beginnings through the present. Representative literary works are studied within their historical and cultural contexts using high-impact practices. 

  Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Formerly/Same As ENGL 2530

Transfer (UT) or Non-Transfer Course (UN): UT

Upon successful completion of this course, students will be able to…

• demonstrate knowledge of literature from a significant body of American literary works written by people of African descent.
• display critical-thinking, reading, and writing competence.  
• identify recurrent themes in African American literature.
• connect social issues in texts with social justice in contemporary society.
• demonstrate knowledge of course materials through diverse assessments. 
• exchange ideas with faculty and peers about important issues related to African American literature and culture calmly and respectfully. 
• discuss significant African American writers of fiction, poetry, and speeches.
• collaborate with peers to research influential African Americans effectively.
• discuss the special insight into America provided by African American writers.
• relate to African American culture through field trips, music, film, podcasts, and other means.
• discuss the depth and diversity of the African American literary tradition.

Course Objectives

• To improve critical-thinking, critical-reading, and analytical-writing skills
• To build communication skills as speakers and writers
• To collaborate with classmates to produce appropriate academic work
• To discover significant contributions African Americans have made to American literature and thought
   

ENGL 2130 - Topics in American Literature

3 sem hrs cr

This course is the study of representative works of American prose, poetry, and/or drama beginning with the early settlement period through the twentieth century. Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly ENG 2020)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• explain the ways that American literary works emerge from and respond to particular cultures, historical moments, and values.
• use American literature as a lens through which the ideas, forces, and values that have shaped the modern world can be assessed critically from a multicultural point of view.
• use American literature to practice the critical and analytical methodologies of the Humanities or Fine Arts.

Course Objectives

• To practice reading literary texts as pieces of Art to be analyzed in terms of theme and aesthetic complexity
• To practice using literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in contemporary America
• To practice reading literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place and to facilitate discussions of socio-political issues that students are likely to confront in contemporary America
• To practice writing and argumentation skills
• To practice reading comprehension and rhetorical analysis skills

ENGL 2235 - Topics in British Literature

3 sem hrs cr

This course is the study of representative works of British prose, poetry, and/or drama beginning with the Anglo-Saxon period through the early twentieth century. Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly ENG 2030, ENGL 2230)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• explain the ways that British literary works emerge from and respond to particular cultures, historical moments, and values.
• use British literature as a lens through which the ideas, forces, and values that have shaped the modern world can be assessed critically from a multicultural point of view.
• use British literature to practice the critical and analytical methodologies of the Humanities or Fine Arts.

Course Objectives

• To practice reading literary texts as pieces of Art to be analyzed in terms of theme and aesthetic complexity
• To practice using literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in contemporary America
• To practice reading literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place and to facilitate discussions of socio-political issues that students are likely to confront in contemporary America
• To practice writing and argumentation skills
• To practice reading comprehension and rhetorical analysis skills

ENGL 2310 - Early World Literature

3 sem hrs cr

This course is an in-depth study of a variety of world prose, poetry, and/or drama from the ancient period, the medieval period, and the pre-modern period. Students will also research literary topics and write analytical papers. Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly ENG 2040)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• explain the ways that World literary works emerge from and respond to particular cultures, historical moments, and values.
• use World literature as a lens through which the ideas, forces, and values that have shaped the modern world can be assessed critically from a multicultural point of view.
• use World literature to practice the critical and analytical methodologies of the Humanities or Fine Arts.

Course Objectives

• To practice reading literary texts as pieces of Art to be analyzed in terms of theme and aesthetic complexity
• To practice using literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in contemporary America
• To practice reading literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place and to facilitate discussions of socio-political issues that students are likely to confront in contemporary America
• To practice writing and argumentation skills
• To practice reading comprehension and rhetorical analysis skills

ENGL 2320 - Modern World Literature

3 sem hrs cr

This course is an in-depth study of a variety of world prose, poetry, and/or drama from the modern period. Students will also research literary topics and write analytical papers. Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• explain the ways that world literary works emerge from and respond to particular cultures, historical moments, and values.
• use world literature as a lens through which the ideas, forces, and values that have shaped the modern world can be assessed critically from a multicultural point of view.
• use world literature to practice the critical and analytical methodologies of the Humanities or Fine Arts.

Course Objectives

• To practice reading literary texts as pieces of Art to be analyzed in terms of theme and aesthetic complexity
• To practice using literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in contemporary America
• To practice reading literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place and to facilitate discussions of socio-political issues that students are likely to confront in contemporary America
• To practice writing and argumentation skills
• To practice reading comprehension and rhetorical analysis skills

ENGL 2330 - Topics in World Literature

3 sem hrs cr

This course is a study of representative works of world fiction, poetry, and drama from the ancient period through the modern period. Prerequisite: ENGL 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• explain the ways that literary works (American, British, or World) emerge from and respond to particular cultures, historical moments, and values.
• use literature (American, British, or World) as a lens through which the ideas, forces, and values that have shaped the modern world can be assessed critically from a multicultural point of view.
• use literature (American, British, or World) to practice the critical and analytical methodologies of the Humanities or Fine Arts.

Course Objectives

• To practice reading Literary texts as pieces of Art to be analyzed in terms of theme and aesthetic complexity
• To practice using Literary texts as tools to facilitate discussions of enduring human values that students are likely to confront in contemporary America
• To practice reading Literary texts as cultural artifacts that reflect the socio-political conflicts of their time and place and to facilitate discussions of socio-political issues that students are likely to confront in contemporary America
• To practice writing and argumentation skills
• To practice reading comprehension and rhetorical analysis skills

ENGL 2900 - Creative Writing I

3 sem hrs cr

This course introduces students to the elements and techniques in creative writing (essay, short fiction, poetry, drama). Topics include the mechanics for submission of manuscripts for publication as well as current trends and issues in creative writing. The course is writing-intensive and emphasizes both individual and group analysis. Prerequisite: ENGL 1010  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

(This course does not substitute for the sophomore literature requirement.)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• analyze contemporary poetry and prose by identifying both genre conventions and formal characteristics.
• employ genre conventions and formal characteristics effectively in their own creative writing across genres.
• demonstrate use of a creative writing process that includes procedures such as planning, organizing, composing, revising, and editing.
• provide constructive workshop feedback that assists peers as they revise their work.
• submit their own polished work for publication.

Course Objectives

• To read contemporary creative writing across genres and from a variety of publications
• To practice creative writing across genres as a recursive, revision-intensive process
• To practice both workshopping creative pieces written by others and revising original work based on comments received in workshop
• To interact with and learn from writers and editors of creative writing beyond outside this classroom
• To practice preparing and submitting manuscripts for publication

ENGL 2990 - Independent Study in English

ENGL 0810 - Learning Support Writing for English Language Learners

3 sem hrs cr

This course focuses on the development and use of academic writing skills for ESL learners for collegiate-level courses and emphasizes standard written English through the use of course lectures and small-group assignments. Students will develop writing skills that are needed to produce coherent letters and essays in American English. Focus will be on the writing process (prewriting activities, revising, editing), rhetorical formats, sentence structure, and grammar. In addition, there will be in-class discussions of readings and writing strategies.

Students signing up for this course must also be enrolled in the ENGL 1010 - English Composition I for English Language Learners  course during the same semester with the same starting and ending dates as the 0810 course. Any degree-seeking student enrolled in a Learning Support course must also enroll in MSCC 1300   during his or her first semester. Corequisite: ENGL 1010 - English Composition I for English Language Learners   

Transfer (UT) or Non-Transfer Course (UN): UT

ENGL 1010 - English Composition I for English Language Learners

3 sem hrs cr

This course focuses on essay writing using a variety of expository patterns and emphasizes critical reading and discussion of selected essays, logical thinking, and an introduction to incorporation and documentation of material from primary sources. Students will develop sentence-, paragraph-, and essay-writing skills necessary to write a coherent, effective collegiate-level essay. These skills will include further development of organization skills, vocabulary, and grammatical structures.

Students signing up for this course must also be enrolled in ENGL 0810 - Learning Support Writing for English Language Learners   course during the same semester with the same starting and ending dates as the 1010 course. Any degree-seeking student enrolled in a Learning Support course must also enroll in MSCC 1300   during his or her first semester. Corequisite: ENGL 0810 - Learning Support Writing for English Language Learners   

Transfer (UT) or Non-Transfer Course (UN): UT

FREN 1010 - Beginning French I

FREN 1020 - Beginning French II

3 sem hrs cr

This course continues to emphasize the essentials of French grammar and further develops reading, writing, and speaking skills. Introductory readings in French literature are included. Prerequisite: FREN 1010  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Formerly/Same As (Formerly FRE 1120)

Transfer (UT) or Non-Transfer Course (UN): UT

FREN 2010 - Intermediate French I

3 sem hrs cr

This course emphasizes a more advanced grammar review with exercises for improving oral and written skills and includes readings in French literature and culture.
  Prerequisite: FREN 1020  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

Upon successful completion of this course, students will…

• learn to listen, speak, write, and read in French at the intermediate level.
• explore cultural aspects of the Francophone world.
• be able to communicate at an intermediate level using vocabulary from this book and class activities.

Course Objectives

• To be able to understand classroom procedures in the target language
• To be able to communicate with instructor in the target language
• To be able to read brief passages and translate from French/English and English/French
• To participate in class dialogs in order to develop listening and speaking skills
• To select and prepare a special project for presentation to the rest of the class
• To be able to translate oral dictation from English/French and French/English

FREN 2020 - Intermediate French II

3 sem hrs cr

This course continues with a more advanced grammar review and further develops oral and written skills.  Readings in French literature are expanded. Prerequisite: FREN 2010  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Transfer (UT) or Non-Transfer Course (UN): UT

Upon successful completion of this course, students will…

• learn to listen, speak, write, and read in French at the intermediate level.
• explore cultural aspects of the Francophone world.
• be able to communicate at an intermediate level using vocabulary from this book and class activities.

Course Objectives

• To be able to understand classroom procedures in the target language
• To be able to communicate with instructor in the target language
• To be able to read brief passages and translate from French/English and English/French
• To participate in class dialogs in order to develop listening and speaking skills
• To select and prepare a special project for presentation to the rest of the class
• To be able to translate oral dictation from English/French and French/English

FREN 2990 - Independent Study in French

GEOG 1012 - Cultural Geography

3 sem hrs cr

This course examines variations in culture and analyzes how cultural elements vary or recur from place to place and influence change and economic development. Topics include demographics, distribution patterns, and interactions of such cultural characteristics as language, religion, politics, urbanization, and economics. Prerequisite: Exemption from or completion of READ 0810  and ENGL 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

Formerly/Same As (Formerly GGY 1010, GEOL 1030)

Transfer (UT) or Non-Transfer Course (UN): UT

GEOG 2010 - World Regional Geography

3 sem hrs cr

This course examines world regions from a geographical perspective. Topics include major physical and cultural characteristics of each region, location, land forms, climate, population, political structures, agriculture, industry, resources, languages, and religions. Prerequisite: Exemption from or completion of ENGL 0810  and READ 0810  

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly GGY 2010)

Transfer (UT) or Non-Transfer Course (UN): UT

This course prepares students to…

• locate major geographical features on a blank map.
• recognize how geography influenced the development of civilizations and countries.
• identify major cultural, racial, and ethnic groups and major population centers.
• explain the key factors shaping regional cultural identity.
• evaluate the impact of political decision on countries, regions, and populations.
• understand how our world is connected through trade and communication.
• comprehend the role our country plays in world affairs.

Course Objectives

In this course students will have the opportunity to…

• read and interpret maps using such map properties as scale, projection, orientation, and symbols.
• understand and properly apply geographic terms in class discussion.
• evaluate world events as presented by various media sources.
• study and evaluate various political, cultural, religious, and social structures.
• apply the geographic approach to societal questions by examining relationships among environmental, cultural, political, religious, and economic phenomena.
• write clearly and logically about topics related to world regional geography.

GEOG 2990 - Independent Study in Geography

GEOL 1030 - Survey of Geology

4 sem hrs cr

(3 hours lecture-3 hours lab)

This course focuses upon the earth’s structure, function, physical processes, and location in space. Emphasis is given to the external and internal forces that mold the face of the earth and its atmosphere. Prerequisite: Exemption from or completion of learning support competency courses. 

In rare and unusual circumstances, a course prerequisite can be overridden with the permission of the Department Lead for the discipline.

This course may include proctored exams which must be completed on campus or at an instructor approved proctoring center which may require additional costs to the student. Please consult your instructor for additional details.

  Formerly/Same As (Formerly GEO 1200)

Transfer (UT) or Non-Transfer Course (UN): UT

By the end of the course, students will be able to…

• list and understand the sciences traditionally included in Earth science.
• summarize some of the relationships between people and the natural environment.
• describe the nature of scientific inquiry and list the basic steps of the scientific method.
• describe the myriad ways we learn about the Earth, and provide examples of Earth spheres at work.
• diagram the rock cycle and discuss the geologic processes and energy sources that contribute to each rock group.
• understand the importance of rocks and how their characteristics provide clues to geologic events and as indicators for exploration of metallic and nonmetallic mineral resources.
• examine the worldwide distribution of earthquakes including how scientists determine the location and size of the earthquake.
• compare and contrast the scientific ideas and definitions for the continental drift hypothesis and the theory of plate tectonics.
• explore the contributions of prominent scientists to the science of historical geology, including the doctrine of uniformitarianism.
• give the definitions of numerical and relative dating and apply relative dating techniques to understand how scientists reconstruct Earth’s history.

Student Objectives

Students will…

• analyze and recognize the internal processes under Earth’s crust.
• identify and interpret the external processes above Earth’s crust.
• explore scientific processes and make inferences based on their observations.
• develop a global perspective and examine Earth’s processes as a whole system.
• examine and identify rocks and minerals, determine the ways they are produced, and describe and explain their placement in and on Earth.
• study the development, locations, and importance of fossils as they apply to determining relative time.

GEOL 2990 - Independent Study in Geology

GISM 1010 - Introduction to GIS Mapping