| | 2024-2025 General Catalog DRAFTContract All Courses | Print this Page Facebook this Page (opens a new window) Tweet this Page (opens a new window) | | | | Course syllabus is available by searching by Prefix,Code or Number, Type, and/or Keyword or Phrase. Offering and availability of each course varies per semester. Special TopicsSpecial topicscourses may be temporary or experimental and may be used to fulfill elective credit in programs that lead to a degree or diploma. Special Topics courses may not be used to fulfill or substitute for required or option courses in any degree or program. Approved General Education ElectiveAny course numbered 100 or higher that can satisfy general education requirements for applied degrees, diplomas, or certificates. See Approved General Education. General ElectiveAny course numbered 100 or higher that can satisfy generalelective requirements. Career and Technical EducationOccupation-specific courses. Transferability is generally limited. Only 16 credits can apply to the AA/AS degree. Arts and SciencesTraditional liberal arts courses in the first two years of a baccalaureate degree that satisfy the AA/AS categories. DevelopmentalCollege preparatory and skill building courses numbers less than 100. Developmentalcourses cannot be used to fulfill degree requirements and are pass/fail (P/Q). P/FIndicates courses taken pass/fail. PrerequisitesSuccessful completion of a course or other criterion necessary for a student to succeed in a higher level course. CorequisitesA course that must be taken concurrently or prior to the course. Fees A fee is automotically charged for this course for the noted purpose. Outcome The intended learning outcome of this course ObjectiveA targeted competency that measures stated outcome. |
| Education | | -
EDU 235 - Children’s Literature Course Department: Education & Psychology
Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course includes a study of the history of children’s literature, the place of literature in the lives of children, authors and illustrators, storytelling, and trends. It also surveys children’s books and evaluates both books and illustrations in terms of criteria for good literature. Teaching strategies are emphasized throughout the course for future career preparation, as are the lifetime quality benefits of reading for both educational and leisure purposes. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
- Select and evaluate children’s literature for educational and leisure purposes.
- Name common literary genres of children’s literature.
- Label characteristics of fiction and nonfiction.
- Name selected authors and illustrators of children’s books.
- Describe recent trends in children’s literature.
Course Objectives: Course Objective #1: - Children’s Literature basics and characteristics
- Define children’s literature.
- Distinguish between various genres of children’s literature.
- Recognize artistic styles and artistic media used to illustrate children’s literature.
- Identify the significant literary awards for outstanding children’s literature andexplain their selection criteria.
- Identify important events in the history of literacy and children’s literature.
- Demonstrate the use of at least one readability tool.
- Be familiar with content in children’s sections of school and public libraries.
- Recognize similarities and differences between young adult literature andchildren’s literature.
CourseObjective#2: The educational and literary value of children’s literature. - Explain why it is important to encourage children and young adults to read.
- Identify ways to encourage young children and young adults to read.
- Define the term “bibliotherapy” and identify potential uses of bibliotherapy.
CourseObjective#3: Sharing knowledge and preparing for the profession ofteaching - Select children’s books to share with the class through book talk presentations.
- Create annotated bibliography entries for selected children’s books.
- Design and create a bulletin board that promotes literacy and reading.
- Visit a school classroom or similar organized setting such as a day care to read aloud to a group of children(alternative assignments available if such a visit is not possible)
- Share a literature-based lesson.
- Recognize content in and the value of professional education and literary peer-reviewed journals.
CourseObjective#4: Trends and issues - Recognize recent trends in children’s literature.
- Identify reasons why some books for children and young adults are challenged or banned.
- Explain and defend views on censorship.
- Be aware of recent technology used with children’s literature, such as audio books, interactive stories in apps, Kindle, etc.
- Recognize how children’s literature reflects American culture, a multicultural society, and other cultures.
CourseObjective5: From book to film: literature and film as literary forms - Understand how movies use visual, audio, and other cinematic strategies to tell a story.
- Analyze how a movie effectively adapts a story for children or young adults from a book to film.
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EDU 245 - Exceptional Learner Course Department: Education & Psychology
Last Date of Approval: Spring 20193 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is an introductory course to working with special needs students in an educational (K-12) setting. Students will explore the different types and categories of exceptional learners as well as the history, laws, legislation, and practices for working with Special Education students. The course covers strategies and techniques for working with these students and reviews the basic components of an Individualized Education Plan (IEP). This course is designed for special and general education teachers or anyone planning to work in a career that works with special education students or young people with disabilities. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face, virtual, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): The following projects: a Special Education Resource for Families and a presentation on Functional Behavior Analysis (F.B.A.). Student Learning Outcomes and Objectives:
A. Foundations for Educating All Learners - Make use of the educational and civil rights laws that have impacted students with disabilities, including state and federal regulations and standards for special education services.
- Select formal and informal assessments and methods utilized for disability identification purposes at the local, state, and federal levels.
- Planning Instructions for All Learners
a. Plan for supplements, including any assistive technology, to meet the individual learning needs of a student based on disability. B. Implementing Effective Instructional Practices for All Learners - Identify research-based teaching and learning strategies and models for students with disabilities.
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EDU 255 - Technology in the Classroom Course Department: Education & Psychology
Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will introduce the student to the theoretical foundations and current research related to the adaption of technology in the modern classroom.Students will identify authentic and meaningful ways to integrate technology for student learning while also gaining skills to self-evaluate and solve problems as they build their understanding of using technology as a tool for learning. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: ebook/Access Code: $124.99 (charged once per term for all courses that use Cengage Unlimited) Common Course Assessment(s): Students will be assessed in this course using the following: participation, homework, presentations, projects, quizzes/tests, and a final exam. Please note that assessments are subject to change. Student Learning Outcomes and Objectives:
1. Study and discuss Best Learning Practices using online streaming video,databases,and the textbook. 2. Learn the roles of educational media and computers in the teaching/learning process, using the text and the International Society for Technology in Education as a guide. 3. Operate, select, prepare, utilize, and evaluate media and computer software for educational use. 4. Using what they have learned, create or revise a real life learning lesson or unit for future implementation and the purpose of improving student achievement. Course Objectives - Interpret education technology standards for teachers.
- Examine student projects to determine whether they meet education technology standards for teachers.
- Appraise the types of educational technologies available in today’s classrooms.
- Differentiate between times when technology integration is necessary and times when other strategies would work just as well.
- Identify and implement the components of a systematic instructional design process.
- Construct a lesson implementing the most common steps in lesson planning.
- Discuss technology solutions for unique and diverse learners, from special needs to talented and gifted.
- Describe how technologies can be used to make classroom materials accessible to all students.
- Experiment with the kinds of software that might be used by teachers.
- Evaluate online tools and apps that can be used for teacher tasks.
- Demonstrate the use of web based tools applicable to research, communication, collaboration, and social interaction.
- Discuss the issues associated with implementing distance learning.
- Describe key legal issues associated with technology.
- Identify key ethical issues that educators face with regards to technology.
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EDU 920 - Field Experience Course Department: Education & Psychology
Last Date of Approval: Spring 20212 Credits
Total Lecture Hours: 22.5
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 30 Course Description:
The field experience will emphasize the State of Iowa mandated competencies for Paraeducator certification training. This course will focus on “in the classroom” skills thatParaeducators will be expected to perform while assisting certified teachers. Additionally, this course will expose you to working with students who have a wide range of needs and disabilities under the direct supervision of a licensed teacher in an educational setting. Prerequisites/Corequisites: EDU 213 - Introduction to Education Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): There are many assessments used throughout this course to meet the requirements for students to be eligible for Paraeducator Generalist certification through the Iowa Board of Educational Examiners (B.O.E.E.). Student Learning Outcomes and Objectives:
A. Foundations - Recognize the different developmental stages ofstudents.
- Believe every student can learn.
- Demonstrate knowledge of the common core, including competence in reading, writingand math.
- Function in a manner that demonstrates apositiveregard for the distinction between rolesandresponsibilities of Paraeducators and otherprofessionals, including respecting theteacher as supervisor and seeing the teacher as ultimately responsible for the educationand behavior of the students.
B. Learning Environment - Follow the prescribed health, safety, and emergency school and classroom policy and procedures.
- Organize materials to support teaching and learning.
- Facilitate the integration of students with diverseneeds in various settings.
- Assist with special health services, under the supervision of a licensed health care provider.
- Promote a safe and positive learning environment.
- Function in various instructional settings (e.g., large group, small group, tutoring).
C. Content and Instruction - Assist with learning activities and opportunities to accomplish instructional objectives.
- Support high expectations that are shared, clearly defined and appropriate.
- Monitor progress and document and report objective observations that inform instructional decisions.
- Effectively use verbal and nonverbal forms of communication with students.
- Assist with the implementation and use of instructional and assistive technology.
D. Emotional and Behavioral - Assist in modeling and teaching specific appropriate behaviors, social skills, and procedures that facilitate safety and learning in various environments.
- Assist in the implementation of individualized behavior management plans.
- Document and report objective observations on student behaviors.
- Assist in modifying the learning environment to manage behavior and social skills.
- Recognize that there is a cause or reason for misbehavior and assist in determining the cause or reason.
- Recognize, address, and report bullying.
- Recognize and report atypical emotional behavior.
E. Professional Responsibilities - Demonstrate a commitment to work as an effective team member.
- Foster a professional and caring relationship with each student’s family.
- Develop and maintain positive and professional relationships with students
F. Ethical and Professional Practice - Follow ethical practices for confidential information.
- Participate in ongoing professional development.
- Accept and apply constructive feedback.
- Abide by the Iowa code of ethics and professional practice rules of the board of educational examiners and rules of the Iowa department of education.
- Demonstrate the ability to separate personal issues from one’s responsibilities in the workplace.
- Maintain a high level of competency and integrity.
- Share information regarding students’ performance, behavior, or program with students’ parents or guardians only as directed by the supervising teacher or educator.
- Be aware of personal biases and beliefs and refrain from discriminatory practices based on a student’s disability, race, creed, color, religion, age, sex, sexual orientation, gender identity, disability, marital status, or national origin.
- Demonstrate ethical behavior when supporting students with graded activities, quizzes, and tests.
- Abide by Iowa law regarding the use of restraint and seclusion.
- Recognize that the paraeducator may not be given primary responsibility for the education of an individual student(s).
- Recognize that instructional decisions are made by the individualized education program (IEP) team for students with disabilities and that any changes to instruction, accommodations, supports, and services cannot be made outside the IEP team.
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EDU 927 - Honors Study Course Department: Education & Psychology
Last Date of Approval: Spring 20211-3 Credits
Total Lecture Hours: 0
Total Lab Hours: 30-90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a course in which the student designs and completes a project of personal interest. The student will work closely with a faculty member who will act as a mentor and provide expertise throughout the semester. Upon project’s completion, results will be shared with a community of peers and faculty. Prerequisites/Corequisites: SDV 230 - Introduction to Honors Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Demonstrate effective written communication skills. 2. Exhibit effective oral communication skills. 3. Analyze and synthesize a broad range of material. 4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems. 5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.
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EDU 949 - Special Topics Course Department: Education & Psychology
1 Credits
Course Description:
This course, offered usually on a one-time basis only, provides an in-depth study on a topic of general interest pertaining to this department.Course Fees: None
| Finance | | -
FIN 101 - Principles of Banking 3 Credits
Course Description:
This course provides a general understanding of the banking industry. Topics include: banks as service providers and businesses, deposit accounts, payments, electronic banking, lending, personal financial planning, international banking services, building relationships and safeguarding both customers and the bank.
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FIN 130 - Principles of Finance 3 Credits
Course Description:
This course examines the tools and techniques used in the world of finance. Introduces basic financial concepts including time value of money, asset valuation, risk analysis and return on investment. Emphasizes evaluation and decision-making techniques pertaining to financial management in various business situations.
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FIN 170 - Introduction to Commercial Lending 3 Credits
Course Description:
This course provides an introductory overview of the commercial lending function. It is divided into four sections: commercial lending overview, the lending process, portfolio management, and regulation and business development.
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FIN 180 - Intro to Investments 3 Credits
Course Description:
This course examines: money, the price of money, bond and loan funds, risk factors, the history of financial impacts on the economy, supply, demand and the business cycle, central banks, monetary policy, money supply and monetary policy.
| Engineering Technology | | -
EGT 400 - Introduction to Engineering Design Last Date of Approval: Fall 20183 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is an introduction to the elements of Engineering Design. Students will learn the history of design, design process, sketching and visualization, geometric relationships, and modeling. Elements of manufacturing production, marketing, analysis, and quality control will also be studied. Students will learn presentation techniques and develop a portfolio. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Create a single part from a drawing.
- Create a drawing with appropriate dimensions from the associated part.
- Create an assembly from a collection of parts.
- Use CAD software to create virtual models of objects and collections of objects.
- Work together to brainstorm, design, model, and evaluate a product prototype.
- Evaluate a proposed product within the context of cost and ease of manufacture.
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EGT 410 - Principles of Engineering Last Date of Approval: Fall 20183 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is an introduction to the opportunities and responsibilities of engineering. Students will learn the fields of engineeringand explore engineering careers. They will complete projects from areas such as design, engineering systems, thermodynamics, fluid systems, electrical and control systems, strength and properties of materials and production process and quality control. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Create a graphic organizer to describe a physical situation such as a force diagram or energy diagram.
- Use the graphical organizer to generate a set of equations describing the physical situation.
- Evaluate a physical situation in terms of applicable conservation laws with specific reference to an appropriate graphical organizer and/or set of equations describing the situation.
- Design, implement, and troubleshoot a robotic system to accomplish a given set of tasks.
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EGT 420 - PLTW-Digital Electronics 3 Credits
Course Description:
This course is an introduction to Digital Electronics. Students will learn basic lab safety, electron theory, Ohms and Kirchhoffs Laws, logic, number systems, binary addition and Boolean Expression applications. Students will design construct, troubleshoot and evaluate design problems, and will present oral reports of their results. Students will also study PLDs, Flip-Flops, microprocessors, and shift registers and counters.
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EGT 450 - Computer Integrated Manufacturing 3 Credits
Course Description:
This course enhances computer modeling skills by applying principles of robotics and manufacturing automation to the creation of models of three-dimensional designs.
| Electrical Technology | | -
ELE 104 - Print Reading & Estimating Last Date of Approval: Spring 20201 Credits
Total Lecture Hours: 15
Course Description:
This course is designed to increase the proficiency of the student in the making of a material take off sheet from a print. The student will also be introduced into common building and electrical symbols.The course will cover the topics of working with prints in the professional construction environment. The student willbe exposed to how a print is used in the bidding process of construction. There is also topics discussed on what it takes for the student to potentially become their own businessowner, which will provide a great quality of life once their business is in operation. Prerequisites/Corequisites: none Mode(s) of Instruction: Traditional/Face-to-face Course Fees: none Common Course Assessment(s): none Student Learning Outcomes and Objectives:
Student Learning Outcomes: - The student will learn to identify common structural symbols.
- The student will learn to identify common electrical symbols.
- The student will learn to identify common HVAC/Mechanical symbols.
- The student will develop the skills to build equipment lists and be exposed to labor estimation.
Course Objectives: - Differentiate between terms and identify physical concepts as they apply to industrial machinery.
- Understand the symbol language used in construction prints.
- Identify the basic line types used in construction prints.
- Understand how drawings are dimensioned.
- Identify the types of drawing views.
- Interprate and understand what the specifications of a print are for and how to use them.
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ELE 111 - AC Fundamentals Last Date of Approval: Fall 20203 Credits
Total Lecture Hours: 22.5
Total Lab Hours: 45
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to increase the proficiency of the student in thelearning of how electricity is created, distributed, and consumedwith alternating current. The foundations of circuit flow, electrical calculation formulas, and connecting of circuits arecreated here. These foundation skills will be used in the understanding of how electricity is used and controlled in their career of choice. The student will learn critical thinking, scientific theory, and deductive thought. In order to take ELE-198 Solid State Motor Controls, you will have to pass this class with a “C” or better. Prerequisites: ELE 114 - DC Fundamentalswith a grade of “C” or better.
Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $90.00; Ebook/Access Code: $124.99 (charged once per term for all courses that use Cengage Unlimited) Common Course Assessment(s): All assessments are common for this course. Student Learning Outcomes and Objectives:
Student Learning Outcomes: - Practice electrical safety
- Apply the basic concepts of electricity
- Demonstrate proper use of test equipment
- Apply Ohm’s Law for AC circuits
- Draw schematic diagrams using appropriate component symbols
- Construct and troubleshoot series, parallel, and combination circuits
Course Objectives: - Set up, calculate and measure Parallel circuits and Series-parallel circuits (combination).
- Demonstrate the physical and electrical characteristics of capacitors and inductors.
- Construct, analyze and troubleshoot R-C and L-R time-constant circuits.
- Demonstrate the use of an oscilloscope to measure voltage, phase, and frequency.
- Demonstrate the use of multi-meters, function generators, power supplies, isolation transformers, etc. in lab environment.
- Construct, analyze, and troubleshoot R-L phase-shift circuits, R-C phase-shift circuits, & R-L-C phase-shift circuits.
- Calculate and analyze transformer primary and secondary voltages, powers, and currents.
- Calculate and measure peak-to-peak and peak Rms voltages and currents.
- Calculate and analyze power factors.
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ELE 114 - DC Fundamentals Last Date of Approval: Fall 20203 Credits
Total Lecture Hours: 22.5
Total Lab Hours: 45
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to increase the proficiency of the student in thelearning of how electricity is created, distributed, and consumedwith direct current. The foundations of circuit flow, electrical calculation formulas, and connecting of circuits arecreated here. These foundation skills will be used in the understanding of how electricity is used and controlled in their career of choice. The student will learn critical thinking, scientific theory, and deductive thought. In order to take ELE-111 Alternating Current Theory and ELE-198 Solid State Motor Controls, you will have to pass this class with a “C” or better. Prerequisites/Corequisites: None. Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $75.00 Common Course Assessment(s): All assessments are common for this course. Student Learning Outcomes and Objectives:
Student Learning Outcomes: - Practice electrical safety
- Apply the basic concepts of electricity
- Demonstrate proper use of test equipment
- Apply Ohm’s Law for DC circuits
- Draw schematic diagrams using appropriate component symbols
- Construct and troubleshoot series, parallel, and combination circuits
Course Objectives: - Resistor color code.
- The students will learn how to identify, read, size, and use resistors.
- Units and Metric Prefixes.
- Students will utilize correct metric prefix’ and labels for all electrical quantities & figures.
- Electrical Terms.
- Students will distinguish between electrical terms such as voltage, current, resistance, power and calculate for each.
- Ohm’s Law.
- Students will distinguish between V, I, R, & P relationships in relevance to electrical technolgoes & direct current fundamentals.
- Series Circuits, Parallel, Combination Circuits.
- Students will gain knowledge of various types and examples of electrical circuits and the characteristics of the three main types of circuits through hands on lab experiments & procedures.
- DC Voltage vs. AC RMS Voltage.
- Students will distinguish between DC V and AC RMS in theory and applied in a lab setting.
- Meter Usage & Electrical Symbols.
- Students will gain knowledge of various types and styles of meters and measuring devices, as well as being able to identify and draw various electrical symbols in schematic form.
- Troubleshooting Circuits.
- Students will combine knowledge of measuring devices and circuit characteristics via lecture and lab results with electrical related terms to identify, correlate, and troublehsoot DC circuits and problems.
- Reading Schematic Prints.
- Students will gain knowledge of various types of electrical schematics and print symbols and apply them during lab settings.
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ELE 124 - Tools/Adapters/Instrumentation Last Date of Approval: spring 202 Credits
Total Lecture Hours: 30
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
The course is designed to give the student an introduction on the materials and tools used in the trade that they have chosen. The student will learn common trade names andapplications of the equipment. The student will learn how to safely use the tools used in the trade. Also, it gives the student an opportunity to see that a career can be made in the sales of electrical equipment. Prerequisites/Corequisites: none Mode(s) of Instruction: Traditinal/Face-to-face Credit for Prior Learning: There are no credit for prior learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Student Learning Outcomes: - Students will demonstrate the ability to properly identify the tools and components used in the electrical technology industry.
- Students will demonstrate a basic understanding of the proper function and usage for the tools and components in the electrical technology industry.
- Students will demonstrate knowledge of the safety procedures used when operating power hand tools.
Course Objectives: - Students will be able to identify and size fastening tools.
- Students will be able to diagram 8 and 11 pin control relays.
- Students will be able to correctly and safely solder copper pipe.
- Students will be able to demonstrate proper power saw and drill techniques and safety procedures.
- Students will be able to identify the tools and components used in the Electrical Technologies Program at Iowa Central and in industry
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ELE 149 - UL and Electrical Safety Last Date of Approval: Spring 20202 Credits
Total Lecture Hours: 30
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This class will introduce the student to the use of the UL White Book. The student will be instructed in the proper methods for electrical safety.The student will be instructed in the use of NFPA 70E electrical safety book and the requirements for arc flash protection.This course provides a sturdy foundation in electrical safety through knowledge of how an electrical arc flash can happen, how to prevent accidents from happening,and how electrical safety iscorrelatedto OSHA. The students will attain a CPR/First Aid certification and a10-hourOSHA safety certification.Both of thesewillhelp them attain a professional license and will give them an advantage in becoming gainfully employed. Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Student Learning Outcomes:
- The student will adhere and demonstrate OSHA safe work practices (lockout/tag out, fall arrest, confined space, and safe electrical practices). The student will be able to identify the UL codes and how to investigate their meanings and how equipment is installed. The student will also be instructed in the proper electrical safety through the implementation of the NEC and NFPA 70E. The student will be able to identify what type and rating of arc flash protection needed for different areas.
- Unit Objectives:
- Identify UL 4 digit codes
- Understand how the UL White Book is formatted
- Identify arc flash hazard boundaries
- Identify arc blast boundaries
- Identify shock boundaries
- Identify arc flash ratings
- Identify arc flash protection means
- Have a basic understanding of how to calculate the arc hazards
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ELE 155 - National Electrical Code I Last Date of Approval: Spring 20212 Credits
Total Lecture Hours: 30
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
The National Electrical Code 1 course will introduce students to the National Electrical Code (NEC), Occupational Safety and Health Administration (OSHA), and local building codes. Students will learn the correct terminology and wiring requirements to conform and establish safe electrical wiring practices.The students will learn the vernacular that is used in the NationalElectricalCode and how it relates to Federal laws for safety. This class will exposethe students to some basic examples of diverse electrical installations. Other topics will discuss how to attain a professional license in the electrical trade. In order to take ELE-156 NEC Code 2 and ELE-158 NEC Code 3, you will have to pass this class with a “C” or better. Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Student Learning Outcomes:
- Learn the basics of how the NEC Code © language is written, how the Code book is laid out, the basic language that allows you to do and not do certain things, and how to identify key words to quickly find the correct information in the Code book.
- Course Objectives:
- Unit 1: Outline the structure of the NFPA and NEC governing Body, Explain the proposal process to change the NEC, Identify the different Code Making Panels or Technical Committees, and Explain how you can take part in the NEC revision process.
- Unit 2: Identify how the Table of Contents is broken up and the Arrangement of the NEC.
- Unit 3: Understand how the NEC is arranged (outline format); rules for exceptions; mandatory/permissive/explanatory language.
- Unit 4: Understand the Article 100 and the Language of the NEC.
- Unit 5: Learn how to customize your Code book, start identifying key word to understand code questions, learn/use the 4 basic building blocks of the Codeology method.
- Unit 6: Learn how Article 90 introduces you to how the NEC applies.
- Unit 7: Learn how the rules found in Ch. 1 of the NEC apply “Generally” to all electrical installations.
- Unit 8: Learn that the rules in Ch. 2 of the NEC are for planning of an electrical installation.
- Unit 9: Learn that the rules found in Ch. 3 of the NEC apply toward the building of an electrical installation.
- Unit 10: Learn that the rules found in Ch. 4 of the NEC are for electrical equipment that uses electrical energy.
- Unit 11: Learn what the “special” chapters of the NEC are and what they apply to.
- Unit 12: Learn how Ch. 8 of the NEC came about and what it applies to.
- Unit 13: Learn what the Tables in the back of the NEC are for and how to use them.
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ELE 156 - National Electric Code II Last Date of Approval: Spting 20212 Credits
Total Lecture Hours: 30
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will expand on the principals introduced in National Electric Code 1.The student will learn the principles of the approved wiring methods, boxes, service installations, feeder installations, introduction to grounding & bonding, conductor properties, raceways, and motor installationsused in the trade today. The students will also become moreproficientin their understanding of what is allowed by the inspectors and insurance companies for how to safelyinstall electrical components in their jobs. In order to take ELE-158 NEC Code 3, you will have to pass this class with a “C” or better Corequisites: none
Prerequisites: ELE 155 - National Electrical Code Iwith a grade of C or better
Recommended(s): none
Prerequisites/Corequisites: none Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Student Learning Outcomes:
- Understand the basic principles for electrical installations.
- Begin to deduce andunderstand the code sections.
- The student will begin to start the process of being able to find solutions to common electrical questions inside the National Electric Code.
- Course Objectives:
- Locate specific code sections when asked common electrical questions.
- Learn the basic requirements for feeder/service installations.
- Learn the basic requirements for box fill and box installations.
- Learn the basics for grounding and bonding.
- Learn the basics for conductor insulation and basic ampacities.
- Learn the basic for raceway installation requirements.
- Learn the basics for motor conductors, overload sizing, and overcurrent sizing.
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ELE 158 - National Electric Code III Last Date of Approval: Spring 20212 Credits
Total Lecture Hours: 30
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will expand on the principals introduced in National Electric Code 2. The student will go into depth of how to perform service and feeder calculations.The student will explore requirements for special locations and special equipment. The student will also be introduced into preparing for licensing exams.With this final Electrical Code class, the student will have covered the entire Electrical Code book and have a great advantage in understandingthe information needed to attain their professional license aftercompleting6000 hours of experience after graduation. Corequisites: None
Prerequisites: ELE 156 - National Electric Code IIwith a grade of C or better
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
- Student Learning Outcomes:
- Learn the basics of how the NEC CODE © language is written.
- Comprehend how the code is structured
- Absorb the basic rules and exceptions
- Identify key words to quickly find the correct information in the code book.
- Course Objectives:
- Identify specific code sections when asked common electrical questions.
- Learn the requirements for feeder/service calculations.
- Learn the requirements for grounding and bonding.
- Learn the specialized requirements for ampacities.
- Learn the requirements for hazardous locations, special environments, and special equipment.
- Begin taking practice exams in a simulated testing environment.
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ELE 162 - Basic Wiring 1 Credits
Course Description:
This course will provide wiring regulations and practices for residential wiring as presented by the National Electrical Code, state and local building codes.
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ELE 164 - Residential Wiring Last Date of Approval: 1/5/20212 Credits
Total Lecture Hours: 15
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will provide wiring regulations and practices for residential wiring as presented by the National Electrical Code, state, and local building codes.This course will introduce the student real world applications of how to wire components. The basicprinciplesof circuit termination and routing will belearned here. Many of these skills will be built upon in future classes for industrial settings. In order to take ELE-170 Power Distribution, you will have to pass this class with a “C” or better. Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $75.00 Common Course Assessment(s): None Student Learning Outcomes and Objectives:
- Student Learning Outcomes
- Safety
- Students will demonstrate a positive attitude for safety.
- Students will select the proper clothing and safety equipment for various jobs.
- Students will determine potential hazards and provide for safety (exits, fire extinguishers, etc.).
- Students will demonstrate the ability to leave the shop or lab in a safe condition
- Students will demonstrate lockout-tagout. Proper Use of Hand Tools
- Students will use hand tools (hammers, screwdrivers, hacksaws, pliers).
- Students will use powered hand tools (drills). Industrial Math
- Students will perform basic math functions (add, subtract, multiply, divide).
- Convert between values recorded as fractions, decimals, and percents using calculators.
- Solve work-related problems involving basic arithmetic operations.
- Read instruments that involves the metric and English systems of units.
- Blueprint Interpretation
- Interpret schematics and related symbols.
- Course Objectives
- Identify and apply symbols and outlets to residential applications.
- Determine requirements for lighting and small appliance circuits.
- Apply conductor sizing, wiring methods, for services.
- Demonstrate switch control of lighting circuits.
- Install Ground Fault Circuit Interrupters.
- Identify lighting fixtures and lamps.
- Identify branch circuits. Install dryer, range and special purpose receptacles.
- Install bath fans/light kits, ceiling fans.
- Identify regulations necessary for fire protection, security systems. Install and Identify residential service equipment.
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ELE 167 - Industrial Electrical Systems Last Date of Approval: spring 20213 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Course Description:
The Industrial Electrical Systems course will providestudents with the essentials of Industrial Electrical System installationand troubleshooting. Students will study electrical safety, installationand design of electrical systems, industrialelectrical diagrams, and power distribution systems.The topics in this class will help prepare the student for what they will see on their internship in their following semester(s). Modern lightingconcepts will also be discussed with respect to federal requirements for illumination. With the broad topics learned, the knowledgebase for the student will be a greatadvantagein understanding how to work in their career. In order to take ELE-187 Advanced Industrial Electrical System, you will have to pass this class with a “C” or better Prerequisites/Corequisites: none Mode(s) of Instruction: Traditinal/Face-to-Face Course Fees: Course Materials: $75.00 Common Course Assessment(s): none Student Learning Outcomes and Objectives:
Student Learning Outcomes: - Students will learn and demonstrate OSHA safe work practices such as lockout/tagout, arc flash, and electrical safety practices.
- Students will identify and select the proper tools and PPE for labs.
- Students will analyze potential electrical hazards and provide for safety. (exits, fire extinguishers, telephone, power disconnect, A.E.D.)
- Students will calculate values of KVA manipulating algebraic formulas
- Students will learn and apply industrial electrical symbols and electrical diagrams
- Students will learn and differentiate between ladder logic & relay ladder logic.
- Students will demonstrate ability to leave the shop/lab in a safe and clean condition.
Course Objectives: Unit 1: General - Identify Arc Flash & PPE Requirements
- Interpret electrical diagrams and schematics
- Interpret electrical symbols as related to electrical diagrams
- Construct a basic ladder diagram
- Construct a schematic diagram
- Construct a wiring diagram
- Identify electrical symbols in a wiring diagram
- Identify electrical symbols in a ladder diagram
- Identify electrical symbols in a schematic diagram
- Identify electrical symbols in industrial building plans
Unit 2: Substations - Identify the main components of a substation
- Properly determine fuse sizing of a transformer
- Identify the role of substations
- Use a knockout punch
- Use a hole saw
Unit 3: Feeder Bussway and Trolley Bussway Systems - Connect a meter base to a load center or panel
- Remove and install a safety disconnect on a feeder bussway system
- Unwire and wire power into a safety disconnect of a feeder bussway system
Unit 4: Panelboards - Install branch circuit devices in accordance with 2014 NFPA70
- Install panelboard main protective devices in accordance with 2014 NFPA70
Unit 5: Three Phase Transformers - Convert current and voltage to calculate KVA values on a 3-phase system
- Test transformer turns ratios
- Test transformer insulation resistance
- Connect transformer primary and secondary windings in wye-delta, deltawye, and delta-delta configurations for three phase transformers
- Compute transformer current and voltage values for all types of three phase transformers
- Draw three phase transformer connections for all types of three phase transformers
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ELE 170 - Power Distribution Last Date of Approval: Spring 20202 Credits
Total Lecture Hours: 0
Total Lab Hours: 60
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will allow the skills andknowledgeto be gainfully employed in their given career field. The course will cover conduit bendingand conduit theory, advanced circuit theory,and 3-phase electrical concepts. With these skills, it will create a great opportunity for career success in theirelectrical career. Corequisites: none
Prerequisites: ELE 164 - Residential Wiringwith a grade of C or better
Recommended(s): none
Prerequisites/Corequisites: none Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $75.00 Common Course Assessment(s): None Student Learning Outcomes and Objectives:
- Student Learning Outcomes:
- Identify the raceway wiring methods.
- Install raceways and install circuits.
- Size circuits, overcurrent devices.
- Troubleshoot circuits in an industrial-type setting.
- Course Objectives:
- Safety
- Complete a general shop safety quiz.
- Use a cutting-crimping tool.
- Set up and use a hacksaw.
- Cut rigid conduit with a pipe cutter.
- Ream rigid conduit.
- Bend EMT conduit and rigid conduit.
- Explain the lockout/tagout procedure.
- In-Plant Distribution
- Sketch transformer connections of in-plant voltage distribution systems.
- Power Interrupting Devices
- Calculate the size of fuse and a circuit breaker.
- Test cartridge fuses and circuit breakers.
- Wire load center on breaker panel.
- Remove and install buckets in a MCC (Motor Control Center).
- Using the National Electrical Code
- Use the National Electrical Code table of contents.
- Use the National Electrical Code index.
- Find information in the National Electrical Code.
- Determine the maximum number of conductors needed a conduit.
- Determine the maximum size of conductors allowed in a conduit.
- Determine the minimum size of conduit needed for differentinstallations.
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ELE 187 - Advanced Industrial Electrical Systems Last Date of Approval: Spring 20214 Credits
Total Lecture Hours: 30
Total Lab Hours: 60
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
The Advanced Industrial Electrical Systems course will providestudents with the essentials to install and maintain electrical systems related to industryin today’s environment. Students will receive hands-on training. Electrical safetypractices, installations, repair, maintenance, and preventative maintenance will be theemphasis of study.This course will build upon the previous wiring courses with a focus on specific circuitry used in industry today.Thestudentwill gain concepts on motor control circuitry that will aid them in troubleshooting skills needed in the workforce. Corequisites: None
Prerequisites: ELE 167 - Industrial Electrical Systems with a grade of C or better
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/Face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $75.00 Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Student Learning Outcomes:
- Students will demonstrate OSHA safe work practices such as lockout/tagout, arc flash, and electrical safety practices.
- Students will identify and select the proper tools and PPE for labs.
- Students will analyze potential electrical hazards and provide for safety. (exits, fire extinguishers, telephone, power disconnect, A.E.D.)
- Students will calculate values of KVA manipulating algebraic formulas
- Students will apply industrial electrical symbols and electrical diagrams
- Students will learn and differentiate between ladder logic & relay ladder logic.
- Students will demonstrate ability to leave the shop/lab in a safe and clean condition.
- Course Objectives:
- Unit 1: Relays and Contactors
- Determine the difference between mechanical and electrical relays.
- Install and troubleshoot a master control relay circuit.
- Determine control transformer fuse sizes using the National Electric Code.
- Construct ladder, wiring, and schematic diagrams of a circuit containing an emergency stop, pushbuttons, and a master control relay.
- Unit 2: Sequencing control
- State the definition of sequencing control.
- State advantages of sequencing control.
- Install and troubleshoot three different types of sequencing control.
- Identify different components of a sequencing control system.
- Construct ladder, wiring, and schematic diagrams of circuits containing sequencing controls.
- Unit 3: Jogging Control
- State the definition of jogging control.
- Differentiate between inching and jogging controls.
- State advantages of jogging and inching control.
- Install and troubleshoot four different types of jogging control.
- Identify different components of a jogging control system.
- Construct ladder, wiring, and schematic diagrams of circuits containing jogging controls.
- Unit 4: Multiple Pushbutton Stations
- State advantages of multiple pushbutton control stations.
- Install and troubleshoot different types of multiple pushbutton control stations.
- Identify different components of a multiple pushbutton control station.
- Construct ladder, wiring, and schematic diagrams of circuits containing multiple pushbutton stations.
- Unit 5: Electronic Timers
- State the definition of on-delay and off-delay electronic timers.
- Install and troubleshoot circuits containing on-delay and off-delay electronic timers.
- Construct ladder, wiring, and schematic diagrams of circuits containing electronic timers.
- Unit 6: Alarm Circuits
- Construct a ladder diagram of a conveyor jam alarm circuit.
- Install a conveyor jam alarm circuit in the lab.
- Unit 7: Light Curtains
- Identify the main components of a safety light curtain system.
- Install and troubleshoot a safety light curtain system in the lab.
- Integrate a safety light curtain system to an industrial manufacturing machine.
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ELE 195 - Motor Controls Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will provide students with experiences related to electric motors, motor, and relay logic in an industrial environment. Students will learn to apply ladder logic diagrams to install, maintain, and troubleshoot motors and motor control circuits. Students will learn how to troubleshoot direct and alternating current motors and their control circuits. Motor replacement requirements are covered along with the NEC as it applies to motor circuits.The critical thinking skill learned through trouble shooting will aid the student in betterdecisionmaking in their daily life after graduation. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/Face-To-Face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Student Learning Outcomes - Identify the main types of DC, single phase, and three phase motors in use.
- Install multiple types of electric motors in lab situations.
- Identify various types of motor control devices.
- Install various motor control devices.
- Troubleshoot motor control and motor power circuits in an industrial-type setting.
Course Objectives - DC motors, types, operation.
- AC Single Phase motors, types, operation and installation.
- AC Three Phase motors, types, operation and installation
- Three Phase busway circuits.
- Control transformers.
- Push buttons and selector switches.
- Limit switches.
- Contactors, motor starters and relays.
- Motor control panel layout and installation.
- Ladder diagrams
- Fuse holders and fuses
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ELE 198 - Solid State Motor Controls Last Date of Approval: Fall 20212 Credits
Total Lecture Hours: 15
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will provide students with experiences installing and maintaining systems with solid state motor control devices. Students will install, program, and troubleshoot systems with variable frequency drives, soft start motor starters, andsolid-statemotor control devices.This course will give the student an introduction in the automated systems used in the industry that they will be entering soon. The course also will demonstrate how some of these components will be used by industry to save on energycosts. Prerequisites: - ELE 111 - AC Fundamentals
- ELE 114 - DC Fundamentals
- ELE 195 - Motor Controls
Classes must be completed with a grade of “C” or better.
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: Course Materials: $75.00 Student Learning Outcomes and Objectives:
- Become acquainted with solid state components
- Learn basic solid state circuitry
Course Objectives: - Learn the theory of proximity sensing devices and their applications
- Learn to install and troubleshoot various proximity sensing devices
- Learn to read and create wiring diagrams for installation and troubleshooting
- Develop a basic understanding for Variable Frequency Drives
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ELE 204 - Programmable Logic Theory Last Date of Approval: Fall 20213 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will provide students with experiences related to Programmable Logic Controllers. Emphasis will be given on themore commonly used processors in industry todaylike:Allen Bradley SLC 500,RSLinx,and RS500 software. Students will identify and install hardware and software associated with Programmable Logic Controllers. Students will create, edit, and apply instruction sets to programsandlearn how to troubleshoot problems using a PLC.With these skills, a student would be able to troubleshoot and create basiccomputer-basedmotor control logic. Prerequisites: ELE 195 - Motor Controls Classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: Course Materials: $75.00 and ebook/Access Code: $80.00 Student Learning Outcomes and Objectives:
- Become familiar with Programmable Controllers
- Use PLC’s for troubleshooting
Course Objectives - Identify PLC components and understand their purpose
- Install, troubleshoot, and repair PLC systems
- Learn basic Ladder Logic instructions
- Create simple PLC programs to resolve real-world simulations
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ELE 205 - Advanced Programmable Controllers Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Students will apply advanced instruction sets including analog input and output sequencers, subroutines, and message instructions. Data manipulation and file structure will also be covered.The logic used in programming controllers will be greatly used by the students in their future to allow them to think critically about problems they may occur in the future. These programming skills and knowledge of controllers are in high demand in todays automated manufacturing processes. Prerequisites: ELE 204 Programmable Logic Theory All classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: ebook/Access Code: $80.00 Student Learning Outcomes and Objectives:
- PLC networking
- Troubleshooting through the use of PLC’s
- I/O configuration in PLC programming
- File configuration and organization in PLC programming
Course Objectives - Understand PLC hardware, software, and firmware
- Understand PLC programming and troubleshooting
- Understand PLC networking
- Troubleshoot electrical systems
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ELE 221 - Instrumentation & Control Last Date of Approval: Spring 20223 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Students will learn the basics of closed- and open-loop industrial process control systems. Emphasis will be placed on the analog input of transducer-based sensors, analog signal conditioning, opto-isolation, and thyristor and relay power control circuitry.These advanced automation skills are in high demand in the industrial careerfields.Knowledgein these subjects will allow the student an opportunity for advanced pay scales andcareerplacement. Prerequisites: ELE 198 Solid State Motor Controls All classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: $75.00 Lab Fee Student Learning Outcomes and Objectives: - Understand closed-loop and open-loop control
- Work with digital and analog control signals
- Work with process variables and set points
- Understand actuators for valve control
Course Outcomes: - Understand Process Control
- Control processes using microprocessors or PLC’s
- Identify signal conditioning applications
- Understand control devices and their applications
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ELE 245 - Integrated Motion Control & Robotics Last Date of Approval: Spring 20214 Credits
Total Lecture Hours: 45
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course will introduce students to touch screen graphic displays, PLC motion instructions, and 6-axis robotic equipment used in many aspects of industry. In addition to learning proper wiring and installation practices, the students will create graphics programs, PLC programs, and robot programs, which will be used to operate integrated multi-axis motion systems, for hands-on experience in robotic automation.These skillswill allow the student to have the ability to apply for a more diverse career field with higher pay scales.The advanced logic used in programming will give the student anabilitytodiscernseveral types of information in their future lives. Prerequisites: ELE 204 Programmable Logic Theory All classes must be passed with a “C” or better.
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: $75.00 Lab Fee Student Learning Outcomes and Objectives: - Proper hardwiring practices for motion control systems
- Design of graphics programs for integrated motion systems
- Programming instructions for control of integrated motion systems
- Multi-axis servo motion control troubleshooting
Course Objectives - Understand basic principles of multi-axis servo motion control
- Understand basic motion control instructions for PLC’s
- Understand basic robot programming procedures and operation
- Understand the process of creating integrated motion systems
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ELE 250 - Math for Electricians Last Date of Approval: Spring 20203 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to increase the proficiency of the student in the application of technical arithmetic, algebra, and basic trigonometry. Students will be introduced to computer number systems with the associated conversions and logical functions.The foundation of the logic of mathematical theory will lay thegroundworkfor being able to critically think about a problem and come up with a solution for the problem.Every day, electricians use the basic concepts of math for safely sizing circuit protection and circuit layout. Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Student Learning Outcomes:
- The student will learn to apply scientific and engineering notation.
- The student will develop a fundamental understanding of algebra as a solution to problem solving.
- The student will develop a fundamental understanding of number systems and their relationships.
- The student will develop a basic understanding of programming structure.
- Course Objectives:
- The student will learn to apply scientific and engineering notation.
- The student will develop a fundamental understanding of algebra as a solution to problem solving.
- The student will develop a fundamental understanding of number systems and their relationships.
- The student will develop a basic understanding of programming structure.
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ELE 932 - Electrical Technologies Internship Last Date of Approval: Spring 20194-7 Credits
Total Lecture Hours: 0
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 240-420 Course Description:
The student will be able to apply classroom instruction in areal-worldindustrial environment.The students will learn how to apply wiring methods, working in a team environment, and current technology used in the electrical tradestoday.Many times, the internships are an opportunity for future employment with the company that is being interned for. The internship is another opportunity to see what the pay scales are for their degrees and what their future work environments will be like. Corequisites: None
Prerequisites: None
Recommended(s): None
Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
- Student Learning Outcomes:
- Students will learn and demonstrate OSHA safe work practices such as lockout/tagout, arc flash, and electrical safety practices.
- Students will identify and select the proper tools and PPE for labs.
- Students will analyze potential electrical hazards and provide for safety. (exits, fire extinguishers, telephone, power disconnect, A.E.D.)
- Students will calculate values of KVA manipulating algebraic formulas
- Students will learn and apply industrial electrical symbols and electrical diagrams
- Students will learn and differentiate between ladder logic & relay ladder logic.
- Students will demonstrate ability to leave the shop/lab in a safe and clean condition.
- Course Objectives:
- Gain real world experience while working with a business in the electrical industry.
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ELE 949 - Spec Top: Electrical 1 Credits
Course Description:
This course, usually offered on a limited basis only, provides an in-depth study on a topic of general interest pertaining to this department.
| Emergency Medical Services | | | | -
EMS 200 - Emergency Medical Technician Last Date of Approval: Fall 20218 Credits
Total Lecture Hours: 105
Total Lab Hours: 30
Total Clinical Hours: 32
Total Work-Based Experience Hours: 0 Course Description:
This course is a combined lecture/lab/clinical course which has been developed by the United States National Highway Traffic Safety Administration. The course follows the January 2009 National Emergency Medical Services Education Standards for the Emergency Medical Technician (EMT). This course provides the student an opportunity to supply cognitive knowledge and psychom*otor skills in the classroom, hospital, and pre-hospital setting. Students receive a letter grade for the classroom and lab portions of the course. The clinical portion is graded on a pass/fail basis. Instruction is related to patient assessment in areas of basic life support, cardiac arrest, trauma, and medical emergencies. Students must complete a minimum of 32 hours of clinical/field time to successfully complete the course. Upon successful completion of this course students will be eligible to take National Registry of EMTs certification testing at the Emergency Medical Technician level. Students will be required to undergo a national criminal background check and State of Iowa child/adult abuse registry check prior to clinical rotations. Mandatory reporter training and a health physical are required prior to starting clinical/field rotations. The cost of obtaining these requirements is in addition to course tuition and fees. Information on how to satisfy these requirements will be distributed the first night of class. Student must be 17 years of age at time of enrollment, be able to speak, write, and read English and possess a valid drivers license. Current BCLS recognition at the BLS Provider (American Heart Association) or Professional Rescuer (American Red Cross) level is required prior to starting clinical rotations. Prerequisites/Corequisites: Student must be 17 years of age at time of enrollment, be able to speak, write, and read English and possess a valid driver’s license. Current BCLS recognition at the Healthcare Provider (American Heart Association) or Professional Rescuer (American Red Cross) level is required prior to starting clinical rotations. Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $180.00 Common Course Assessment(s): Unit exams and a cumulative final exam Student Learning Outcomes and Objectives:
a. Students will be able to apply fundamental knowledge of EMS systems, safety/well-being of the EMT, and medical/legal and ethical issues to the provision of emergency care.
b. Students will be able to apply fundamental knowledge of the anatomy and function of all human systems to the practice of EMS.
c. Students will be able to use foundational anatomical and medical terms and abbreviations in written and oral communication with colleagues and other health care professionals.
d. Students will be able to apply fundamental knowledge of the pathophysiology of respiration and perfusion to the patient assessment and management.
e. Students will be able to apply fundamental knowledge of life span development to patient assessment and management.
f. Students will be able to use simple knowledge of the principles of illness and injury prevention in emergency care.
g. Students will be able to apply fundamental knowledge of medications that the EMT may assist/administer to a patient during an emergency.
h. Students will be able to apply fundamental knowledge of anatomy and physiology to patient assessment and management in order to assure patent airway, adequate mechanical ventilation, and respiration for patients of all ages.
i. Students will be able to apply scene information and patient assessment findings (scene size-up, primary and secondary assessment, patient history, reassessment) to guide emergency management.
j. Students will be able to apply fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely ill patient.
k. Students will be able to apply fundamental knowledge of the causes, pathophysiology, and management of shock, respiratory failure, or arrest, cardiac failure or arrest, and post-resuscitation management.
l. Students will be able to apply fundamental knowledge to provide basic emergency care and transportation based on assessment findings for an acutely injured patient.
m. Students will be able to apply fundamental knowledge of growth, development, aging and assessment findings to provide basic emergency care and transportation for a patient with special needs.
n. Students will be able to apply knowledge of operational roles and responsibilities to ensure patient, public, and personnel safety.
Course Objectives: Cognitive Outcomes
a. Students will have knowledge of the current make-up of the modern EMS system including history of, types of systems, how to access the system, education, and authorization to practice.
b. Students will have knowledge of the roles, responsibilities, and professionalism of EMS personnel.
c. Students will have knowledge of the concept of quality improvement.
d. Students will have knowledge of the concept of evidence-based decision making and the impact of research on EMS care.
e. Students will have knowledge of the concept of standard safety precautions, the use of personal protective equipment, how to manage stress, and the prevention of work-related injuries.
f. Students will have knowledge of the equipment utilized in the lifting and moving of patients.
g. Students will have knowledge of physical and mental wellness principles affecting EMS personnel.
h. Students will have knowledge of the principles of medical documentation and report writing.
i. Students will have knowledge of the team approach to EMS communications, communications system components, types of communication, and system maintenance.
j. Students will have knowledge of the principle of therapeutic communication.
k. Students will have knowledge of the different types of consent and the implications of consent on patient care.
l. Students will have knowledge of the concepts of confidentiality, advanced directives, and tort and criminal actions.
m. Students will have knowledge of the concepts of mandatory reporting, evidence preservation, and ethical principles which affect EMS personnel.
n. Students will have knowledge of basic human anatomy and physiology that the EMT must know in order to effectively care for patients.
o. Students will have knowledge of basic medical terminology forms, medical terms, and standard abbreviations and acronyms.
p. Students will have knowledge of life span development from infancy to late adulthood. Psychological and physiological concepts of life span development will be discussed.
q. Students will have knowledge of basic principles of public health including the role of public health, public health laws, regulations and guidelines, and how EMS interfaces with public health.
r. Students will have knowledge of medication safety, forms of medications, routes of medications, and basic medication terminology.
s. Students will have knowledge of the difference between assisting with and administering a medication, medication administration procedure, and medication delivery techniques.
t. Students will have knowledge of which medications they may assist with and which medications they administer.
u. Students will have knowledge of respiratory system anatomy and physiology, assessment, and techniques of assuring a patent airway.
v. Students will have knowledge of assessment of adequate and inadequate ventilation.
w. Students will have knowledge of the concepts of scene safety and scene management.
x. Students will have knowledge of primary survey/primary assessment.
y. Students will have knowledge of investigation of the chief complaint, components of patient history, techniques of history taking, developing a standardized approach to history taking, and taking history on sensitive topics.
z. Students will have knowledge of techniques of physical examination of all body systems.
aa. Students will have knowledge of pulse oximetry and non-invasive blood pressure monitoring.
bb. Students will have knowledge of the importance of reassessing their patient’s condition.
cc. Students will have knowledge of how all the concepts of medical assessment flow together.
dd. Students will have knowledge of how to assess a patient experiencing a neurological, abdominal, gastrointestinal, immunological, infectious disease, endocrine, psychiatric, cardiovascular, toxicological, respiratory, hematological, renal, genitourinary, or gynecological emergency.
ee. Students will have knowledge of how to assess a patient experiencing non-traumatic musculoskeletal disorders and diseases of the eyes, ears, nose, and throat.
ff. Students will have knowledge of how to assess a patient experiencing signs and symptoms of shock, respiratory failure or arrest, and cardiac failure or arrest.
gg. Students will have knowledge of how to identify and categorize trauma patients, the pathophysiology of trauma, and how to assess a trauma patient.
hh. Students will have knowledge of how to assess a trauma patient experiencing bleeding, chest trauma, abdominal and genitourinary trauma, orthopedic trauma, soft tissue trauma, trauma to the head, face, neck and spine, and nervous system trauma.
ii. Students will have knowledge of special considerations in trauma. Trauma in the pregnant patient, trauma in the pediatric patient, and trauma in the elderly patient.
jj. Students will have knowledge of environmental emergencies. They will learn how to assess a patient experiencing a submersion incident, temperature related illness, bites and envenomation, diving emergency and electrical/radiation emergency.
kk. Students will have knowledge of the kinematics of trauma, multi-system trauma, and special injuries associated with multi-system trauma.
ll. Students will have knowledge of how to assess and manage an obstetric patient.
mm. Students will have knowledge of how to assess and manage a pediatric patient.
nn. Students will have knowledge of how to assess and manage a geriatric patient.
oo. Students will have knowledge of how to assess and manage a patient experiencing abuse/neglect.
pp. Students will have knowledge of how to assess and manage a bariatric patient, technology assisted/dependent patient, hospice care and terminally ill patient, a patient with sensory deficits, a patient using home care, and patients with developmental disabilities.
qq. Students will have knowledge of the risk and responsibilities of emergency response.
rr. Students will have knowledge of how to establish and work within the incident management system.
ss. Students will have knowledge of multiple casualty incidents and the implications of a multiple casualty incident.
tt. Students will have knowledge of how to work safely and effectively with an air medical service.
uu. Students will have knowledge of how to work cooperatively during vehicle extrication.
vv. Students will have knowledge of hazardous materials awareness.
ww. Students will have knowledge of the risks and responsibilities of operating on the scene of a natural or man-made disaster. Psychom*otor Outcomes:
a. Students will practice how to utilize standard safety precautions and personal protective equipment.
b. Students will practice how to safely lift and move a patient.
c. Students will practice how to effectively position a patient experiencing a variety of medical and trauma conditions.
d. Students will practice how to restrain a patient safely and the proper use of restraints.
e. Students will practice how to correctly complete a pre-hospital care report.
f. Students will practice how to safely assist with or administer a medication.
g. Students will practice techniques of assuring a patent airway.
h. Students will practice techniques of managing adequate and inadequate respiration.
i. Students will practice techniques of managing inadequate ventilation and the differences between normal and positive pressure ventilation.
j. Students will practice techniques of primary survey/primary assessment.
k. Students will practice techniques of investigation of the chief complaint, components of patient history, techniques of history taking, developing a standardized approach to history taking, and taking history on sensitive topics.
l. Students will practice techniques of physical examination of all body systems.
m. Students will practice techniques of pulse oximetry and non-invasive blood pressure monitoring.
n. Students will practice techniques of reassessing their patient’s condition.
o. Students will practice putting all the concepts of medical assessment together to effectively treat a medical patient.
p. Students will practice techniques of treating a patient suffering from a neurological, abdominal, gastrointestinal, immunological, infectious disease, endocrine, psychiatric, cardiovascular, toxicological, respiratory, hematological, renal, genitourinary, or gynecological emergency.
q. Students will practice techniques of treating a patient suffering from non-traumatic musculoskeletal disorders and diseases of the eyes, ears, nose, and throat.
r. Students will practice techniques of treating a patient suffering from shock, respiratory failure or arrest, and cardiac failure or arrest.
s. Students will practice techniques of how to identify and categorize trauma patients, the pathophysiology of trauma, and how to assess a trauma patient.
t. Students will practice techniques of how to treat a patient experiencing bleeding, chest trauma, abdominal and genitourinary trauma, orthopedic trauma, soft tissue trauma, trauma to the head, face, neck and spine, and nervous system trauma.
u. Students will practice techniques of how to treat trauma in the pregnant patient, trauma in the pediatric patient, and trauma in the elderly patient.
v. Students will practice techniques of how to treat a patient experiencing a submersion incident, temperature related illness, bites and envenomation, diving emergency, and electrical/radiation emergency.
w. Students will practice techniques of how to treat a multi-system trauma patient and a blast injury patient.
x. Students will practice techniques of how to treat an obstetric patient.
y. Students will practice techniques of how to treat a pediatric patient.
z. Students will practice techniques of how to treat a geriatric patient.
aa. Students will practice how to systematically assess and treat a patient experiencing a variety of medical and trauma complaints and conditions across all age groups and demographics.
bb. Students will practice techniques of how to care for a tracheostomy.
cc. Students will practice how to care for patients during a multiple casualty incident.
dd. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 765 - Paramedic 1 Last Date of Approval: Spring 20217.5 Credits
Total Lecture Hours: 105
Total Lab Hours: 15
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. The student is introduced to the Paramedic career field. Concepts taught include medical/legal considerations, the roles and responsibilities of the paramedic, anatomy and physiology, patient assessment techniques, medication administration, pharmacology, and life span development. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 766
Prerequisites/Corequisites: EMS 200, HSC 113, BIO 168Students must be currently certified at the EMT or higher level, be at least 17 years of age, have a high school diploma or equivalent, be able to speak, write, and read English, and hold current BLS recognition at the Healthcare Provider (American Heart Association) or Professional Rescuer(American Red Cross) level is required prior to starting Paramedic 1. Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $250.00 Common Course Assessment(s): Unit exams and a cumulative final exam Student Learning Outcomes and Objectives:
a. At the completion of this unit, the paramedic student will understand the roles and responsibilities of a paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients.
b. At the completion of this unit, the paramedic student will be able to take a proper history and perform a comprehensive physical exam on any patient and communicate the findings to others. Course Objectives:
a. The paramedic student will understand his or her roles and responsibilities within an EMS system, and how these roles and responsibilities differ from other levels of providers.
b. The paramedic student will understand and value the importance of personal wellness in EMS and serve as a healthy role model for peers.
c. The paramedic student will be able to integrate the implementation of primary injury prevention activities as an effective way to reduce death, disabilities and health care costs.
d. The paramedic student will understand the legal issues that impact decisions made in the out-of-hospital environment.
e. The paramedic student will understand the role that ethics plays in decision making in the out-of-hospital environment.
f. The paramedic student will be able to apply the general concepts of pathophysiology for the assessment and management of emergency patients.
g. The paramedic student will be able to integrate pathophysiological principles of pharmacology and the assessment findings to formulate a field impression and implement a pharmacologic management plan.
h. The paramedic student will be able to safely and precisely access the venous circulation and administer medications.
i. The paramedic student will be able to integrate the principles of therapeutic communication to effectively communicate with any patient while providing care.
j. The paramedic student will be able to integrate the physiological, psychological, and sociological changes throughout human development with assessment and communication strategies for patients of all ages.
k. The paramedic student will be able to use the appropriate techniques to obtain a medical history from a patient.
l. The paramedic student will be able to explain the pathophysiological significance of physical exam findings.
m. The paramedic student will be able to integrate the principles of history taking and techniques of physical exam to perform a patient assessment.
n. The paramedic student will be able to apply a process of clinical decision making to use the assessment findings to help form a field impression.
o. The paramedic student will be able to follow an accepted format for dissemination of patient information in verbal form, either in person or over the radio.
p. The paramedic student will be able to effectively document the essential elements of patient assessment, care and transport.
q. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 766 - Paramedic 1 Clinical Last Date of Approval: Spring 20211.5 Credits
Total Lecture Hours: 0
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 90 Course Description:
This course is the clinical component of EMS 765 designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. Students will complete a 90-hour clinical experience in the hospital setting. Clinical emphasis will be devoted to outpatient surgery and emergency departments. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Students will be required to undergo a national criminal background check and State of Iowa child/adult abuse registry check prior to starting clinical rotations. Mandatory reporter training and a health physical are required prior to starting clinical/field rotations. The cost of obtaining these requirements is in addition to course tuition and fees. Information on how to satisfy these requirements will be distributed the first night of class. Corequisites: EMS 765
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): Clinical competencies and assessments Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the paramedic student will understand the roles and responsibilities of a paramedic within an EMS system, apply the basic concepts of development, pathophysiology and pharmacology to assessment and management of emergency patients, be able to properly administer medications, and communicate effectively with patients.
b. At the completion of this unit, the paramedic student will be able to take a proper history and perform a comprehensive physical exam on any patient and communicate the findings to others. Course Objectives:
a. The paramedic student will understand his or her roles and responsibilities within an EMS system, and how these roles and responsibilities differ from other levels of providers.
b. The paramedic student will be able to apply the general concepts of pathophysiology for the assessment and management of emergency patients.
c. The paramedic student will be able to integrate pathophysiological principles of pharmacology and the assessment findings to formulate a field impression and implement a pharmacologic management plan.
d. The paramedic student will be able to safely and precisely access the venous circulation and administer medications.
e. The paramedic student will be able to integrate the principles of therapeutic communication to effectively communicate with any patient while providing care.
f. The paramedic student will be able to integrate the physiological, psychological, and sociological changes throughout human development with assessment and communication strategies for patients of all ages.
g. The paramedic student will be able to use the appropriate techniques to obtain a medical history from a patient.
h. The paramedic student will be able to explain the pathophysiological significance of physical exam findings.
i. The paramedic student will be able to integrate the principles of history taking and techniques of physical exam to perform a patient assessment.
j. The paramedic student will be able to apply a process of clinical decision making to use the assessment findings to help form a field impression.
k. The paramedic student will be able to follow an accepted format for dissemination of patient information in verbal form, either in person or over the radio.
l. The paramedic student will be able to effectively document the essential elements of patient assessment, care and transport.
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EMS 767 - Paramedic 2 Last Date of Approval: Fall 20217 Credits
Total Lecture Hours: 90
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. This course is a continuation of Paramedic 1. Pulmonology, advanced airway management, cardiology, and neurology will be discussed. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 768, EMS 810
Prerequisites: EMS 765, EMS 766
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $305.00 Common Course Assessment(s): Unit exams and a cumulative final exam Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the Paramedic student will be able to establish and/ or maintain a patent airway, oxygenate, and ventilate a patient.
b. At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing respiratory, cardiovascular, or neurological symptoms. Course Objectives:
a. The Paramedic student will be able to establish and/ or maintain a patent airway, oxygenate, and ventilate a patient.
b. The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with respiratory problems.
c. The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease.
d. The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a neurological problem.
e. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 768 - Paramedic 2 Clinical Last Date of Approval: Fall 20212.5 Credits
Total Lecture Hours: 0
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 160 Course Description:
This course is the clinical component of EMS 767 designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. Students will complete a 160-hour clinical experience in the hospital setting. Clinical emphasis will be devoted to the operating room, emergency department, coronary care department, and respiratory therapy departments. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 767
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Simulation Center Access: $25.00 Common Course Assessment(s): Clinical competencies and assessments Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing respiratory, cardiovascular, or neurological symptoms. Course Objectives:
a. The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with respiratory problems.
b. The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with cardiovascular disease.
c. The Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a neurological problem.
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EMS 769 - Paramedic 3 Last Date of Approval: Spring 20215 Credits
Total Lecture Hours: 60
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. This course is a continuation of Paramedic 1 and 2. Head, ear, eye, nose, and throat disorders, endocrinology, immunology, gastroenterology, renal/urology, medical musculoskeletal disorders, cutaneous, toxicology, hematology, and infectious/communicable diseases, behavioral emergencies, gynecological emergencies, obstetrics, neonatology, pediatrics, geriatrics, and abuse/assault will be discussed. In addition, environmental emergencies, thoracic drainage systems, collagen vascular diseases, basic blood chemistries, central line monitoring and patients with agitated delirium will be discussed. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 770
Prerequisites: EMS 767, EMS 768, EMS 810
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $220.00 Common Course Assessment(s): Unit exams and a cumulative final exam Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing a head, ear, eye, nose, throat, endocrine problem, immunology, gastroenterologic problem, urologic problem, medical musculoskeletal disorders, cutaneous, toxicology exposure, hematopoietic problem, agitated delirium or a patient with infectious or communicable diseases.
b. At the completion of this unit, the Paramedic student will understand and implement the concepts of environmental emergencies, thoracic drainage systems, collagen vascular diseases, basic blood chemistries, central line monitoring.
c. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the behavioral emergency, gynecological emergency and obstetric patient.
d. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients. Course Objectives:
a. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an endocrine problem.
b. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an allergic or anaphylactic reaction.
c. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a gastroenterologic problem.
d. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a renal or urologic problem.
e. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with a toxic exposure.
f. The paramedic student will be able to integrate the pathophysiological principles of the hematopoietic system to formulate a field impression and implement a treatment plan.
g. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with head, ear, eye, nose and throat disorders.
h. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with infectious and communicable diseases.
i. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with musculoskeletal disorder with a medical cause.
j. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with cutaneous diseases.
k. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with an environmental emergency.
l. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with thoracic drainage system or central line complication.
m. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with collagen vascular diseases.
n. The paramedic student will be able to integrate pathophysiological principles and assessment findings for basic blood chemistries.
o. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with agitated delirium.
p. The paramedic student will be able to describe and demonstrate safe, empathetic competence in caring for patients with behavioral emergencies.
q. The paramedic student will be able to utilize gynecological principles and assessment findings to formulate a field impression and implement the management plan for the patient experiencing a gynecological emergency.
r. The paramedic student will be able to apply an understanding of the anatomy and physiology of the female reproductive system to the assessment and management of a patient experiencing normal or abnormal labor.
s. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the neonatal patient.
t. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient.
u. The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate and implement a treatment plan for the geriatric patient.
v. The paramedic student will be able to integrate the assessment findings to formulate a field impression and implement a treatment plan for the patient who has sustained abuse or assault.
w. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 770 - Paramedic 3 Clinical Last Date of Approval: Spring 20211.75 Credits
Total Lecture Hours: 0
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 110 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021National EMS Education Standards for the Paramedic. This course is the clinical component of EMS 769. Students will complete 110-hour clinical experience in the hospital and prehospital setting. Clinical emphasis will be devoted to the emergency department, intensive care unit, coronary care unit, pediatrics, labor and delivery, and psychiatric departments. Students may begin field experience time with prehospital EMS agencies. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 769
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Simulation Center Access: $25.00 Common Course Assessment(s): Clinical competencies and assessments. Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing a head, ear, eye, nose, throat, endocrine problem, immunology, gastroenterologic problem, urologic problem, medical musculoskeletal disorders, cutaneous, toxicology exposure, hematopoietic problem, agitated delirium or a patient with infectious or communicable diseases.
b. At the completion of this unit, the Paramedic student will understand and implement the concepts of environmental emergencies, thoracic drainage systems, collagen vascular diseases, basic blood chemistries, central line monitoring.
c. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the behavioral emergency, gynecological emergency and obstetric patient.
d. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for neonatal, pediatric, and geriatric patients. Course Objectives:
a. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an endocrine problem.
b. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with an allergic or anaphylactic reaction.
c. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a gastroenterologic problem.
d. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a renal or urologic problem.
e. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a treatment plan for the patient with a toxic exposure.
f. The paramedic student will be able to integrate the pathophysiological principles of the hematopoietic system to formulate a field impression and implement a treatment plan.
g. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with head, ear, eye, nose and throat disorders.
h. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with infectious and communicable diseases.
i. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with musculoskeletal disorder with a medical cause.
j. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with cutaneous diseases.
k. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with an environmental emergency.
l. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with thoracic drainage system or central line complication.
m. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with collagen vascular diseases.
n. The paramedic student will be able to integrate pathophysiological principles and assessment findings for basic blood chemistries.
o. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement a management plan for the patient with agitated delirium.
p. The paramedic student will be able to describe and demonstrate safe, empathetic competence in caring for patients with behavioral emergencies.
q. The paramedic student will be able to utilize gynecological principles and assessment findings to formulate a field impression and implement the management plan for the patient experiencing a gynecological emergency.
r. The paramedic student will be able to apply an understanding of the anatomy and physiology of the female reproductive system to the assessment and management of a patient experiencing normal or abnormal labor.
s. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the neonatal patient.
t. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the pediatric patient.
u. The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate and implement a treatment plan for the geriatric patient.
v. The paramedic student will be able to integrate the assessment findings to formulate a field impression and implement a treatment plan for the patient who has sustained abuse or assault.
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EMS 771 - Paramedic 4 Last Date of Approval: Spring 20217 Credits
Total Lecture Hours: 90
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. This course is a continuation of Paramedic 1 - 3. Care of the patient with special challenges and chronic illnesses will be discussed. Students will learn how to effectively manage a multiple casualty incident, gain Haz-Mat awareness, how to transport their patient safely and effectively, how to operate at a crime scene, and gain rescue awareness. Trauma and assessment-based management will be discussed. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 815 EMS 772
Prerequisites: EMS 769
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $305.00 Common Course Assessment(s): Unit exams and a cumulative final exam. Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with diverse backgrounds and chronically ill patients.
b. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient.
c. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints.
d. At the completion of this unit, the paramedic student will be able to safely manage the scene of an emergency. Course Objectives:
a. The paramedic student will be able to integrate pathophysiological and psychosocial principles to adapt the assessment and treatment plan for diverse patients and those who face physical, mental, social and financial challenges.
b. The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the acute deterioration of a chronic care patient.
c. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with an environmentally induced or exacerbated medical or traumatic condition.
d. The Paramedic student will be able to integrate the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury.
e. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with shock or hemorrhage.
f. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissue trauma.
g. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the management plan for the patient with a burn injury.
h. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the trauma patient with a suspected head injury.
i. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a suspected spinal injury.
j. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for a patient with a thoracic injury.
k. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with suspected abdominal trauma.
l. The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with a musculoskeletal injury.
m. The paramedic student will be able to integrate the principles of assessment-based management to perform an appropriate assessment and implement the management plan for patients with common complaints.
n. The paramedic will understand standards and guidelines that help ensure safe and effective ground and air medical transport.
o. The paramedic student will be able to integrate the principles of general incident management and multiple casualty incident (MCI) management techniques in order to function effectively at major incidents.
p. The paramedic student will be able to integrate the principles of rescue awareness and operations to safely rescue a patient from water, hazardous atmospheres, trenches, highways, and hazardous terrain.
q. The paramedic student will be able to evaluate hazardous materials emergencies, call for appropriate resources, and work in the cold zone.
r. The paramedic student will have an awareness of the human hazard of crime and violence and the safe operation at crime scenes and other emergencies.
s. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 772 - Paramedic 4 Clinical Last Date of Approval: Spring 20212.5 Credits
Total Lecture Hours: 0
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 160 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. This course is the clinical component of EMS 771. Students will perform 160 hours of clinical time in the hospital and prehospital setting. Clinical emphasis will be devoted to the emergency department, intensive care unit, coronary care unit, pediatric department, labor and delivery department, and psychiatric department. Students will be expected to gain prehospital field experience on an ambulance or fire-based EMS service. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 771
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Simulation Center Access: $25.00 Common Course Assessment(s): Clinical competencies and assessments Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with diverse backgrounds and chronically ill patients.
b. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the trauma patient.
c. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for patients with common complaints.
d. At the completion of this unit, the paramedic student will be able to safely manage the scene of an emergency. Course Objectives: - The paramedic student will be able to integrate pathophysiological and psychosocial principles to adapt the assessment and treatment plan for diverse patients and those who face physical, mental, social and financial challenges.
- The paramedic student will be able to integrate the pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the acute deterioration of a chronic care patient.
- The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with an environmentally induced or exacerbated medical or traumatic condition.
- The Paramedic student will be able to integrate the principles of kinematics to enhance the patient assessment and predict the likelihood of injuries based on the patient’s mechanism of injury.
- The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with shock or hemorrhage.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with soft tissue trauma.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the management plan for the patient with a burn injury.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the trauma patient with a suspected head injury.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for the patient with a suspected spinal injury.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement a treatment plan for a patient with a thoracic injury.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with suspected abdominal trauma.
- The paramedic student will be able to integrate pathophysiological principles and the assessment findings to formulate a field impression and implement the treatment plan for the patient with a musculoskeletal injury.
- The paramedic student will be able to integrate the principles of assessment-based management to perform an appropriate assessment and implement the management plan for patients with common complaints.
- The paramedic student will be able to integrate the principles of general incident management and multiple casualty incident (MCI) management techniques in order to function effectively at major incidents.
- The paramedic student will be able to evaluate hazardous materials emergencies, call for appropriate resources, and work in the cold zone.
- The paramedic student will have an awareness of the human hazard of crime and violence and the safe operation at crime scenes and other emergencies.
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EMS 773 - Paramedic 5 Last Date of Approval: Fall 20216.5 Credits
Total Lecture Hours: 75
Total Lab Hours: 45
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. This course is a continuation of Paramedic 1 - 4. Students will review previous program course content and practice NREMT Paramedic psychom*otor examination skills stations. Students will prepare for the NREMT-Paramedic psychom*otor and cognitive exams. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 820
Prerequisites: EMS 815, EMS 771
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Course Materials: $305.00 Common Course Assessment(s): Unit exams and a cumulative final exam Student Learning Outcomes and Objectives:
Student Learning Outcomes: a. At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing a medical or trauma emergency.
b. At the completion of this unit, the paramedic student will be able to integrate pathophysiological principles and assessment findings to a variety of cognitive and psychom*otor experiences and will be prepared to successfully complete the NREMT Paramedic cognitive and psychom*otor examinations. Course Objectives: a. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a medical or trauma emergency.
b. The Paramedic student will be able to successfully integrate and apply the knowledge obtained in the Paramedic program to a variety of cognitive and psychom*otor experiences.
c. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 774 - Paramedic 5 Clinical Last Date of Approval: Fall 20211.25 Credits
Total Lecture Hours: 0
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 80 Course Description:
This course is designed to prepare the student for the Paramedic level as outlined by the 2021 National EMS Education Standards for the Paramedic. This course is the clinical component of EMS 773. Students will perform an 80-hour field internship to obtain program goals and gain experience leading prehospital EMS calls. The emphasis will be on a field internship with an ambulance service or fire-based EMS agency. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 773
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): Clinical competencies and assessments Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this unit, the Paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient experiencing a medical or trauma emergency. Course Objectives:
a. The paramedic student will be able to integrate pathophysiological principles and assessment findings to formulate a field impression and implement the treatment plan for the patient with a medical or trauma emergency.
b. The Paramedic student will be able to successfully integrate and apply the knowledge obtained in the Paramedic program to a variety of psychom*otor experiences.
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EMS 810 - Advanced Cardiac Life Support Last Date of Approval: Fall 20211 Credits
Total Lecture Hours: 15
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to provide the student with advanced emergency cardiovascular knowledge and skills that will be utilized by the Paramedic or other advanced level healthcare providers. Treatment protocols will be based on the current American Heart Association Advanced Cardiac Life Support guidelines. Completion of a cardiac dysrhythmia course is highly recommended. If a cardiac dysrhythmia course has not been taken students must seek approval from the EMS Coordinator prior to taking this course. This course is offered pass/fail. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: Paramedic 2 (EMS 767)
Prerequisites: Paramedic certification, RN licensure, Respiratory Therapist licensure or completion of EMS 765
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): American Heart Association ACLS cognitive and psychom*otor exams Student Learning Outcomes and Objectives:
a. At the completion of this course participants will understand the concepts and methodologies of advanced cardiac life support. Participants will be able to utilize those concepts and methodologies to successfully treat an adult patient experiencing an emergency medical situation including respiratory or cardiac compromise. Course Objectives:
a. Recognize the two most common pre-arrest syndromes and describe interventions to prevent cardiopulmonary arrest in the adult patient.
b. Demonstrate the use of adjuncts for airway and mechanical breathing.
c. Demonstrate proper techniques in Basic Life Support.
d. Discuss the indications for emergency treatment of rhythm disturbances in adults.
e. Develop priorities for the management of shock, respiratory failure and cardiopulmonary arrest.
f. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 815 - Pediatric Advanced Life Support Last Date of Approval: Spring 20211 Credits
Total Lecture Hours: 15
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to provide the student with the knowledge and skills that will be necessary for the Paramedic or other advanced level healthcare providers as they care for newborn and pediatric patients in emergency medical situations. Treatment protocols will be based on the current American Heart Association Pediatric Advanced Life Support guidelines. Completion of a cardiac dysrhythmias course is highly recommended. If a cardiac dysrhythmias course has not been taken, students must seek approval from the EMS Coordinator prior to taking this course. This course is offered pass/fail. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: Paramedic 4 (EMS 771)
Prerequisites: EMS 767, EMT-P, or Paramedic certification, RN licensure, Respiratory Therapist licensure.
Mode(s) of Instruction: Traditional/Face-to-Face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): American Heart Association PALS cognitive and psychom*otor examinations. Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this course participants will understand the concepts and methodologies of advanced pediatric cardiac life support. Participants will be able to utilize those concepts and methodologies to successfully treat a newborn or pediatric patient experiencing an emergency medical situation including respiratory or cardiac compromise. Course Objectives:
a. Recognize the two most common pre-arrest syndromes and describe interventions to prevent cardiopulmonary arrest in the pediatric patient.
b. Demonstrate the use of adjuncts for airway and mechanical breathing.
c. Demonstrate proper techniques in Basic Life Support.
d. Discuss the indications for emergency treatment of rhythm disturbances in children.
e. Develop priorities for the management of shock, respiratory failure and cardiopulmonary arrest.
f. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 820 - Prehospital Trauma Life Support Last Date of Approval: Fall 20211 Credits
Total Lecture Hours: 15
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to provide the student with the knowledge and skills that will be necessary for the Paramedic or other prehospital emergency medical providers as they care for patients in emergency trauma situations. The course is based on the current National Association of Emergency Medical Technician’s Pre-hospital Trauma Life Support (PHTLS) curriculum. This course is offered pass/fail. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 771
Prerequisites: Students must have EMT or higher EMS certification or RN licensure.
Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): NAEMT psychom*otor assessments Student Learning Outcomes and Objectives:
Student Learning Outcomes:
a. At the completion of this course participants will understand the concepts and methodologies of prehospital trauma life support. Participants will be able to utilize those concepts and methodologies to successfully treat an adult and/or pediatric patient experiencing an emergency trauma situation. Course Objectives:
a. Recognize the most common traumatic injury patterns in the adult, geriatric or pediatric patient.
b. Demonstrate appropriate assessment techniques for the adult, geriatric or pediatric trauma patient.
c. Demonstrate appropriate treatment of a variety of traumatic injuries in the adult, geriatric or pediatric patient.
d. Demonstrate understanding of the physiology of trauma and kinematics of trauma.
e. Develop priorities for the management of a variety of traumatic injuries.
f. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
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EMS 825 - Advanced Medical Life Support Last Date of Approval: Spring 20211 Credits
Total Lecture Hours: 15
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to provide the student with the knowledge and skills that will be necessary for the Paramedic or other prehospital emergency medical providers as they care for patients in emergency medical situations. The course is based on the current National Association of Emergency Medical Technician’s Advanced Medical Life Support (AMLS) curriculum. This course is offered pass/fail. Upon successful completion of this course, students will gain knowledge that will allow them to have a positive impact on the lives of their patients while providing emergent medical care within the communities that they serve. Corequisites: EMS 769
Prerequisites: Students must have EMT or higher EMS certification,RN licensure, physician licensure, or physician assistant licensure.
Mode(s) of Instruction: Traditional/Face-to-Face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): National Association of EMTs AMLS cognitive and psychom*otor examinations Student Learning Outcomes and Objectives:
a. At the completion of this course participants will understand the concepts and methodologies of advanced medical life support. Participants will be able to utilize those concepts and methodologies to successfully treat an adult and/or pediatric patient experiencing an emergency medical situation. Course Objectives:
a. Identify and manage life-threatening presentations for a variety of medical emergencies, while considering comprehensive patient history, focused physical exam, and diagnostic findings.
b. Demonstrate with proficiency the application of the AMLS assessment pathway to determine appropriate differential diagnoses and management strategies.
c. Compare and contrast the concepts of clinical decision making, pattern recognition, and clinical reasoning used in the determination of differential diagnoses.
d. Low, medium, and high-fidelity simulation may be utilized to obtain psychom*otor outcomes for this course.
| English Composition | | -
ENG 067 - Composition I Laboratory Last Date of Approval: Fall 20211 Credits
Total Lecture Hours: 0
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course offers students currently enrolled in ENG 105a writing skills laboratory to assist them with sentence, paragraph, and essay development, grammar and mechanics skills, and research and documentation strategies. Also covered in class are study skills, reading strategies, and time management. This course helps students build confidence in their communication skills while also enabling them to think critically, consider the viewpoints of others, and effectively express themselves, all of which will benefit them in the classroom, in life, and in the workforce. Mandatory Graded on a Pass (P)/No Pass (Q) basis. Corequisites: ENG 105 - Composition I
Prerequisites: Placement Based on Current, Cumulative GPA Students graduating from high school in the past 10 years: HS GPA 2.0-2.799 = ENG 105 and ENG 067 Students who graduated from high school more than 10 years ago will be placed in ENG 105 and ENG 067 (evaluate for prior credit). All students have the right to take the ACCUPLACER test. ACCUPLACER WritePlacer: 3 or 4; ACCUPLACER Next Gen. - Writing: 226-249; ACCUPLACER Classic-Sentence Skills 45-73; ACT: 14-17; IA Assessment (Written Expression) Fall of Jr. Year 243-290, Midyear of Jr. Year 245-292, Spring of Jr. Year 247-295; SAT: 20-23; ; or pass ENG 025 - Basic Writingwith a C or better.
Mode(s) of Instruction: traditional/face-to-face and online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: Utilize knowledge of academic writing skills (including grammar, organization, structure, formatting, and citing) to produce formal paragraphs and essays that meet the expectations of academic and professional audiences. Apply critical thinking skills to reading, writing, and research to analyze situations, styles, purposes, and audiences for various pieces of writing. Discuss assigned readings thoughtfully and coherently and write effective summaries for readers who may be unfamiliar with the original source.
Implement study strategies, research techniques, and time management skills that contribute to success at the collegiate level.
CourseObjectives: Explain the importance of reading, writing, time management, study skills, and research in college and beyond; set goals, create a plan, and practice strategies for improving in each of these areas.
Construct clear and effective sentences, paragraphs, and essays for a variety of audiences using Standard English.
Utilize current Modern Language Association (MLA) guidelines regarding quoting, citing, and formatting for all written assignments and essays.
Complete occasional assessments over concepts like grammar, punctuation, formatting, citing, time management, and study strategies.
Write, submit, review, and revise drafts orportions of drafts (introduction, thesis statement,body paragraphs, paraphrases/quotes/summaries,in-text citations, and works cited pages) based on feedback received from the instructor and peers.
Conduct research usingonline databasesavailable through the Academic Resource Center at Iowa Central.
Evaluate research conducted online and in the field to determine if it is credible, trustworthy, relevant, and current.
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ENG 096 - Fundamentals of Writing 5 Credits
Course Description:
This course will help students develop their grammar skills based on their individual needs in order to prepare them for ENG 105. More comprehensive than Basic Writing (ENG 096), Fundamentals of Writing will also help students learn and improve their basic writing, research, and documentation skills with an emphasis of sentence, paragraph, and essay development. Also covered in class are basic study and reading skills, time management techniques, job-seeking skills, and an introduction to library skills. While this course does not meet graduation credit requirements for certificate, diploma, general studies, or associates degree programs, it will provide students with a foundation of effective skills, tools, and strategies to support them on their path to achieving academic, personal, and professional success.Course Fees: None
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ENG 105 - Composition I Course Department: Communications
Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course focuses on the process of writing expressive and informative prose, incorporating oral, visual, and electronic modes. It introduces research skills and critical thinking skills and reinforces critical reading skills. This course helps students build confidence in their communication skills while also enabling them to think critically, consider the viewpoints of others, and effectively express themselves, all of which will benefit them in the classroom, in life, and in the workforce. Corequisites: The co-requisite course ENG 067 Composition I Laboratory is required only when: Required based on high school GPA as noted in prerequisite; Grade of C or better in ENG 025 Basic Writing
OR Mandatory Placement Levels: ACCUPLACER (WritePlacer): 3-4; ACCUPLACER (Next Gen. - Writing) 226-249; ACCUPLACER (Classic - Sentence Skills) 45-73; ACT 14-17; SAT (Writing) Score March ‘16-Present (Essay OR Writing + Language 20-23)
Prerequisites: Mandatory Placement Based on Current, Cumulative GPA Students graduating from high school in the past 10 years: HS GPA 2.8+ = college level English (no co-requisite) HS GPA 2.0-2.799 = ENG 105 and ENG 067 HS GPA 1.999 or lower = ENG 025 Students who graduated from high school more than 10 years ago will be placed in ENG 105 and ENG 067 (evaluate for prior credit). All students have the right to take the ACCUPLACER test. Levels for ENG 105: ACCUPLACER (WritePlacer): 5+; ACCUPLACER (Next Gen. - Writing) ≥250; ACCUPLACER (Classic - Sentence Skills) 74-120; ACT 18+; SAT (Writing) Score March ‘16-Present (Essay OR Writing + Language 24+)
Mode(s) of Instruction: traditional/face-to-face, virtual, and online Credit for Prior Learning: For more information, please ask the instructor and see the Iowa Central Community College catalog: http://catalog.iowacentral.edu/content.php?catoid=3&navoid=134#advanced-placement-college-level-examination-program-and-credit-for-prior-learning Course Fees: None Common Course Assessment(s): Students will complete at least three (3) papers (an informative research report, an evaluation, and an additional paper, all three with integrated sources). Each paper must be submitted to plagiarism detection software. A measurable final exam is also re Student Learning Outcomes and Objectives:
Students will complete at least three (3) papers (an informative research report, an evaluation, and an additional paper, all three with integrated sources). Each paper must be submitted to plagiarism detection software. A measurable final exam is also required. The research paper of 4-6 pages will be used as the common assessment for this course for NACEP. Students will be evaluated on the following outcomes through completion of daily assignments, essays, presentations, portfolios, tests, conferences, and/or quizzes: 1. Practice strategies of the writing process that include invention, drafting, revising, editing, and publishing. - 1.1 Use a variety of introduction and conclusion strategies
- 1.2 State and support a thesis
- 1.3 Compose paragraphs that use a topic sentence and have adequate development.
- 1.4 Construct clear and effective sentences in Standard English
- 1.5 Submit essays to plagiarism detection software.
2. Integrate source materials collected using traditional and electronic search techniques. - 2.1 Generate appropriate questions for research
- 2.2 Conduct research using Iowa Central database and credible online resources
- 2.3 Evaluate electronic sources for credibility
- 2.4 Synthesize source materials
- 2.5 Use quotations and paraphrases to avoid plagiarism
- 2.6 Use correct citation methods including signal phrases
- 2.7 Use current Modern Language Association (MLA) format guidelines for quoting, citing, and formatting
3. Apply critical reading and thinking skills. - 3.1 Summarize and analyze texts
- 3.2 Respond to the writer’s ideas
4. Express ideas and information using written, oral, visual, and technological formats. - 4.1 Design and integrate visual and written information to create a unified text
- 4.2 Adapt communication to specific purposes and audiences.
- 4.3 Present a consistent point of view
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ENG 111 - Technical Writing Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is designed to aid students in expanding skills in extracting, evaluating, and synthesizing information. Students will develop a working knowledge of the research process, including materials in the library. The course is an exercise in the processes of writing specific types of papers and reports, many of which students may be called upon to complete for other courses as well as on the job. The emphasis will be upon clear, concise, accurate, conventional, appropriate materials on a worthwhile subject or interest of a technical field as explained in each specific assignment. Prerequisites/Corequisites: None Mode(s) of Instruction: face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): APA research report Student Learning Outcomes and Objectives: The students should: - Understand and follow the stages of the writing process (prewriting/drafting/editing/publishing) as they apply to technical and workplace writing tasks;
- Be familiar with basic technical writing concepts and terms, such as audience analysis, construction trade terms, format, trade product visuals, and trade product presentation;
- Understand the fundamentals of writing field-specific technical documents including organization and development, audience analysis, diction and style, writing mechanics and standard usage, and the editing, proofing, and revising process required for successful workplace writing;
- Improve their ability to write clearly and accurately for various audiences.
- Students will be familiar with basic research methodology and documentation on technical topics, including on-line research;
- Synthesize and integrate primary and secondary source material with their own ideas in their writing;
Course Objectives: This course focuses on: - Reading and analyzing technical and professional documents;
- Writing and designing common professional technical documents including: employment documents, letters, emails, memos, reports, proposals, standard operating procedures, device installation procedures, technical descriptions, and technical definitions;
- Learning to analyze and adapt to the constraints of specific rhetorical situations, including diverse audiences, with various levels of expertise, and various purposes;
- Writing documents that are accessible and reader-friendly
- Strategically orchestrating elements of document design and layout, including type, spacing, color, medium, and layout and visual integration.
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ENG 927 - Honors Study Last Date of Approval: Spring 20211-3 Credits
Total Lecture Hours: 0
Total Lab Hours: 30-90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a course in which the student designs and completes a project of personal interest. The student will work closely with a faculty member who will act as a mentor and provide expertise throughout the semester. Upon project’s completion, results will be shared with a community of peers and faculty. Prerequisites/Corequisites: SDV 230 - Introduction to Honors Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Demonstrate effective written communication skills.
2. Exhibit effective oral communication skills.
3. Analyze and synthesize a broad range of material.
4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems.
5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.
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ENG 949 - Special Topics Last Date of Approval: Spring 20211-4 Credits
Total Lecture Hours: 15-60
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course, offered usually on a limited basis, provides an in-depth study on a topic of general interest pertaining to this discipline. Prerequisites/Corequisites: None Mode(s) of Instruction: to be determined by instructor Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Dependent on the topic
| Environmental Science | | -
ENV 111 - Environmental Science Course Department: Science
Last Date of Approval: Spring 20234 Credits
Total Lecture Hours: 45
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Environmental science promotes an understanding of the Earth as a complex network of interacting organic and inorganic systems. It includes learning about the processes of science and information literacy. The course covers topics such as ecology, the Earth’s resource challenges, air and water pollution, population growth, biodiversity, and sustainability.This course will help students refine their critical thinking skills as they evaluate various topics and concepts while searching for underlying connections between the concepts, which is a skill that should be beneficial in any/all types of careers.This course will also help students gain scientific literacy which will be of vital significance when making important life decisions. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Justify science as a process. Objective 1: Describe the scientific method and associated terminology. Objective 2: Identify whether a scientific study is observational or experimental. 2. Determine the energy conversions that underlie all ecological processes. Objective 1: Define energy. Objective 2: Explain what a fossil fuel is and list examples. Objective 3: Describe how electricity is produced from coal. Objective 4: Explain various types of mining. Objective 5: Define non-renewable energy Objective 6: Explain the location and quantity of fossil fuel resources. Objective 7: Describe extraction methods. Objective 8: Compare the advantages and disadvantages of fossil fuels. Objective 9: Describe the mechanics and problems of nuclear energy. Objective 10: Contrast the advantages and disadvantages of alternative energy. Objective 11: List the characteristics of various types of sustainable energy. Objective 12: Evaluate the benefits of conservation and efficiency. Objective 13: Describe the types of biofuels. 3. Interpret the idea that Earth itself is one interconnected system. Objective 1: Be able to list, define, and give examples of the organization of life from “Biosphere” to “Individual.” Objective 2: Be able to recognize, briefly describe, and label the carbon cycle, showing how photosynthesis, decomposition, and cellular respiration are linked. Objective 3: Be able to recognize, briefly describe, and label the nitrogen cycle. Objective 4: Define populationand describe how ecologists describe and monitor natural populations. Objective 5: Define and give specific examples of the three types of population distribution patterns: clumped, random, and uniform. Objective 6: Describe the types of population growth patterns (logistic and exponential). Objective 7: Describe what it means when a population has reached its carrying capacity. Objective 8: Recognize the factors that affect population growth, including density-dependent, density-independent factors, r-selected species, and k-selected species. Objective 9: Describe the relationship between predator and prey and recognize examples and graphs of this concept. Objective 10: Define “keystone species” and describe how such organisms affect the environment in which they live by giving examples. Objective 11: Describe how human populations affect other species populations. Objective 12: Define indicator species and describe how indicator species relate to the health of an ecosystem. Objective 13: Describe how matter and energy move through an ecosystem by recognizing/constructing a food chain/web and trophic pyramid. Objective 14: Describe how biotic (ex. species diversity, population sizes, keystone species, species interactions) and abiotic (ex. temperature, moisture) factors influence community structure, composition, and function. Objective 15: Describe how species interactions (resource partitioning, mutualism, commensalism, parasitism) contribute to the overall success of a community. Objective 16: Describe how human actions have affected ecological communities and how we can take steps to restore damaged ecosystems. Objective 17: Describe how ecosystems change over time through ecological succession. Objective 18: Define biodiversity and describe how genetic, species, and ecosystem diversity contribute to overall diversity. Objective 19: List the taxonomic groups and show which are the most numerous. Objective 20: Be able to explain why diversity is important. Objective 21: List where biological hotspots are found and why they are important. Objective 22: Define freshwater and list sources of freshwater on Earth. Objective 23: Describean aquifer. Objective 24: Label and describe the water cycle. Objective 25: Describe various methods of waste water treatment. Objective 26: Describe steps that humans have taken to conserve water. Objective 27: Describe the climate of a specific biome. Objective 28: Describe the unique organisms in a specific biome. Objective 29: Describe the environmental threats facing a specific biome. Objective 30: Describe some of the solutions to threats in a specific biome. 4. Conclude that humans alter natural systems and their survival depends on developing practices that will achieve sustainable systems. Objective 1: Describe how human population growth has changed over time. Objective 2: Describe the cultural and demographic factors that influence population growth. Objective 3: Explain the impact the current human population has on the environment. Objective 4: Explain the use of placing monetary values on ecosystem services. Objective 5: Describe how ecological footprints are calculated. Objective 6: Explain how humans can reduce their ecological footprint. Objective 7: Explain how environmental economics differs from mainstream economics. Objective 8: Describe eutrophication and its effect on aquatic life. Objective 9: List and describe the most common types of water pollution. Objective 10: Describe what a watershed and riparian areas are. Objective 11: Describe the Clean Water Act and explain its importance. Objective 12: Describe the types of solid waste (trash) humans generate. Objective 13: Explain the Law of Conservation of Matter. Objective 14: Compare and contrast the various options for dealing with waste (incinerators, open dumps, landfills, etc.) Objective 15: Identify hazardous waste items and how to properly dispose of them. Objective 16: Describe how individuals and industries can reduce waste production. Objective 17: Define air pollution Objective 18: List types and sources of air pollution. Objective 19: Describe the consequences of air pollution. Objective 20: Describe the sources and pollutions of indoor air pollution. Objective 21: Analyze the cost of air pollution. Objective 22: Describe the role of ozone. Objective 23: Define weather and climate. Objective 24: Identify the evidence of climate change. Objective 25: Discuss the causes of climate change. Objective 26: Analyze projections of future warming. Objective 27: Evaluate the solutions to climate change problems. 5. Support the idea that environmental problems have a cultural and social context. Objective 1: Define environmental science. Objective 2: Describe current environmental challenges. Objective 3: Define sustainable. Objective 4: Describe the Green Revolution. Objective 5: Explain how pesticide resistance. Objective 6: List common agricultural practices used to produce food, including sustainable farming methods. Objective 7: Explain how genetic engineering can be used to produce more crops. Objective 8: Compare the benefits and challenges of urbanization. Objective 9: Define environmental justice. Objective 10: List remedies of urbanization problems.
| Film and Theatre | | -
DRA 101 - Introduction to Theatre Last Date of Approval: Fall 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Introduction to Theatre is a survey course which offers an inside look at how theatre works - both from the audience and the performers’ perspectives. The overview includes the roles of the audience, the writers, the actors, the directors, and the technicians - and how those roles have evolved over time. It is designed to develop in the student an understanding and appreciation of theatrical productions. Students will get a first-hand look at a production in progress and also have an opportunity to experience a taste of performance at the end of the semester in a team presentation. This course helps students build confidence in their communication skills while also enabling them to think critically, consider the viewpoints of others, and effectively express themselves, all of which will benefit them in the classroom, in life, and in the workforce. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Recognize the actor’s and director’s vocabulary - Distinguish among the various theatre genres and spaces
- Classify the major tasks of the director, noting which are mostly artistic and which are managerial
Critique a live theatrical performance based on accepted standards of measurement - Compare the traits of good and bad acting
Apply Aristotle’s six parts of a play to an assigned play, charting and presenting the action, the conflict, the themes - Breakdown the differences beween reading and seeing a play
Observe a rehearsal and performance in order to experience theatre first-hand and gain insight to why theatre is called the richest of the performing arts - Illustrate how relationships between theatre audiences and their spaces can encourage or discourage a sense of groupness
- Examine the roles of the playwright, the designer, the actor and the director
Demonstrate knowledge and understanding of the historical development of theatre - Demonstrate knowledge and understanding of numerous classic plays from the major historical periods
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DRA 125 - Introduction to Play Analysis Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Introduction to Play Analysis offers tools and approaches for reading and interpreting plays as blueprints for theatrical performance. It is designed to equip students to closely analyze scripts in an effort to find and share the playwright’s meaning. Students will learn how to examine the play’s dramatic structure and find clues to conflict, character, theme, and given circ*mstances to create believable characters which connect their creative choices with the playwright’s through lines. The course will include plays which encompass a range of genres and time periods. Introduction to Play Analysis offers students the opportunity to build confidence in their communication skills while also enabling them to think critically, express themselves effectively and consider the viewpoints of others, skills which will benefit them personally, academically, and professionally. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to face, virtual Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Demonstrate mastery of close reading skills and the use of theatrical imagination - Breakdown assigned plays into units and beats of action, charting the exposition through complications, rising action, crisis and resolution
- Improve written and oral communication skills and increase collaborative skills through group projects featuring script analysis
- Begin the habit of reading plays and processing and analyzing them in order to create a repertoire of future audition material.
- Analyze and identify the universal dramatic action, conflict, characters, given circ*mstances, main idea and dramatic structure of selected plays
- Analyze scripts in order to make effective and logical performance and production choices
- Create character sketches that track the given circ*mstances provided by the playwright in terms of character traits, motives and desires
Demonstrate preparedness for class by completing reading, writing and performance assignments on an assigned timeline - Utilize reference resources to provide support for interpretative choices
Cultivate an understanding of the specificanalytical needs of actors, directors, and designers and how to work in collaboration to create afinal product - Dramatize selections through solo and team oral interpretation to illustrate pivotal moments in a script’s dramatic progression
- Justify choices made in performance based on an understanding of Aristotle’s elements of drama as a result of thorough dramatic analysis
Explore how theatre can reflect, challenge and change the world - Investigate key works of dramatic literature for insight into storytelling and its impact on society
- Research the cultural and theatrical significance of certain works in order to gain context for interpretation
- Develop tolerance for other points of view through the discovery of the motivations that drive the actions and beliefs of characters
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DRA 130 - Acting I Last Date of Approval: Fall 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Acting I offers energetic, in-class activities which are designed to develop concentration, encourage creativity, and forge connections to classmates through character-driven interactions. It introduces students to the fundamental training components of acting through participation in a variety of creative exercises perfect for both budding performers and for students who have never been onstage - or who might not even plan to be onstage someday. This course helps students build confidence in their communication skills while also enabling them to think critically, consider the viewpoints of others, and effectively express themselves, all of which will benefit them in the classroom, in life, and in the workforce. Acting I offers minimal lecture and few written assignments, focusing instead on active, hands-on daily exercises on techniques ranging from improvisation and movement to creative exercises and physical centering techniques. The course culminates in scene work which teaches students to believe in the actions of a character. Recommended(s): This classis the recommended prerequisite for Acting II.
Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None. Student Learning Outcomes and Objectives:
Demonstrate continued improvement in the fundamental training components of acting–concentration, energy, creativity and character connection during class exercises and assignments - Assess individual and peer performances on all acting exercises and performances
- Appraise the effectiveness of a live theatrical performance using accepted standards of measurement
Demonstrate preparedness for class by completing reading and writing assignments on an assigned timeline - Answer the specific questions of “Who? What? Where? When? Why” before embarking upon an acting sequence
- Create character sketches for imaginary roles to play in improvisation
Dramatize improvisational scene work, committing to believable physical choices and integrating appropriate stage movement - Dramatize scene work through oral and physical performance
- Adjust walking gait following specific guidelines for environmental changes
- Commit to the actions chosen for scene work and evoke belief in the actions
- Improvise group scenes, illustrating psychologically motivated physical actions and dialogue
Develop a more relaxed and responsive body by employing a variety of physical exercises - Characterize using externals in performance
Develop tolerance for other points of view through the discovery of the motivations that drive the actions and beliefs of characters - Discover motivations behind actions of characters and find ways to personally connect to them without judgment
- Record observations of people, places, emotions, sensory images–anything that is capable of being reproduced on stage
- Answer the question, “What would I do if I were the person described by the dramatist in the given circ*mstances?” for each role assigned in class
Work against obstacles and adapt to other characters in a variety of scenes and acting exercises - Develop good working relationships with classmates
- State the intention of a character for a given scene
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DRA 132 - Acting II Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Acting II works beyond the fundamentals of acting covered in Acting I. The focus shifts from the building blocks of acting technique to practical application in scene work. While there will be some advanced improvisational technique, the bulk of the course centers on vocal and physical interpretation of characters and to the staging choices students make in preparing and performing their scenes. Acting II helps students continue to build on their confidence in their communication and performance skills while also enabling them to think critically, consider the viewpoints of others, and effectively express themselves, all of which will benefit them in the classroom, in life, and in the workforce. Prerequisites: DRA 130 - Acting I or permission of the instructor
Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Analyze acting roles and break down the characterizations into intentions, objectives and super objectives, including character-givens and character histories. - Discover the physical actions for a scene based on the given circ*mstances supplied by the dramatist.
- Answer the specific questions of “Who? What? Where? When? Why” before embarking upon an acting scene.
Demonstrate improvement in blocking and incorporating appropriate and creative stage business and believable movement patterns. - Demonstrate improvement in intuitive characterizations.
- Illustrate the signficance of appropriate stage business when staging a scene.
- Characterize using externals in performance.
- Assess individual performance on all acting exercises and performance.
Achieve vocal control of interpretive aspects such as volume, flexibility, energy, articulation, tempo, inflection. Perform class exercises with energy, concentration, creativity and character connection. - Commit to the actions chosen for scene work and evoke belief in the actions.
- Adapt to other characters in a variety of scenes and acting exercises.
Interpret, block, rehearse, memorize and perform a variety of acting exercises, including a portion of a play for assessment (more than one if time allows). - Illustrate memorization technique by performing “Words” and a Shakespearean sonnet.
- Attend all practice sessions with teammates in the collaborative process of staging.
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DRA 162 - Technical Theatre Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 30
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Technical Theatre will focus on the standard structure and procedures of putting on a theatrical production. It will focus primarily on scenic design and construction as well as lighting, with a brief introduction to the elements of costumes, sound and stage management. Through lectures, discussion and practical lab projects, students will gain knowledge and skills for the processes necessary for a production. This course offers students hands-on experience and the opportunity to build confidence in their communication skills while also enabling them to work collaboratively, think critically, express themselves effectively and consider the viewpoints of others, skills which will benefit them personally, academically, and professionally. Prerequisites/Corequisites: None. Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Demonstrate mastery of safe practices in the scene shop. - Correct use of and identification of tools.
- Show proficiency with all safety guidelines in the scene shop–from correct cutting and building techniques to use of rigging systems and elevation painting.
Demonstrate basicunderstanding of set construction. - Identify the advantages and disadvantages of materials commonly used in scenic construction.
- Create a basic drafting for a specific set design.
- Create a stage flat and a tiered platform.
Illustrate proficiency with lighting instruments–hang, focus, control. - Hang and focus lighting instruments.
- Assist in lighting design–marking for focus, adjusting levels, inputting cues.
- Cut and hang gels.
Gain knowledge of basic rigging and fly systems. - Safely hang and utilize counter-weight fly system.
- Show proficiency in operation of fly system.
Employ a variety of scenic painting techniques. - Correct preparation, application and cleanup of painting supplies.
Understand the role technicians play in a production. - Show familiarity with basic audio components.
- Input sound cues, set microphone levels, and correctly position face microphones on cast.
- Illustrate correct handling of microphones.
- Understand the role of the stage manager who links the technical components to the run of the show.
- Create checklists for the technical run of a production–from dry tech runs through final performance.
- Required attendance at production work calls from beginning to the final strike.
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DRA 927 - Honors Study Last Date of Approval: Spring 20211-3 Credits
Total Lecture Hours: 0
Total Lab Hours: 30-90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a course in which the student designs and completes a project of personal interest. The student will work closely with a faculty member who will act as a mentor and provide expertise throughout the semester. Upon project’s completion, results will be shared with a community of peers and faculty. Prerequisites/Corequisites: SDV 230 - Introduction to Honors Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Demonstrate effective written communication skills. 2. Exhibit effective oral communication skills. 3. Analyze and synthesize a broad range of material. 4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems. 5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.
| Fire Science | | -
FIR 124 - Building Construction Last Date of Approval: Spring 20193 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides the components of building construction that relate to fire and life safety. The focus of this course is on firefighter safety. The elements of construction and design of structures are shown to be key factors when inspecting buildings, preplanning fire operations, and operating at emergencies. Prerequisites: FIR 127
Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, students will be able to: Describe building construction as it relates to firefighter safety, building codes, fire prevention, code inspection, firefighting strategy, and tactics. Classify major types of building construction in accordance with a local/model building code. Analyze the hazards and tactical considerations associated with the various types of building construction. Explain the different loads and stresses that are placed on a building and their interrelationships. Identify the function of each principle structural component in typical building design. Differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each. Classify occupancy designations of the building code. Identify the indicators of potential structural failure as they relate to firefighter safety. Identify the role of GIS as it relates to building construction.
Student Learning Outcomes: Describe building construction as it relates to firefighter safety, buildings codes, fire prevention, code inspection, firefighting strategy, and tactics. Classify major types of building construction in accordance with a local/model building code. Analyze the hazards and tactical considerations associated with the various types of building construction. Explain the different loads and stresses that are placed on a building and their interrelationships. Identify the function of each principle structural component in typical building design. Differentiate between fire resistance, flame spread, and describe the testing procedures used to establish ratings for each. Classify occupancy designations of the building code. Identify the indicators of potential structural failure as they relate to firefighter safety. Identify the role of GIS as it relates to building construction.
Objectives: Understand the importance of studying building construction as a fire fighter. Understand why using proper language is so important for understanding building construction techniques and for fire-ground safety. Understand why evacuation protocols are critical. Identify the role of prefire plans and prefire analysis in firefighting operations. Understand theimportance of looking for building deficiencies and dangerous conditions while conducting prefire planning walkthroughs. Explain why it is so important to study reports of significant fires, NIOSH Fire Fighter Fatality and Near Miss reports of the past. Understand the relationship between risk and benefit and its impact on fire fighter safety. Identify the variety of forces to which buildings are subjected. Identify the different types of loads and how they are applied to buildings. Define safety factor and explain how it affects the choice of materials used in a building assembly. Identify composite materials and explain how the combination of two different materials affects structural elements. Identify and define key types of structural members, such as beams, trusses, columns, walls, roofs, and arches. Identify the various types of structural connections and explain how they affect transmission of loads and behave in a fire. Identify and describe the basic regulations that apply to building construction projects. Identify and describe the role of the typical members of a building design team. Identify and describe the roles of the various members of the construction team. Recognize why it is important for fire fighters to be able to read building plans and specifications. Identify the tasks performed during site preparation prior to construction. Point out the unique features of modular construction that influence firefighting operations. Identify and describe the hazards to fire fighters during the construction, renovation, and demolition of a building. Identify and describe the hazards to fire fighters of the different types of materials used in the construction of buildings. Recognize how the shape of a material affects its ability to resist a compressive load or a deflective one. Explain the history and basis for building and fire codes. Explain the differences between fire and building codes. Identify other construction codes and standards that have an impact on the fire service. Identify important fire protection features of building and fire codes. Identify construction-related provisions of fire codes. Identify fundamentals of fire behavior and key fire phenomena. Describe the development of a compartment fire. Identify the ways fire is influenced by a building and its characteristics. List the ways buildings and their components are affected by a fire. Explain how specific building materials behave under fire attack. Describe smoke behavior and the effects it can have on the building, occupants, and fire fighters. Understand the basic concepts of providing fire protection in buildings. Define fire resistance and understand how it is determined. Identify the primary laboratory fire tests and the characteristics they assess. Describe research being conducted to enhance fire protection capabilities. Explain the ways in which smoke and fire containment is achieved. Describe the various types of fire protection systems Understand and correctly use the terminology associated with wood construction. Identify and describe six types of wood-frame structures classified as Type V construction. Identify and describe the specific fire protection differences between balloon-frame and platform-frame construction. Describe the construction of a platform-frame building. Understand how a truss is constructed and how it performs from a fire protection perspective. Explain the difference between firestopping and draftstopping. Describe the behavior of engineered and manufactured wood products under fire attack. Describe the different types of sheathing, siding, and roofing materials. Identify and describe the characteristics of heavy timber buildings and specific characteristics of mill construction (Type IV construction). Identify the dimensions of heavy timber members. Describe why the misnomer “slow burning” is inappropriate for heavy timber buildings. Identify the specific hazards of these conflagration breeders. Identify specific problems with mill construction. Identify the dangers of concealed spaces in renovated mill buildings. Identify the differences between new heavy timber buildings and those built in the past. Describe the hazards of vacant heavy timber buildings and structures under demolition. Understand the details of ordinary construction, including features found in modern structures of ordinary construction. Understand how the structural stability of a masonry wall is compromised. Identify specific wall and wall component problems. Recognize collapse indicators. Identify the problems associated with interior structural elements. Identify fire hazards associated with roofs. Understand fire spread through void spaces of ordinary construction. Explain how masonry walls and fire doors act as fire barriers. Understand the difference between noncombustible and fire-resistive construction. Identify the different types of steel building components and their characteristics. Describe the use of masonry, including concrete, in noncombustible buildings. Describe different types of steel structural systems. Describe the hazards of a metal deck roof fire. Understand the hazards of high fire loads in unprotected steel structures and ways to improve the situation. Recall the difference between noncombustible and fire-resistive construction. Describe different types of concrete structural systems. Describe the two types of prestressing. Describe the hazards of formwork. Describe the methods of fireproofing steel and of ensuring a level fire resistance in concrete. Describe how concrete and concrete structural elements react to fire. Define green (sustainable) construction. Explain the role of green certification rating programs and green construction regulations. Identify and describe the four general categories of green construction. Identify firefighting hazards associated with each type of green construction material or green building system. Determine the unique design and construction details found in buildings based on occupancy type. Establish how occupancy-specific building code requirements dictate particular safety features. Identify the unique details and hazards associated with specific occupancies. Understand how occupancy specifics affect firefighting operations. Explain the role of situational awareness in collapse. Identify the indicators used to anticipate collapse. Identify the various types of collapse. Apply risk analysis to fireground safety. Identify the specific basic competencies all fire fighters should have to perform at a structural collapse. Explain the essential elements of the collapse of the World Trade Center twin towers on September 11, 2001.
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FIR 127 - Fire Behavior and Combustion Last Date of Approval: Fall 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course explores the theories and fundamentals of how and why fires start, spread, and how they are controlled. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, the student will be able to: Student Learning Outcomes: Explain the importance of measurement in understanding fire behavior. Name the basic SI units of measurement and convert between valuse in SI units and English units. Understand the precision of a measurement and the reduced precision used in estimations. Explain the differences between mass and weight and among energy, heat, and enthalpy.
List the chemical elements that are especially important in fires. Describe atomic mass and dimension. Describe molecules, compounds, free radicals, and ions. Recognize the bonding features of an organic fuel from its name. Find further information about atomic and molecular properties.
Name the three basic states of matter found in the material world and explain how they are characterized. Describe the phase changes among these states and the change in enthalpy associated with each. Write and use the ideal gas law. Balance a chemical equation for the combustion of a material during a fire. Estimate the heat released during burning based on the balanced chemical equations using the mass of oxygen consumed.
Understand the meaning of fuel-lean, stoichiometric, and fuel-rich combustion. Explain why the outcome of a combustion reaction is determined by thermodynamics, while the rate of the reaction is determined by chemical kinetics. Describe ideal and realistic flame temperatures. Describe the basic laws of motion and gravitation. Calculate pressures in a standpipe and a stairwell.
Calculate the velocity of a falling object and the time it takes to reach the ground. Describe potential and kinetic energy. Describe the effects of fluid viscosity and bouyancy on fire flows. Name and explain the three modes of heat transfer. Explain why radiative heat transfer in fires is especially important.
Explain the difference between an intensive property and an extensive property of a material. Calculate the heating rate of an object due to heat conduction and radiation. Describe the difference between thermally thin and thermally thick materials. Describe the structural hazards that can result from loss of fire resistance. Calculate the burn hazards to people from exposure to convective and radiative heat.
Describe how the U.S. fire incidence database enables development of a national profile of fires and fire losses. Define the process of combustion. Explain flammability, in terms of both fire properties and practical application. Explain the nonflaming and flaming stages of fire. Discuss the fire tetrahedron and explain how it is a focus for a unified view of fire initiations, growth, and termination.
Discuss the terms fire consequences, hazard, and risk. Describe the categorization of flames. Characterize laminar and turbulent flames. Define deflagration and detonation, and explain the difference between the two. Discuss flammability limits and burning velocity, as well as their relationship to fire hazard.
Understand the difference between piloted ignition and autoignition. Explain the potential hazard from a gas leak. Explain the importance of chain branching in combustion chemistry. Describe the flash point, fire point, and autoignition temperature of a flammable liquid. List the three classes of flammable liquids, based on flash point and potential ambient temperatures.
Define the linear burning rate of a pool of liquid and explain why it varies with the diameter of the pool. Describe the physical considerations that affect the rate of flame spread of flammable liquids. Explain boilover. Explain a boiling liquid/expanding vapor explosion (BLEVE). List the three significant differences between the burning of a solid fuel and the burning of gaseous and liquid fuels.
Describe the thermal and chemical processes that result in the ignition and burning of a solid. Describe how char formation and melting occur and how they affect the burning rate. List the types of combustible solids. Describe the types of polymers and explain how they gasify. Describe at least four classes of mechanisms by which fire retardant aditives act to modify the ignition and burning of solids.
Discuss the use of calorimetry to measure the heat-release rates of materials and products. Describe the two main types of smole aerosols and explain why they are important in fires. Explain how soot forms. Describe the two principal methods for quantifying the aerosol content of smoke produced in an experimental fire. Describe the smoke-point height method for estimating the relative sooting tendency of a gaseous fuel.
List some relationships between fuel chemistry and sooting tendency. Estimate the mass of burned fuel that can lead to loss of visibility due to smoke obscuration. List the principal combustion products formed in fires. Explain the principle of operation for ionization smoke alarms and photoelectric smoke alarms, and identify the differences in what they detect. List the hazards to people and property from a fire.
Explain the following tpes of harm from a fire: acute effects, postexposure effects, and chronic effects. List the most important toxic gases in smoke. Explain the differences between narcotic gases and irritant gases. Explain the concept of fractional effective dose. Explain the underlying principle of Haber’s rule.
Explain the concept of limiting hazard and its role in fire protection. Describe the three zones of the plume of a fire burning in the open and calculate the air entrainment into the flame and the height of the luminous flame. List three reasons why the nature of the ceiling jet is important. Calculate the mass outflow from a room in which a steady-state fire is burning. Estimate the minimum rate of heat release that leads a room to flashover.
List nine reasons why calculating the smoke flow through most buildings requires a computational model. Distinguish among fire extinguishment, fire control, and fire inerting. List the four classes of fires, as used in the United States. Describe the different ways in which water suppresses a fire, depending on its method of delivery and the geometry of the fire, and list the types of fires on which water should not be applied. Describe the roles of suppression-enhancing additives to water.
List the types of nonaqueous fire suppressants. Understand why the use of halon fire extinguishers has been curtailed. Explain how powdered fire extinguishants are effective on a fire. Explain the value in using computer fire modeling. Describe the difference between a deterministic and a probabilistic fire model.
Describe the characteristics of both zone and field models. Describe the difference between retrospective and prospective use of a fire model. Explain model variation, model verification, and model accuracy. Explain the limitations of computer fire models.
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FIR 144 - Fundamentals of Fire Fighting 4.5 Credits
Course Description:
This course provides information and skills needed to meet the performance objectives in NFPA 1001, Standard for Fire Fighter Professional Qualifications, Fire Fighter I.
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FIR 145 - Fire Strategies and Tactics 3 Credits
Course Description:
This course provides an in-depth analysis of the principles of fire control through utilization of personnel, equipment, and extinguishing agents on the fire ground.
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FIR 149 - Fire Protection Hydraulic & Water Supply 3 Credits
Course Description:
This course provides a foundation of theoretical knowledge in order to understand the principles of the use of water in fire protection and to apply hydraulic principles to analyze and to solve water supply problems.Prerequisites: FIR 152
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FIR 152 - Fire Protection Systems Last Date of Approval: Spring of 20193 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides information relating to the features of design and operation of fire detection and alarm systems, heat and smoke control systems, special protection and sprinkler systems, water supply for fire protection and portable fire extinguishers. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There is no credit for prior learning for this course Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Discuss the basics of fire behavior. List fire protection systems and the model code process. List fire alarm system components and explain their functions. Describe different types of rie alarm and detection systems. Describe different water supply sources for fire protection systems. Explain the use and requirements of standpipe and hose systems. Describe the components and applications of an automated fire sprinkler system. List specialized water-based fire protection systems. Explain the use of fixed wet and dry chemical extinguishing systems. Explain the use of gaseous agent extinguishing systems. Describe basic portable fire extinguishers. Explain the use of smoke control and management systems. Explain how property security systems affect emergency response and fire protection systems.
Student Learning Outcomes: Describe the difference between fire and combustion. Identify and describe the elements of the fire triangle and fire tetrahedron. List and describe the different types of fire. List and describe the different stages of fire. List and describe forms of heat transfer. List and describe methods used to extinguish fires. List and describe the classes of fire and their relationship to extinguishing agents. Define the terms code and model code. Name the two most prominent model code organizations. Describe the International Code Council (ICC) model code development process. Describe the National Fire Protection Association (NFPA) model code development process. Define the terms referenced standard and code amendment. Describe the advantages to governments and organizations that adopt model codes. List the two most important code-related conditions that determine the installation requirements for fire protection systems. Describe a fire alarm system. List five functions fire alarm systems provide. List and describe the three types of fire alarm signals. Discuss the characteristics of conventional fire alarm system technology. Discuss the characteristics of addressable fire alarm system technology. Discuss the functions of a fire alarm control panel and annunciation panel. List and describe the different components that make up a fire alarm system. List and describe devices that interface with a fire alarm system to supervise the condition of other fire protection systems. List and discuss the different fire alarm system classifications. List and discuss the interface capabilities between fire alarm systems and other building fire protection and life safety systems. List and discuss the different conditions, situations, and circ*mstances used to determine manual fire alarm and automatic detection system installation requirements. Describe the different acceptance and periodic inspections, tests, and maintenance activities required for fire alarm systems. Define the terms pressure, flow, and duration as they relate to the movement of water. Identify and describe the components of a water supply and distribution network. Discuss the difference between a municipal/public water system and a private water system. Describe how pumped, gravity, and combined supply systems operate. Define friction loss and discuss how it affects water flow. Define the terms static pressure and residual pressure. List and discuss the characteristics of the two types of NFPA-approved stationary fire pumps. Define the terms churn, rated performance, and peak performance in relation to stationary fire pump testing. List and describe the different types of standpipes and the different standpipe classifications. List and describe the different standpipe system components. State when and where standpipes and hose systems are required in buildings. Reference the design and installation standards that apply to standpipes. State the minimum standpipe system design pressure and flow requirements. Reference the inspection, testing, and maintenance requirements. Recognize the possible impairments to standpipe systems. Describe an automatic fire sprinkler system. Discuss the myths and realities associated with automatic fire sprinkler system operation. List and describe the different components that make up an automatic fire sprinkler system. List and describe the different types of automatic fire sprinkler system heads. Describe the different types of automatic fire sprinkler systems and the best applications for those systems. State the factors that determine requirements to install automatic fire sprinkler systems. Discuss the design concepts behind automatic fire sprinkler systems. List and describe different occupancy and commodity classifications. Discuss the inspection and testing requirements for automatic fire sprinkler systems. State three reasons why, under certain circ*mstances, the installation of specialized types of water-based fire protection systems is a better choice than standard automatic fire sprinkler systems. Discuss the characteristics and applications for fixed foam systems. Discuss the characteristics and applications for foam-water sprinkler and foam-water spray systems. Discuss the characteristics and applications for water spray fixed systems. Discuss the characteristics and applications for water mist systems. Discuss the inspection and test requirements for acceptance of specialized water-based fire protection systems. Recognize the possible impairments to specialized water-based fire protection systems. Describe the characteristics of fixed wet and dry chemical extinguishing systems. Discuss the hazards fixed wet and dry chemical extinguishing systems most likely protect. Describe how fixed wet and dry chemical agents control and extinguish fire. Describe a pre-engineered system. List the major components that make up fixed wet and dry chemical extinguishing systems. Describe the types of fixed wet and dry chemical extinguishing systems. Discuss the various acceptance and periodic inspection, testing, and maintenance requirements for fixed wet and dry chemical extinguishing systems. Describe the physical characteristics of carbon dioxide. Describe the four application methods for delivery of carbon dioxide. Describe the physical characteristics of halogenated hydrocarbons (halons). Explain the halon numbering identification system. Describe the physical characteristics of halocarbons and inert gases (clean agents). Discuss the two categories of clean agents. Explain the difference between the two types of aerosol generators. Discuss the various acceptance and periodic inspections and tests that are required to certify and maintain gaseous agent extinguishing systems. Discuss the fire extinguisher classification system. List the different extinguishing agents and their applications. Discuss the fire extinguisher rating system and identify which classifications of extinguishers it applies. Explain why a certain extinguisher classification requires a conductivity test. Describe the different types of fire extinguishers and how they operate. Explain the acronym PASS in relation to fire extinguisher operation. Discuss the inspection, testing, and maintenance procedures for portable fire extinguishers. Define the terms smoke control and smoke management. State the design goals for smoke control and smoke management systems. Name the three general methods used to control smoke movement. Describe the four pressure differential methods used to control smoke. Describe five design requirements or operational characteristics of smoke control systems. List the different life safety and fire protection systems that interface with smoke control systems and describe how they interact. Discuss the importance of the acceptance testing and annual retesting of smoke control and management systems. Identify and describe the three components of a means of egress. List and describe the override requirements for exit stairway doors in high-rise buildings. List and describe the requirements for delayed egress locks. List and describe the requirements for access-controlled egress doors. List and describe the requirements for electrically controlled and electromagnetically locked egress doors. Describe the purpose of an emergency building entrance system. List what is typically found inside an emergency building entrance system. List and describe the different methods of property access through security gates and vehicle barriers.
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FIR 154 - Fundamentals of Firefighting II Last Date of Approval: Spring 20204.5 Credits
Total Lecture Hours: 45
Total Lab Hours: 45
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides information and skills needed to meet the performance objectives in NFPA 1001, Standard for Fire Fighter Professional Qualifications, Fire Fighter II. Prerequisites: Fundamentals of Firefighting I
Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Testing Charge: $50.00 Student Learning Outcomes and Objectives:
Upon completion of this course, the student will be able to: Discuss on-scene communications and post-incident reports. Identify hazards related to building construction, as well as factors that indicate possible structural collapse. Maintain extrication and rescue tools and equipment. Perform basic vehicle extrication skills as well as describe the role of a Firefighter II in supporting specialized technical rescue teams.
Explain safety rules for service testing a fire hose. Explain how foam is generated and used as a fire fighting tool. Place a foam line in service using an in-line eductor and to extinguish an ignitable liquid fire. Describe tasks related to coordinating fireground operations. Describe tasks related to establishing fireground command.
Describe tasks related to controlling Class B fires. Describe evidence location and collection. Explain the various roles involved in a fire investigation. Plan and conduct private dwelling and pre-incident planning surveys. Explain the components and considerations for preparing and delivering fire and life safety presentations.
Student Learning Outcomes: Explain the information gathered by postincident reports. Create an incident report. Explain the hazards related to building construction. Recognize the factors that influence structural collapse potential. Explain considerations for maintenance of electric generators and lighting equipment.
Demonstrate the steps for inspecting, servicing, and maintaining a portable generator and lighting equipment. Describe the types of rescue tools and equipment. Explain the uses and limitations of each type of rescue tool. Identify the role of a fire department during vehicle extrication. Describe safety considerations that must be identified and mitigated during vehicle extrication.
Explain the use of cribbing material during vehicle extrication. Describe the methods used for gaining access to victims during vehicle extrication. Explain the role a Firefighter II will play in technical rescue operations. Describe the various types of technical rescue operations. Explain the unique hazards associated with each type of technical rescue operation.
Prevent horizontal movement of a vehicle using wheel chocks. Stabilize a vehicle using cribbing. Remove a windshield in an older model vehicle. Remove a tempered glass side window. Remove a roof from an upright vehicle.
Remove a roof from a vehicle on its side. Displace the dashboard. Describe the safety considerations taken when service testing a fire hose. Service test a fire hose. Describe the methods by which firefighting foam prevents or controls a hazard.
Identify foam concentrates. Explain the factors that impact foam expansion and selection. Describe methods by which foam may be proportioned. Explain the advantages and disadvantages of various foam proportioners, delivery devices, and generating systems. Identify causes of poor foam production.
Distinguish among various foam application techniques. Identify foam hazards and ways to control them. Place a foam line in service using an in-line eductor. Extinguish an ignitable liquid fire. Describe considerations taken when coordinating fireground operations.
Explain fireground roles and responsibilities a firefighter II may need to coordinate. Discuss the process of establishing and transferring Command. Establish Incident Command and coordinate interior attack of a structure fire. List safety precautions that should be taken at flammable/combustible liquid fire incidents. Recognize methods used when coordinating operations at a property protected by a fire suppression system.
Explain ways to use water to control Class B fires. Compare methods used to suppress bulk transport vehicle fires and flammable gas incidents. Control a pressurized flammable gas container fire. Describe types of evidence used to indicate the area of origin or fire cause. Recognize fire cause evidence.
Explain the roles and responsibilities of responders and investigators involved in fire investigations. Tell what legal issues impact location and collection of evidence during a fire investigation. Protect evidence of fire cause and origin. Describe the role of a Firefighter II in planning for and conducting private dwelling fire safety surveys. Describe the role of a Firefighter II in planning for and conducting preincident planning surveys.
Prepare a preincident planning survey. Conduct a fire safety survey in an occupied structure. Explain the components that must be considered when developing fire and life safety presentations. Recognize considerations that must be addressed when giving presentations to young children and fire station tours. Make a fire and life safety presentation.
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FIR 156 - Fundamentals of Firefighting III Last Date of Approval: Fall 20203 Credits
Total Lecture Hours: 0
Total Lab Hours: 90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides information and skills needed to meet selected fire-related performance objectives in: NFPA 1002: Standard for Fire Apparatus Driver/Operator Professional Qualifications, 2017 Edition NFPA 1021: Standard for Fire Officer Professional Qualifications, 2014 Edition. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, the student will be able to: Display a high level of understanding of fire behavior, including heat transfer and hostile fire events. Understand the steps a firefighter must take to prepare for promotion within the organization. Explain the 6 traits of leadership an effective fire service officer must display. (Vision, optimism, adaptability, strong communication skills, confidence, & decisiveness) Understand pump theory as it relates to the fire service.
Describe hydraulic concepts as they relate to the fire service. Perform essential hydraulic calculations on the fireground. Correctly apply the proper type of foam in the correct proportion to a specific fire.
Student Learning Outcomes: Upon completion of this course, the student will be able to: Function as a crew leader on a firefighting crew. Safely and efficiently lead an interior fire attack crew during suppression operations. Safely and efficiently lead a ventilation crew during firefighting operations.
Safely and efficiently lead a search and rescue crew during firefighting operations. Describe the roles and responsibilities of the Fire Officer Describe working with other organizations. Discuss the origin of civil service promotional examinations. Describe how a promotional examination is prepared.
Identify the elements of a promotional examination. Identify the components of an assessment center. List techniques for studying for a promotional examination. Describe the transition from firefighter to fire officer. Describe integrity and ethical behavior.
Describe how to maintain workplace diversity. Understand principles of supervision and basic human resource management. Implement an incident management system and ensure the safety of personnel under emergency conditions. Explain the difference between competence and confidence in individual skill sets. Describe the concept of progressive discipline.
Describe leadership styles. Describe how to motivate. Describe emergency scene leadership. Describe the fire officer challenges in the 21st century. Discuss the communication cycle.
Identify ways to improve listening skills. Describe ways to counteract environmental noise. Identify the conditions that interfere with verbal communication. Explain the difference between formal and informal communications. Size up a fire incident.
Describe Lloyd Layman’s five-step size-up process. Describe the National Fire Academy size-up process. Develop an incident action plan. Engage and disengage a midship pump. Operate from the fire apparatus’ water tank.
Make the transition from the apparatus water tank to an external water supply source. Calculate how much additional water a hydrant can supply. List indications that a pump is cavitating. Troubleshoot a low-flow or low-pressure condition while attempting to pump water.
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FIR 159 - Fundamentals of Firefighting IV Last Date of Approval: Spring 20213 Credits
Total Lecture Hours: 0
Total Lab Hours: 90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides information, skills, and fireground opportunities to further improve performance of the skills learned in Fundamentals I, II, and III. The emphasis is now on leading a firefighting crew, and working synergistically to become safe and efficient. Firefighter self-rescue and rapid intervention crew operations are also emphasized. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, the student will be able to: Perform basic fire origin and fire cause investigations. Successfully implement Crew Resource Management on the fireground. Identify the need for specialized technical rescue services. Perform advanced automobile extrication skills.
Student Learning Outcomes: Upon completion of this course, the student will be able to: Identify the area of fire origin during a fire investigation. Given a simple fire investigation, identify the fire cause during a fire investigation. Demonstrate proper methods of preserving evidence of fire cause and origin. Effectively manage personnel resources in accordance with Crew Resource Management on the fireground. Effectively work through emergency scenarios involving firefighter self-rescue.
Call a Mayday after experiencing a problem during firefighting operations. Perform controlled breathing during a firefighter emergency. Orient oneself using common structural landmarks when disoriented. Determine which direction leads to the outside after finding a lost hoseline. Locate a downed firefighter in a building.
Protect a downed firefighter in a building during rescue operations. Breach a wall to access a downed firefighter. Rescue a firefighter from a lower level. Rescue a firefighter trapped under debris. Improvise to make a “RIT Pack” to use during firefighter rescue operations.
Utilize a “RIT Pack” during firefighter rescue operations. Perform automobile extrication on an overturned vehicle. Perform automobile extrication on a vehicle in a ditch. Stablize and perform extrication on a vehicle on its side. Demonstrate the “Noah’s Ark” extrication technique.
Perform automobile extrication on unusual vehicles. As part of a firefighting crew, deploy a supply line 300’ from a hydrant, then deploy one attack line flowing 100 gpm and one backup line flowing 200 gpm within 3 minutes. As part of a firefighting crew, establish a drafting operation at a minimum of 300 gpm from a portable tank with a fire engine within 5 minutes. As part of a firefighting crew, deploy a supply line 300’ from a hydrant, then deploy a monitor nozzle flowing a minimum of 500 gpm within 3 minutes. As part of a firefighting crew, deploy a 2½” hoseline with a gated wye to the third floor, then connect a 100’ high-rise pack, advance to the fourth floor, and flow water at a minimum of 100 gpm.
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FIR 161 - Mathematics and Problem Solving for Firefighters Last Date of Approval: Spring of 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
Firefighters depend upon their mathematical skills to do their job effectively. Throughout the country, most engine companies are dispatched to more medical emergencies that to fires. Modern firefighters have become more involved in hazardous materials incidents where they must use their math skills to calculate the area and volume of hazardous material spills. As they advance up the career ladder, they are continually called upon to use their mathematical skills in time management, budgetary considerations, fire company run statistics, and drug calculations. Union leaders use their math skills in an effort to compete with their counterparts in management. This class serves as both a review of basic mathematical concepts for entry-level firefighters, and as a foundation for fire flow and water supply calculations. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There is no credit for prior learning for this course. Course Fees: None Student Learning Outcomes and Objectives:
Upon completion of this course, the student will be able to: Understand the basic concepts of numbers. Define real numbers, integers, period, prime numbers, and composite numbers. Determine whether or not a number is a prime number of a composite number. Explain the divisibility roles for 2, 3, and 5.
Solve addition problems involving positive and negative integers. Prove that the answer to an addition problem is correct. Mentally multiply any two single-digit numbers. Mentally multiply any single digit by nine. Mentally multiply any two-digit number by eleven.
Mentally multiply two ‘teen numbers. Mentally square any two-digit number ending in five. Solve subtraction, division, and square root problems. Define dividend, divisor, quotient, minuend, subtrahend, and difference. Explain a radical symbol and an exponent.
Define the words fraction, numerator, denominator, equivalent fractions, improper fractions, and mixed numbers. Solve addition, subtraction, multiplication, and division problems involving fractions. Determine the common denominator of an addition or subtraction problem. Reduce a fraction to its lowest term. Explain the three parts of a decimal fraction.
Define the terms decimal number, terminating decimal, and repeating decimal. Explain the procedure for rounding a number. Convert a fraction to a decimal. Convert a decimal to a fraction. Explain the difference between adding, subtracting, multiplying, and dividing whole numbers and adding decimals.
Explain the procedure for locating a decimal point in an addition problem. Prove that the answers to addition, subtraction, multiplication, and division decimal problems are correct using the “excess of nines” method. Describe the procedure for setting up a subtraction of decimals problem. Describe the procedure for multiplying decimals. Solve problems involving more than a single type of operation.
List standard prefixes for the metric system. List the standard units in the metric system for length, volume, and mass. Provide the formulas for determining the amount of water required for extinguishing and controlling a structure fire as provided by the National Fire Academy. Provide the formula for determining back pressure and forward pressure, and for determining the friction loss in hose lines. Provide the formulas for determining the required pump discharge pressure, and for determining the volume of both rectangular and cylindrical containers.
Determine the weight of water in various storage units, and determine the number of gallons of water in a hose line. Convert Fahrenheit temperature to Centigrade temperature, and Centigrade temperature to Fahrenheit temperature. Demine force, static pressure, flow pressure, residual pressure, pressure as related to head, volume, fluid, and temperature. Define percent, percentage, ratio, and percentile. Convert a percent to a decimal, and a decimal to a percent.
Solve problems associated with percentages. Define statistics, data, datum, central tendency, mode, median, mean, skewed, and graph. Determine the mode, median, and mean of a distribution. Describe a standard curve of distribution and explain the percentages of individuals who fall within one, two, and three standard deviations from the mean. Identify the parts of a graph.
Construct a chart or graph. Interpret information on a chart of graph. Define the words formula and equation. Manipulate fire department hydraulic formulas. Solve fire department hydraulic formulas.
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FIR 170 - Fundamentals of Firefighting I Last Date of Approval: Fall 20216 Credits
Total Lecture Hours: 45
Total Lab Hours: 90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides information and skills needed to meet the fire-related performance objectives in NFPA 1001, Standard for Fire Fighter Professional Qualifications, Fire Fighter I Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: Testing Charge/Course Materials: $400.00 Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, the student will be able to: Describe the history and culture of the fire service. Explain the mission of the fire service and give examples of organizational models. List the most prevalent causes of firefighter injuries and fatalities.
Understand the requirements of fire service safety standards. Explain the basic concepts of fire behavior, including heat transfer and hostile fire events. Explain how building construction materials and techniques are affected by fire. Demonstrate proper use, maintenance, and care of personal protective equipment (PPE). Correctly select, use, and inspect portable fire extinguishers.
Correctly select ropes and webbing for selected tasks, and correctly tie the appropriate knots to perform fireground tasks. Safely perform search and rescue of persons in immediate danger. Safely perform forcible entry on a variety of doors and gates. Perform duties related to the use of ladders on the fire ground. Safely perform carries and throws of fire service ladders.
Describe the reasons for performing tactical ventilation and perform ventilation operations. Explain different static and dynamic water sources available for firefighting operations. Describe the types of fire hose used in fire suppression operations. Describe fire streams used to control fire or hazardous materials vapors. Perform fire control operations in a variety of scenarios.
Describe common fire protection systems. Perform loss control at a fire scene. Identify and protect evidence of fire origin and cause. Use common radios for fireground and routine communications. Demonstrate an understanding of the importance of fire prevention and public education operations.
Describe the role of firefighters in a hazardous materials response. Identify hazardous materials using established clues. Differentiate between strategic goals and tactical objectives of a hazardous materials response. Demonstrate proper decontamination procedures. Implement proper product control procedures during a simulated hazardous materials incident.
Perform air monitoring and sampling. List the hazards of operations at illicit laboratories and precautions firefighters should take when operating at such laboratories. Successful challenge skills and written exams for Firefighter I and Hazardous Materials-Operations level certification through the Iowa Fire Service Training Bureau. Register with the Federal Emergency Management Agency and obtain a FEMA Student ID (FEMA SID). Successfully complete the Federal Emergency Management Agency’s Emergency Management Institute’s IS-100 and IS-700 certificate.
Student Learning Outcomes: Summarize the history of the fire service. Explain the organizational characteristics, cultural challenges, and cultural strengths that influence the fire service. Describe the mission of the fire service.
Describe the organization of fire departments. Distinguish among functions of fire companies. Summarize primary knowledge and skills the firefighter must have to function effectively. Distinguish among the primary roles of fire service personnel. Describe fire department organizational principles.
Locate information in departmental documents and standard or code material. Distinguish between fire department SOPs and rules and regulations. Explain the ways the fire service may interact with other organizations. List the main types of job-related firefighter fatalities, injuries, and illnesses. Describe the National Fire Protection Association standards related to firefighter safety and health.
Identify Occupational Safety and Health Administration (OSHA) regulations and how they relate to firefighters. Summarize the model that supports the concept of risk management. Describe fire department safety and health programs. Summarize firefighter health awareness issues. Summarize safe vehicle operations.
Summarize guidelines for riding safely on the apparatus. Describe ways to help prevent accidents and injuries in fire stations and facilities. Explain general guidelines for tool and equipment safety. Describe ways to maintain safety in training. State the practices a Firefighter I uses for emergency scene preparedness and safety.
Summarize general guidelines for scene management including highway incidents, crowd control, and cordoning off emergency scenes. Explain the importance of personnel accountability. Respond to an incident, correctly mounting and dismounting an apparatus. [Skill Sheet 2-I-1] Wearing appropriate PPE, including reflective vest, demonstrate scene management at roadway incidents using traffic and scene control devices. [Skill Sheet 2-I-2] Explain the procedures for receiving emergency and non-emergency external communications.
Describe the information required to dispatch emergency services. Describe the systems used for internal communications. Explain radio limitations that may impact internal communications. Describe radio procedures used for internal communications. Handle emergency and non-emergency calls.
Use a portable radio for routine and emergency traffic. Describe the aspects that make up on-scene communications. Explain the information gathered by post-incident reports. Create an incident report. Describe the purpose of personal protective equipment.
Describe characteristics of each type of personal protective equipment. Summarize guidelines for the care of personal protective clothing. Explain safety considerations for personal protective equipment. Identify respiratory hazards. Identify types of respiratory protection equipment.
Describe the limitations of respiratory protection equipment. Explain methods for storing respiratory protection equipment. Describe general donning and doffing considerations for protective breathing apparatus. Summarize general considerations for protective breathing apparatus inspections and care. Summarize safety precautions for refilling SCBA cylinders.
Explain procedures for replacing SCBA cylinders. Explain safety precautions for SCBA use. Describe non-emergency and emergency exit indicators. Describe non-emergency exit techniques. Demonstrate the method for donning structural personal protective clothing for use at an emergency.
With structural personal protective clothing in place, demonstrate the over-the-head method of donning an SCBA. With structural personal protective clothing in place, demonstrate the coat method of donning an SCBA. With structural personal protective clothing in place, demonstrate the method for donning an SCBA wihile seated. Doff personal protective equipment, including respiratory protection, and prepare for reuse. Demonstrate the steps for inspecting an SCBA.
Demonstrate the steps for cleaning and sanitizing an SCBA. Demonstrate the method for filling an SCBA cylinder from a cascade system, wearing appropriate PPE, including eye and ear protection. Demonstrate the method for filling an SCBA cylinder from a compressor/purifier system wearing PPE, including eye and ear protection. Demonstrate the one-person method for replacing an SCBA cylinder. Demonstrate the two-person method for replacing an SCBA cylinder.
Explain the basic principles of forcible entry. Describe the basic construction of locksets. Describe considerations a firefighter must take when using forcible entry tools. Indicate steps needed to care for and maintain forcible entry tools. Explain the ways to force entry through various types of doors.
Identify considerations that need to be taken when forcing entry through locks, padlocks, overhead doors, and fire doors. Describe forcible entry methods used for windows. Explain considerations firefighters must take when forcing entry through miscellaneous types of windows and covers. Describe forcible entry methods for breaching walls. Explain forcible entry methods for breaching floors.
Describe different construction types of ground ladders. Identify the parts of a ladder including markings and labels. Recognize the types of ladders used in the fire service. Explain the considerations addressed by ladder inspection, cleaning, and maintenance. Describe safety guidelines used when handling ladders.
Explain considerations taken when selecting, lifting, and lowering a ladder. Describe various methods for ladder carries. Identify basic considerations and requirements for ground ladder placement. Describe various methods for ladder raises. Compare procedures for moving ground ladders.
Explain the methods used to secure ladders. Describe ladder climbing considerations. Indicate what methods can be used to work from a ladder. Explain methods for assisting a victim down a ladder. Clean, inspect, and maintain a ladder.
Carry a ladder - One-firefighter low-shoulder method. Carry a ladder - Two-firefighter low-shoulder method. Carry a ladder - Three-firefighter flat-shoulder method. Carry a ladder - Three-firefighter flat arm’s-length method. Carry a ladder - Two-firefighter arm’s-length on-edge method.
Tie the halyard. Raise a ladder - One-firefighter method. Raise a ladder - Two-firefighter flat raise. Raise a ladder - Two-firefighter beam raise. Raise a ladder - Three- or four-firefighter flat raise.
Deploy a roof ladder - One-firefighter method. Compare and contrast the characteristics of life safety rope and utility rope. Summarize basic guidelines for rope maintenance. Explain reasons for placing rope out of service. Describe webbing and webbing construction.
Describe parts of a rope and considerations in tying a knot. Describe knot characteristics and knot elements. Describe characteristics of knots commonly used in the fire service. Select commonly used rope hardware for specific applications. Summarize hoisting safety considerations.
Inspect, clean, and store rope. Tie an overhand knot. Tie a bowline knot. Tie a clove hitch. Tie a clove hitch around an object.
Tie a handcuff (rescue) knot. Tie a figure-eight knot. Tie a figure-eight bend. Tie a figure-eight on a bight. Tie a figure-eight follow through.
Tie a Becket bend. Tie a water knot. Hoist and axe. Hoist a pike pole. Hoist a roof ladder.
Summarize safety guidelines for structural search and rescue. Differentiate between primary and secondary search techniques. Recognize basic search methods. Describe victim removal methods. Explain firefighter survival methods.
Explain what survival actions firefighters can take when needed. Describe the actions of a rapid intervention crew or team (RIC/RIT) when locating a downed firefighter. Demonstrate the procedure for conducting a primary search. Demonstrate the procedure for conducting a secondary search. Demonstrate the incline drag.
Demonstrate the webbing drag. Demonstrate the cradle-in-arms lift/carry. Demonstrate the seat lift/carry. Demonstrate the extremities lift/carry. Demonstrate the actions required for transmitting a MAYDAY report.
Demonstrate the proper procedures for an SCBA air emergency. Demonstrate the actions required for withdrawing from a hostile environment with a hoseline. Demonstrate low profile maneuvers without removing SCBA - Slide technique. Perform low profile maneuvers without removing SCBA - SCBA-first technique. Demonstrate the method for breaching an interior wall.
Demonstrate the steps for disentangling from debris or wires. Describe reasons for tactical ventilation. Identify considerations that affect the decision to ventilate. Explain the critical fire behavior indicators present during tactical ventilation. Define horizontal and vertical ventilation.
Explain the means for achieving horizontal and vertical ventilation. Describe the types of horizontal ventilation. Describe the types of vertical ventilation. Recognize other types of ventilation situations. Explain the effects of building systems on tactical ventilation.
Ventilate using mechanical negative pressure in a window. Ventilate using mechanical negative pressure in a doorway. Ventilate using mechanical positive pressure. Perform horizontal hydraulic ventilation. Demonstrate the procedure for sounding a roof.
Ventilate using a rotary saw to cut an opening. Ventilate using an axe to cut an opening. Demonstrate the procedure for opening a flat roof. Perform the steps for opening pitched roofs. Demonstrate the procedure for making a trench cut using a rotary saw.
Couple and uncouple a hose. Operate a fog-stream nozzle. Operate a broken stream nozzle. Operate a solid stream nozzle. Describe initial factors to consider when suppressing structure fires.
Summarize considerations taken when making entry. Describe direct attack, indirect attack, combination attack, and gas cooling techniques. Describe safety considerations that must be identified for upper level structure fires. Explain actions taken when attacking below-ground structure fires. Discuss methods of fire control through exposure protection and controlling building utilities.
Describe steps taken when supporting fire protection systems at protected structures. Explain considerations taken when deploying, supplying, and staffing master stream devices. Describe situations that may require suppression of Class C fires. Identify hazards associated with suppressing Class C fires. Describe actions associated with suppressing Class D fires.
Explain actions taken when suppressing a vehicle fire. Compare methods used to suppress fires in stacked and piled materials, small unattached structures, and trash containers. Summarize the main influences on ground cover fire behavior. Compare types of ground cover fires. Describe elements that influence ground cover fire behavior.
Identify the parts of a ground cover fire. Describe protective clothing and equipment used in fighting ground cover fires. Describe methods used to attack ground cover fires. Summarize safety principles and practices when fighting ground cover fires. Attack a structure fire using a direct, indirect, or combination attack.
Attack a structure fire above, below, and at ground level - Interior attack. Turn off building utilities. Connect supply fire hose to a fire department connection. Operate a sprinkler system control valve. Stop the flow of water of an activated sprinkler.
Deploy and operate a portable master stream device. Attack a passenger vehicle fire. Attack a fire in stacked or piled materials. Attack a fire in a small unattached structure. Extinguish a fire in a trash container.
Attack a ground cover fire. Describe considerations taken when coordinating fireground operations. Explain fireground roles and responsibilities a firefighter II may need to coordinate. Discuss the process of establishing and transferring Command. Describe hazards that may be present at fires in underground spaces.
List safety precautions that should be taken at flammable/combustible liquid fire incidents. Recognize methods used when coordinating operations at a property protected by a fire suppression system. Explain ways to use water to control Class B fires. Compare methods used to suppress bulk transport vehicle fires and flammable gas incidents. Explain the ways water supply system components are used by firefighters.
Describe types of fire hydrants and hydrant markings. Explain fire hydrant operation and inspection considerations. Explain alternative water supply sources and methods of access. Describe methods used for rural water supply operations. Operate a hydrant.
Make soft-sleeve and hard-suction hydrant connections. Connect and place a hard-suction hose for drafting from a static water source. Deploy a portable water tank. Explain basic fire hose characteristics. Describe different causes of and prevention methods for hose damage. Identify basic inspection, care, and maintenance methods for fire hose.
Compare various uses for hose appliances and tools. Describe basic hose rolls. Explain basic hose loads and finishes. Compare various methods to make preconnected hose loads for attack lines. Explain the methods used for supply hose lays.
Describe methods for advancing hoselines in various ways. List the considerations that can impact operating attack hoselines. Explain basic fire hose characteristics. Describe different causes of and prevention methods for hose damage. Identify basic inspection, care, and maintenance methods for fire hose.
Compare various uses for hose appliances and tools. Describe basic hose rolls. Explain basic hose loads and finishes. Compare various methods to make preconnected hose loads for attack lines. Explain the methods used for supply hose lays.
Recognize different methods for handling hoselines. Describe methods for advancing hoselines in various ways. List the considerations that can impact operating attack hoselines. Explain the way vaporization and steam relate to the extinguishing properties of water. Identify the factors that create pressure loss or gain.
Describe the impact water hammer has on fire streams. Explain fire stream patterns and their possible limiting factors. Describe the three types of fire stream nozzles. Compare the different types of nozzle control valves. Describe the factors in operating and maintaining handline nozzles.
Explain considerations for maintenance of electric generators and lighting equipment. Describe the types of rescue tools and equipment. Explain the uses and limitations of each type of rescue tool. Identify the role of a fire department during vehicle extrication. Describe safety considerations that must be identified and mitigated during vehicle extrication.
Explain the use of cribbing material during vehicle extrication. Describe the methods used for gaining access to victims during vehicle extrication. Describe the various types of technical rescue operations. Explain the unique hazards associated with each type of technical rescue operation. Identify types of emergency scene lighting equipment.
Explain the philosophy of loss control. Describe the ways preincident planning impacts loss control. Determine appropriate salvage procedures. Compare and contrast different types of salvage covers. Explain ways to fold, roll, spread, and improvise with salvage covers.
Describe ways to cover openings during salvage operations. Explain methods used to maintain fire safety during overhaul. Describe factors that influence locating hidden fires. Identify different overhaul procedures. Indicate the ways a thermal imager can be used during overhaul. Clean, inspect, and repair a salvage cover.
Roll a salvage cover for a one-firefighter spread. Spread a rolled salvage cover - One-firefighter method Fold a salvage cover for a one-firefighter spread. Spread a folded salvage cover - One-firefighter method. Fold a salvage cover for a two-firefighter spread.
Spread a folded salvage cover - Two-firefighter balloon throw. Construct a water chute without pike poles. Construct a water chute with pike poles. Construct a catchall. Make a chute and attach it to a catchall.
Locate and extinguish hidden fires. Explain ways to recognize obvious signs of the area of origin. Describe the relationship between fire cause classifications and cause determination. Recognize signs of arson. Describe the importance of preserving evidence.
Explain techniques for preserving evidence. Describe types of evidence used to indicate the area of origin or fire cause. Recognize fire cause evidence. Explain the roles and responsibilities of responders and investigators involved in fire investigations. Tell what legal issues impact location and collection of evidence during a fire investigation.
Protect evidence of fire cause and origin. Describe fire alarm systems. Identify alarm initiating devices. Explain the ways automatic sprinkler systems work. Describe standpipe and hose systems.
Explain the ways smoke management systems work. Explain the steps taken during fire and life safety program development. Describe the components involved in fire and life safety program delivery. Explain the impact of safety hazards, messages, and target audiences on creating fire and life safety education programs. Indicate ways to identify and prevent firesetter development.
Describe the role of a Firefighter I in enforcing fire and life safety codes. Distinguish between hazardous materials incidents and other emergencies. Describe the various types of hazardous materials hazards. Explain each of the routes of entry. Describe the U.S. hazardous materials regulations and definitions.
Discuss hazardous materials incident statistics. Identify the seven clues to the presence of hazardous materials. Discuss the occupancy types, locations, and pre-incident surveys that may indicate hazardous materials. Describe the container shapes that may contain hazardous materials. Identify placards, labels, and markings that designate the presence of hazardous materials.
Describe the other markings and colors that may indicate the presence of hazardous materials. Explain the written resources available to indicate the presence of hazardous materials. Discuss the limitations of using the senses to determine the presence or absence of hazardous materials. Discuss monitoring and detection devices. Analyze scenarios to detect the presence of hazardous materials.
Interpret representative shipping papers. Interpret a safety data sheet (SDS). Explain how to identify terrorist attacks and illicit laboratories. Describe each of the steps of the basic problem-solving formula. Discuss isolation and scene control.
Explain the notification process. Discuss protection of responders, the public, the environment, and property. Describe recovery and termination. Describe each of the various spill control tactics. Perform absorption/adsorption.
Perform damming, diking, diversion, and retention operations. Perform vapor suppression and dispersion operations. Perform dilution operations. Discuss leak control. Perform remote valve shutoff.
Define decontamination. Identify various decontamination methods. Discuss general guidelines for decon operations. Describe the different types of victims that may receive decontamination. Describe and perform emergency decontamination.
Describe technical decontamination. Set up and implement a technical decontamination corridor and undergo decontamination. Perform technical decontamination on a non-ambulatory victim. Discuss and perform mass decontamination. Determine the effectiveness of decontamination operations.
Explain how to implement decontamination. Discuss air monitoring and sampling. Discuss concentrations and exposure limits. Explain the basics of air monitoring. Describe the selection and maintenance of detection and monitoring devices.
Explain how to detect specific hazards. Perform a pH test on an unknown liquid. Perform air monitoring with a multi-gas meter. Describe other technologies used to detect hazardous materials. Discuss general hazards at illicit laboratories.
Identify and avoid booby traps at illicit laboratories. Discuss drug labs. Describe chemical agent labs. Describe explosives labs. Discuss biological laboratories.
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FIR 180 - Chemistry of Hazardous Materials 3 Credits
Course Description:
This course provides basic chemistry relating to the categories of hazardous materials, including recognition, identification, reactivity, and health hazards encountered by emergency services.
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FIR 200 - Occupational Safety/Health in Emerg Serv 3 Credits
Course Description:
This course introduces the basic concepts of occupational health and safety as it relates to emergency service organizations. Topics include risk evaluation and control procedures for fire stations, training sites, emergency vehicles, and emergency situations involving fire, EMS, hazardous materials, and technical rescue. Upon completion of this course, students should be able to establish and manage a safety program in an emergency service organization.
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FIR 213 - Principles of Emergency Services Last Date of Approval: Fall 20203 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides an overview to fire protection; career opportunities in fire protection and related fields; philosophy and history of fire protection/ service; fire loss analysis; organization and function of public and private fire protection services; fire departments as part of local government; laws and regulations affecting the fire service; fire service nomenclature; specific fire protection functions; basic fire chemistry and physics; introduction to fire protection systems; introduction to fire strategy and tactics. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, the student will be able to: Describe fire science education and the firefighter selection process. List career opportunities in fire protection and fire service. Describe basic principles of public fire prevention. Describe the chemistry and physics of fire. Differentiate between public and private support organizations in the fire service, and how their services affect the fire department. List resources available to a fire department. Discuss fire service leadership and the role of fire administration. Discuss the support functions that fire departments rely upon. Describe an effective and relevant fire training program. Understand the importance of an active fire prevention program in the fire department. List and apply fire codes and ordinances related to fire protection. Describe standard fire protection systems and fire equipment. Operate within the Incident Command System and the National Incident Management System. Describe effective fire department emergency scene operations.
Student Learning Outcomes: Explain the difference between training and education. Describe the kinds of college fire science programs that are available. Discuss the value of a background in public administration and other specialized studies.
Discuss how to assess your career potential. Discuss the role of human resources and work ethic in the fire service. Identify pre-service training programs. Identify different types of personnel development programs. List and describe the steps in the selection process.
Describe how to set and meet career goals. Identify fire protection careers in the public fire service. Identify civilian positions in the fire service. Identify fire protection careers in the private fire service. Describe the evolution of fire protection.
Describe the history of wildland fire in America. Describe the evolution of modern firefighting equipment. Identify and describe fire service symbols. Describe the evolution of fire stations. Describe how major fire losses have affected the modern fire service.
Identify statistics of the U.S. fire problem. Discuss the purpose and scope of fire agencies. Discuss the future of fire protection. Discuss the difference between the fire triangle and the fire tetrahedron. Discuss the chemistry of fire in terms of oxidizers and fuels.
Discuss the physics of fire in terms of the three states of matter. Differentiate heat and temperature. Identify and describe the four methods of heat transfer. Discuss the fire classifications of fire. Identify and describe the four stages of fire.
Identify and describe national and international support organizations. Identify and describe federal support organizations. Identify and describe state support organizations. Identify and describe local support organizations. Discuss the value of periodical publications.
List and describe facilities in modern fire departments. List and describe common fire apparatus. List and describe fire tools and appliances. List and describe heavy equipment used in the fire service. List and describe personal protective equipment used in the fire service.
Describe the types and uses of aircraft in firefighting. Identify and describe the six principles of command. Identify and describe the six components of the management cycle. Identify different fire department types. Identify the four methods of communication.
Discuss the role of dispatch Discuss the transmission of alarms. Identify the resources in the fire investigation unit. Identify the resources in the hazardous materials control unit. Discuss the role of an adjutant, or aide.
Identify technical support groups and discuss their roles. Discuss resources available for information systems. Discuss the role of personnel/human resources. Discuss the role of a business manager. Discuss the role of incident business management.
Discuss the role of warehouse/central stores. Discuss the role of a repair garage. Discuss the role of a radio shop. Identify the personnel and positions that make up a training bureau. Discuss the value of interagency training.
Describe training facilities used in the fire service. Describe the purpose and importance of training in the fire service. Explain the difference between technical and manipulative training. Describe how an adequate level of training is determined. Describe how performance standards are determined.
Explain how skills are developed. Describe the role standard operating procedures play in training. Discuss the importance of maintaining training records. Describe the relationship of training to incident effectiveness. List areas in which firefighters require training.
Discuss the importance of safety in training. Describe the activities performed by a fire prevention bureau. Identify fire prevention activities and how to implement them. Identify methods of fire prevention. Discuss the importance of fire information reporting.
Give an overview of the types of laws in the United States. Discuss the court system Describe how to handle personnel complaints. Discuss the legal components of fire prevention activities. Describe how codes are developed.
Discuss the legal considerations at emergency incidents. Describe the purpose and components of public and private water companies. Discuss the importance of a dependable water supply system. Describe the components and importance of a fire department water supply system. Describe fire detection systems and their components.
Describe the different types of extinguishing agents. Describe different types of extinguishing systems and their components. Discuss the management responsibility at an emergency incident. Explain the need for a plan at every incident. List and describe the five major components of the National Incident Management System (NIMS)
List and describe the components of the Incident Command System (ICS). List the positions in the ICS and their function. Identify the personnel who might be working at an emergency scene. List the 16 Firefighter Life Safety Initiatives. Identify important considerations when working at a structure fire.
Identify important considerations when working at an electrical distribution equipment fire. Identify important considerations when working at a wildland fire. Identify important considerations when working at a wildland-urban interface fire. Identify important considerations when working at a petroleum fire. Identify important considerations when working at hazardous materials incidents.
Identify important considerations when working at weapons of mass destruction incidents. Identify important considerations when working with emergency medical services personnel. Identify important considerations for highway incident safety. Identify important considerations when working at vehicle accidents. Identify important considerations when working at an aircraft fire.
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FIR 214 - Legal Aspects of Emergency Services Last Date of Approval: Fall 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course introduces the Federal, State, and local laws that regulate emergency services, national standards influencing emergency services, standard of care, tort, liability, and a review of relevant court cases. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Discuss the Legal System of the United States Differentiate between civil and criminal lawsuits, the differences in forms of punishment, and the burden of proof for each. Understand tort liability List the legal requirements for negligence Describe the Federal, State, and local judicial system Apply federal laws to the fire service, such as the: Fair Labor Standards Act
Americans with Disabilities Act Age Discrimination Civil Rights Sexual Harassment Identify responsibilities and methods of employee relations. List and apply fire prevention standards and fire codes. Explain the use of inter-department mutual aid Describe how hazardous materials impact the fire service. Discuss the employment of volunteers or contract laborers in fire service. Explain the importance of arson investigation in the fire service.
Student Learning Outcomes: Identify the primary sources of law in the United States. Identify the three levels of government in the United States. Identify the three branches of government and their roles. Identify the difference between civil and criminal laws. Distinguish between standards and codes. Identify the differences in jurisdiction between federal, state, and local government. Describe courts in general. Explain why the jurisdiction of federal courts is limited, but the jurisdiction of state courts is general. Explain the difference between trial courts and appellate courts. Explain the three types of evidence.
Identify the four phases of a civil lawsuit. Describe the federal and state court systems. Explain stare decisis and precedence. Explain how stare decisis does not bind one trial court to follow the precedent set by another. Explain the difference between questions of law and questions of fact.
Explain the difference between the role of a judge and jury at a trial. Explain how our knowledge of lawsuits can be distorted by the media. Describe the sources available for conducting legal research. Distinguish between fire departments based upon the type of entity, type of fire department organization, the funding source, and the employment status of firefighters. Distinguish between public sector and private sector entities.
Identify the four types of corporations, and how each is created. Identify the reason that the use of an association creates unnecessary risks for firefighters. Distinguish between municipal fire departments, county fire departments, regional fire departments, fire districts, volunteer fire companies, industrial fire departments and fire brigades. Explain the importance of agreements between a volunteer fire company and the jurisdictions they protect. Identify administrative agencies as part of the executive branch.
Explain that administrative agencies exist at the federal, state, and local levels. Explain how agencies are created, and the purpose of enabling acts. Describe the separation of powers concerns created by administrative agencies, and the methods used to address these concerns. Explain the jurisdiction of OSHA and OSHA’s three primary activities. Define approved plan state and non-approved plan state.
Explain why the term “OSHA state” is ambiguous. Explain the function of OSHRC. Explain the application of OSHA to volunteer and part-time firefighters. Distinguish between violations of civil and criminal law. Distinguish between felonies and misdemeanors.
Identify the three types of elements that make up a crime. Explain when an omission can give rise to criminal liability. Identify the four criminal mental states. Identify the elements for the following crimes: first-degree murder, second-degree murder, voluntary manslaughter, involuntary manslaughter, battery, assault, sexual assault, rape, child molestation, larceny, robbery, obtaining money under false pretenses, extortion, embezzlement, burglary, false imprisonment, kidnapping, RICO, and arson. Define arrest, and explain the authority of a firefighter to make an arrest.
Explain the difference between criminal and administrative search warrants. Identify at least six exceptions to the search warrant requirement. Explain the constitutional limitations upon a firefighter conducting a cause and origin determination as part of an investigation after a fire. Explain what is required to constitute an attempted crime. Define accessory before the fact, accessory after the fact, and an aider and abettor.
Define a criminal conspiracy and explain the liability of each co-conspirator. Define the intentional torts of battery, assault, false imprisonment, intentional infliction of severe emotional distress, trespass, trespass to chattels, conversion, misrepresentation, and bad faith. Explain how consent is a defense to battery, assault, and false imprisonment. Define implied consent and informed consent. Explain that a competent adult has an absolute right to decline medical care.
Identify the factors that are involved in determining if a person lacks capacity to consent to, or decline medical care. Explain what should be done to document refusals of care against medical advice. Explain the difference between slander, slander per se, and libel. Identify the four invasion of privacy torts. Define negligence and identify the elements of negligence.
Explain the concepts of duty, standard of care, breach, damages, and proximate cause as these terms relate to negligence. Explain what the standard of care is for professionals and those with specialized training. Identify the types of evidence that can be used to establish the standard of care for a professional. Explain the defenses to negligence, including assumption of risk, contributory negligence, comparative negligence, last clear chance doctrine, and the rescue doctrine. Explain the Fireman’s Rule.
Define gross negligence and recklessness. Explain joint and several liability. Identify the most common types of activities for which strict liability is imposed. Describe the history and current status of sovereign immunity as it applies to the American fire service. Explain the purpose and role of tort claims acts.
Explain statutory immunity and how it differs from sovereign immunity. Explain the difference between discretionary acts and functionary acts, and governmental function and proprietary function, and how the difference impacts immunity protection. Describe whom the Volunteer Protection Act of 1997 applies to, and the immunity protection afforded. Explain the public duty doctrine, the special duty exception, and the insurance waiver doctrine. Explain the limitation on immunity protection for acts that constitute gross negligence, recklessness, or intentional acts.
Define the terms contract, offer, acceptance, consideration, and promissory estoppel. Explain the difference between actual and apparent authority, and void and voidable contracts. Identify the types of contracts commonly associated with the fire service. Explain why insurance companies are so highly regulated. Identify the important issues associated with mutual aid agreements.
Define employee at will and explain the requirements of due process as it relates to the discipline of a firefighter. Explain how workers’ compensation systems operate in general, and the variations commonly associated with firefighters. Explain how the principle of exclusivity functions to provide immunity protection to employers. Define collective bargaining, bargaining in good faith, past practice, strike, union shop, closed shop, open shop, dues check-off, agency shop, fair-share agreement, maintenance of membership, and right-to-work. Explain the primary differences between private sector labor relations and public sector labor relations.
Identify the three categories of subjects for collective bargaining (mandatory, prohibited, and permissive), and explain each. Explain the various dispute resolution mechanisms commonly used for the three types of impasse disputes: representational, interest, and grievance disputes. Explain the duty of fair representation. Explain how Weingarten and Garrity Rights serve to protect employees. Identify the major employment discrimination laws impacting the fire service.
Explain the difference between disparate treatment and disparate impact. Explain equal opportunity employer and affirmative action. Identify the three standards of review that courts apply to governmental actions that are challenged as being discriminatory. Define sexual harassment and explain the two types of sexual harassment. Identify factors that contribute to a sexually hostile work environment.
Identify the federal laws that impact pregnancy discrimination. Identify the need for reasonable accommodation of religion in the workplace, and impact of undue hardship on an employer. Explain the constitutionality of grooming and uniform regulations. Identify the maximum hour limits of the Federal Fair Labor Standards Act (FLSA), and when overtime compensation is required. Define compensatory time and explain the appropriate guidelines for comp time under the FLSA.
Explain the firefighter exemption, the emergency medical (ambulance) exception, and the executive exemption, including the effect of recent changes in the laws. Identify what hours are compensable under the FLSA. Explain how volunteers are treated under the FLSA. Explain what the Family and Medical Leave Act (FMLA) is, and what benefits it provides. Explain the constitutionality of residency requirements.
Explain when firefighters can be asked to submit to drug testing. Identify the most common types of public accountability laws. Explain the difference between conflicts of interests laws and ethical codes. Explain the purposes and functions of open meetings and open records laws, and the types of penalties for violations of each. Identify the two common types of financial disclosure requirements.
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FIR 221 - Fire Prevention Last Date of Approval: Fall 20213 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course provides fundamental information regarding the history and philosophy of fire prevention, organization and operation of a fire prevention bureau, use of fire codes, identification and correction of fire hazards, and the relationships of fire prevention with built-in fire protection systems, fire investigation, and fire and life-safety education. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Student Learning Outcomes and Objectives:
Course Outcomes: Upon completion of this course, the student will be able to: Explain the basis for fire prevention. Describe public fire prevention organizations and functions. Describe private fire protection and prevention organizations. Explain how the codes process accomplishes fire prevention. Explain how fire prevention is accomplished through plan review. Explain how fire prevention is accomplished through inspection. Describe the processes involved in fire protection system testing. List other fire prevention functions. Explain how fire prevention is accomplished through investigation. Describe fire prevention activities through public education, awareness, and the public forum. List recordkeeping requirements for fire prevention operations. Explain personnel issues surrounding fire prevention. Understand the importance of financial management in fire prevention programs. Explain the concepts of community risk reduction.
Student Learning Outcomes: Discuss the fire problem in the United States and give reasons for its existence. Contrast the fire record of the United States with the records of other countries. Name organizations that have been instrumental in our nation’s fire prevention efforts. Discuss the effect that timing has on the adoption and enforcement of fire prevention regulations. Discuss the role of federal, state, and local governments in the prevention of fires and the reduction in fire deaths and injuries.
Contrast the roles among the three levels of government in the prevention of fires. Name the watershed federal fire programs and describe the events or national conditions that led to their creation. List the fire prevention functions performed by traditional fire prevention bureaus and describe nontraditional systems for delivery of those services. List federal agencies involved in fire prevention and describe their missions and programs. Discuss the role of private industry in local, state, and national fire prevention efforts.
List five industries and professions involved in fire prevention. Describe the role of the insurance industry in fire prevention and risk management. Describe the role of the design professional in fire prevention and protection. Describe the role played by industry trade associations in fire prevention and protection. Describe the origin of the model code system in the United States.
List and explain the major model code organizations and describe the evolution of model code organizations in the United States. Describe the code change process used by the model code organizations. Describe the methods of code adoption by states and local governments. Discuss the impact of the agendas of groups participating in the model code process. Discuss the reasons construction plans are reviewed before construction.
Describe the types of plans that fire departments typically review. List five potential site plan items for review. Discuss the benefits of fire department involvement in plan review for the business community. Define the term acceptable risk and discuss its impact on the level of code enforcement. Discuss the potential impact of inspections on a jurisdiction’s fire record.
Define the term selective enforcement as applied to fire codes. Describe two methods of determining inspection priorities and discuss the advantages and disadvantages of both. Discuss the fire officer’s role in the inspection of existing occupancies and regulation of new construction. List the four elements that contribute to fire protection system reliability. Discuss the impact of unreliable fire protection systems on the public, the business community, and the fire service.
Describe the fire code official’s role in the inspection and testing of fire protection systems. Explain the importance of systems acceptance tests, maintenance and periodic inspections, and retests. List and describe government functions that are sometimes assigned to fire prevention bureaus. Describe the rationale used to justify assigning nontraditional functions to fire prevention bureaus. Discuss how assigning nontraditional functions to fire prevention bureaus can benefit the public.
Discuss how assigning nontraditional functions may impact the mission of fire prevention bureaus. Identify local, state, and federal agencies involved in the investigation of fires. Describe the benefits of effective fire investigation. Identify the various roles adopted by fire departments to investigate fires. Identify agencies and organizations that provide fire investigation training.
Discuss the use of case closure rate and conviction rate as measures of effectiveness for fire investigation units. Discuss the importance of the public’s support in implementing fire safety education programs. Discuss and contrast the use of local and national fire statistics in developing fire safety education programs. Describe the impact of America Burning on the role of fire departments in public fire safety education. Describe the five-step process for public fire safety education planning and discuss the importance of planning in the development of fire safety education programs.
Discuss the role of the media in public fire safety education. Describe what is meant by the terms public record and retention schedule. Describe the Freedom of Information Act (FOIA) and its impact on fire prevention bureau functions. Discuss the reasons for the exemptions included in the FOIA. Discuss the role of an information management system (IMS) within fire prevention bureau operations, and compare and contrast the benefits of using manual and electronic systems.
Discuss the importance of adequately planning and implementing an electronic IMS. Discuss the benefits of staffing fire prevention bureaus with uniformed fire fighters, civilian personnel, and a combination of both. Discuss the value of national certification for fire prevention bureau staff. Identify the National Fire Protection Association’s professional qualification standards for fire prevention bureau personnel. Define the term job performance requirement and discuss the impact of job performance requirements on certification.
Define and contrast accreditation and certification as they apply to fire prevention bureau personnel. Describe the purpose of public budgeting. Describe the use of a budget as a tool for planning within the fire prevention bureau. Define and describe the terms operating budget and capital budget or capital improvement budget. Discuss the use of different budget formats and the strengths and weaknesses of each.
Discuss the difference between user fees and taxes. Discuss the steps involved in developing and implementing a user-fee system. Describe the concept of community risk reduction. Discuss the origin of the fire service’s involvement in community risk reduction. Define and contrast the terms human-created risk and naturally occurring risk.
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FIR 226 - Fire Administration I 3 Credits
Course Description:
This course introduces the student to the organization and management of a fire department and the relationship of government agencies to the fire service. Emphasis on fire service leadership from the perspective of the company officer.
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FIR 235 - Fire Investigation I 3 Credits
Course Description:
This course is intended to provide the student with the fundamentals and technical knowledge needed for proper fire scene interpretations, including recognizing and conducting origin and cause, preservation of evidence and documentation, scene security, motives of the firesetter, and types of fire causes.Prerequisites: FIR 127, FIR 213, FIR 221, FIR 124, FIR 200
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FIR 236 - Fire Investigation II 3 Credits
Course Description:
This course is intended to provide the student with advance technical knowledge on rule of law, fire scene analysis, fire behavior, evidence collection and preservation, scene documentation, case preparation and testifying.Prerequisites: FIR 235
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FIR 400 - Fire & Emergency Svcs Safety & Survival Last Date of Approval: Fall 20193 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course introduces the basic principles and history related to the national firefighter life safety initiatives, focusing on the need for cultural and behavior change throughout the emergency services. Prerequisites/Corequisites: None Mode(s) of Instruction: Traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Introduction
- History of Fire Service Culture
- Organizational Culture
- Individual Role in Culture/Behavior
- History of Line of Duty Deaths and Injuries Statistics
- Defining the Nature of the Problem
- The National Context, Health and Safety
- NFPA, OSHA
- Medical and Fitness Standards
- Data Collection (NFIRS)
- Research/Investigation (NIST, NIOSH)
- Training, Equipment, Response
- Training, Certification, Credentialing
- Apparatus and Equipment
- Emergency Response - Response to Emergency Scenes
- Violent Incidents
- Emerging Technologies
- Organizational Health and Safety Profile
- Personal and Organizational Accountability
- Present Condition/Culture
- Investigations - Internal
- Analyzing your Profile
- Utilizing Grants to Meet Needs
- Risk Management
- Risk Management Concepts and Practices
- Unsafe Acts
- Empowerment Definition
- Prevention
- Home Fire Sprinklers
- Code Enforcement
- Public Education/Fire and Life Safety
- Counseling and Psychological Support
| Foreign Language - Spanish | | -
FLS 110 - Spanish Professionals: Law Enforcement Course Department: Humanities
3 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Course Description:
This course is intended for students who do not speak Spanish or whose knowledge of Spanish is rudimentary. This course is designed to provide students with an introduction to the Spanish language and culture in a working environment, with special focus on public safety. The course will include reading and listening to interactive presentations and practice of written working environment dialoguesto acquire the basic skills to communicate more effectively in Spanish at work.This class will help the student to be prepared for diverse workforce as well. Corequisites: None.
Prerequisites: None.
Recommended(s): None.
Prerequisites/Corequisites: None. Mode(s) of Instruction: Traditional/Face-to-Face, Virtual Course Fees: None. Student Learning Outcomes and Objectives:
1. Recognize, comprehend, and converse using basic-level Spanish language skills in both verbal and written forms with colleagues, superiors, or offenders. 2. Recognize and address challenges or difficulties that may arise while communication with Spanish-speaking individuals in a professional setting. 3. Utilize fundamental knowledge of Spanish grammar and vocabulary to recognize and construct conversations related to the field. 4. Examine significant elements of the Hispanic/Latino Culture.
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FLS 141 - Elementary Spanish I Course Department: Humanities
Last Date of Approval: Spring 20214 Credits
Total Lecture Hours: 60
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a beginning course in Spanish. Attention is given to the essentials of the structure, culture, and vocabulary using different resources in structural manner. Class sessions incorporate short, authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included. This class will help the student to be prepared for a diverse workforce as well. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): Verbal exam Student Learning Outcomes and Objectives:
1. Express correctly ideas both written and oral communication in Spanish. 2. Use appropriate reading techniques to explore authentic material in the target language Spanish. 3. Apply the new vocabulary in both written and oral communication in Spanish. 4. Demonstrate a growing awareness of the influence of traditions and culture on a Hispanic population. Course Objectives Chapter1: Hola, ¿qué tal? 1.1 Greetings and leave-takings 1.2 Identifying yourself and others 1.3 Expressions of courtesy 1.4 Nouns and articles 1.5 Numbers 0-30 1.6 Present Tense of Ser 1.7 Telling Time 1.8 Cultura: Saludos y besos en los países hispanos 1.9 La plaza principal 1.10 Estados Unidos y Canada Chapter 2: En la Universidad 2.1 The classroom and academic life 2.2 Fields of study and academic subjects 2.3 Days of the week 2.4 Class schedules 2.5 Present of -ar verbs 2.6 Forming questions in Spanish 2.7 Present tense of estar 2.8 Numbers 31 and higher 2.9 Cultura: La elección de una carrera universitaria 2.10 La Universidad de Salamanca 2.11 España Chapter 3: La familia 3.1 The Family 3.2 Identifying people 3.3 Profession and occupations 3.4 Descriptive adjectives 3.5 Possesive adjectives 3.6 Present tense of -er and -ir verbs 3.7 Present tense of tener and venir 3.8 Cultura: ¿Cómo te llamas? 3.9 La familia real española 3.10 Ecuador Chapter 4: Los pasatiempos 4.1 Pastimes 4.2 Sports 4.3 Places in the city 4.4 Present tense of ir 4.5 Stem-changing verbs: e= ie, o=ue 4.6 Stem-changing verbs: e=i 4.7 Verbs with irregular yo forms 4.8 Cultura: Real Madrid y Barca rivalidad total 4.9 Miguel Cabrera y Paola Espinosa 4.10 México Chapter 5: Las vacaciones 5.1 Travel and vacation 5.2 Months of the year 5.3 Season and weather 5.4 Ordinal Numbers 5.5 Estar with conditions and emotions 5.6 The present progressive 5.7 Ser and estar 5.8 Direct object nouns and pronouns 5.9 Las cataratas del Iguazú 5.10 Punta del Este
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FLS 142 - Elementary Spanish II Course Department: Humanities
Last Date of Approval: Spring 20214 Credits
Total Lecture Hours: 60
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a continuation of FLS 141 - Elementary Spanish I. Further attention is given to the essentials of the structure and vocabulary using different resources in structural manner in the Spanish language. Class sessions incorporate short, authentic texts in Spanish, audiovisual materials, and film. Cultural topics of the Spanish-speaking world (traditions, art, literature, music) are included. This class will help the student to be prepared for a diverse workforce as well. Prerequisites: Pre-requisites and/or Co-requisites: FLS 141 - Elementary Spanish Ior 1 year of high school Spanish or comparable experience.
Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Express correctly ideas both written and oral communication in Spanish. 2. Use appropriate reading techniques to explore authentic material in the target language Spanish. 3. Apply the new vocabulary in both written and oral communication in Spanish. 4. Demonstrate a growing awareness of the influence of traditions and culture on a Hispanic population. Course Objectives Chapter 6: ¡ De compras! 6.1 Clothing and shopping 6.2 Negotiating a price and buying 6.3 Colors 6.4 More adjectives 6.5 Saber and conocer 6.6 Indirect object pronouns 6.7 Preterite tense of regular verbs 6.8 Demonstrative adjectives and pronound 6.9 Los mercados al aire libre 6.10 Carolina Herrera Chapter 7: La rutina diaria 7.1 Daily routine 7.2 Personal hygiene 7.3 Time expressions 7.4 Reflexive verbs 7.5 Indefinite and negative words 7.6 Preterite of ser and ir 7.7 Verbs like gustar 7.8 Cultura: La siesta 7.9 El mate 7.10 Perú Unit 8: La comida 8.1 Food 8.2 Food descriptions 8.3 Meals 8.4 Preterite of stem-changing verbs 8.5 Double Pronouns 8.6 Comparisons 8.7 Superlatives 8.8 Cultura: Frutas y verduras de América 8.9 Ferran Adrià: Arte en la cocina 8.10 Guatemala Unit 9: Las fiestas 9.1 Parties and celebrations 9.2 Personal relationships 9.3 Stages of life 9.4 Irregular preterites 9.5 Verbs that change the meaning in the preterit 9.6 ¿Qué? and ¿cuál? 9.7 Pronouns after prepositions 9.8 Cultura: Semana Santa 9.9 Festival viña del mar 9.10 Chile Unit 10: En el consultorio 10.1 Health and medical terms: parts of the body 10.2 Symptoms and medical conditions 10.3 Health professions 10.4 The imperfect tense 10.5 The preterite and the imperfect 10.6 Constructions with se 10.7 Adverbs 10.8 Cultura: Servicios de salud 10.9 Curanderos y chamanes 10.10 Costa Rica
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FLS 241 - Intermediate Spanish I Course Department: Humanities
Last Date of Approval: Spring 20214 Credits
Total Lecture Hours: 60
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course reviews the basic elements of the Spanish language. There is intensive practice in oral and listening comprehension by using different resources in structural manner. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.This class will help the student to be prepared for a diverse workforce as well. Prerequisites: FLS 142 - Elementary Spanish IIor 2 years of high school Spanish or its equivalent.
Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Student Learning Outcomes 1. Express correctly ideas both written and oral communication in Spanish. 2. Use appropriate reading techniques to explore authentic material in the target language Spanish. 3. Apply the new vocabulary in both written and oral communication in Spanish. 4. Demonstrate a growing awareness of the influence of traditions and culture on a Hispanic population. Course Objectives Unit 11: La tecnología 11.1 Home electronics 11.2 Computers and internet 11.3 The car and its accessories 11.4 Familiar commands 11.5 Por and para 11.6 Reciprocal reflexives 11.7 Stressed possessive adjective and pronouns 11.8 Cultura: Las redes sociales 11.9 Los mensajes de texto 11.10 Argentina Unit 12: La Vivienda 12.1 Parts of the house 12.2 Household chores 12.3 Table settings 12.4 Relative pronouns 12.5 Formal (usted/ustedes) commands 12.6 The present subjunctive 12.7 Subjunctive with verbs of will and influence 12.8 El patio central 12.9 Las islas flotantes del lago Titicaca 12.10 Panamá Unit 13: La naturaleza 13.1 The environment 13.2 Recycling and conservation 13.3 The subjunctive with verbs of emotion 13.4 The subjunctive with doubt, disbelieve, and denial 13.5 The subjunctive with conjunctions 13.6 Cultura: ! Los Andes se mueven! 13.7 La Sierra Nevada de Santa Marta 13.8 Colombia Unit 14: En la ciudad 14.1 City Life 14.2 Daily chores 14.3 Money and banking 14.4 At the past office 14.5 The subjunctive in adjective clauses 14.6 Nosotros/as commands 14.7 Past participles used as adjectives 14.8 Cultura: Pasando en metro 14.9 Luis Barragán: arquitectura y emoción 14.10 Venezuela Unit 15: El bienestar 15.1 Health and well-being 15.2 Exercise and physical activity 15.3 Nutrition 15.4 The present perfect 15.5 The past perfect 15.6 The present perfect subjunctive 15.7 Cultura: Spas naturales 15.8 La quinoa 15.9 Bolivia
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FLS 242 - Intermediate Spanish II Course Department: Humanities
Last Date of Approval: Spring 20214 Credits
Total Lecture Hours: 60
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course reviews the basic elements of the Spanish language. There is intensive practice in oral and listening comprehension by using different resources in structural manner. Authentic Spanish language texts, films, and videos serve as the basis for the functional study of grammar and the acquisition of a broader vocabulary. Cultural topics are presented throughout the term.This class will help the student to be prepared for a diverse work force as well. Prerequisites: FLS 241 - Intermediate Spanish Ior 3 years of high school Spanish or its equivalent.
Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: This course offers an opportunity for students to earn Credit for Prior Learning for skills that they have brought with them to Iowa Central. For more information, please ask the instructor and see the Iowa Central Community College catalog. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
Student Learning Outcomes 1. Express correctly ideas both written and oral communication in Spanish. 2. Use appropriate reading techniques to explore authentic material in the target language Spanish. 3. Apply the new vocabulary in both written and oral communication in Spanish. 4. Demonstrate a growing awareness of the influence of traditions and culture on a Hispanic population. Course Objectives Chapter 1: Sentir y vivir - Las relaciones personales
- Cortometraje: Café para llevar
- Imagina: Estados Unidos
- Galería de Creadores: Álvarez, Gómez, Narciso Rodríguez.
- Flash Cultura: Las relaciones personales
- Estructuras: The present Tense, Ser and Estar, Gustar and similar verbs, Nouns and Articles, Adjectives.
- Cultura: Corriente Latina, Cultura en pantalla: Hispanos e inmigración en los Estados Unidos
- Literatura: Poema 20 (Pablo Neruda, Chile poesía)
Chapter 2: Vivir en la Ciudad - En la Ciudad
- Cortometraje: Adiós mama
- Imagina: México
- Galería de Creadores: Gael García, Frida Kahlo, Poniatowsk
- Flash Cultura: El metro del D.F.
- Estructuras:The preterite, The imperfect, The preterite vs imperfect,Progressive Forms,Telling Time.
- Cultura: Juchitán: La ciudad de las mujeres, Cultura en Pantalla: Mujeres triquis de Oaxaca
- Literatura:Una lucha muy personal(Mercè Sarrias, España obra de teatro)
Chapter 3: Un mundo conectado - Los medios de comunicación
- Cortometraje: Desconexión
- Imagina: El Caribe: Cuba, Puerto Rico y la Republica Dominicana
- Galería de Creadores: Julia de Burgos, Wilfredo Lam, Oscar
- Flash Cultura: El Cine Mexicano
- Estructuras: The Subjunctive in noun clauses, Object Pronouns, Commands, Possessive, adjectives and nouns, Demonstrative adjectives and pronouns
- Cultura: Ritmos del Caribe
- Cultura en pantalla: Festival del merengue en la Republica Dominicana
- Literatura:La desesperación de las letras(Gines S. Cutillas, España)
Chapter 4: Generaciones en movimiento - En familia
- Cortometraje:Sin palabras
- Imagina: Centroamérica: Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua y Panamá
- Galería de creadores: Gioconda Belli, Armando Morales, Camilo Miner
- Flash Cultura: De compras en Barcelona
- Estructuras: The Subjunctive in adjective clauses, Reflexive verbs, Por and para, To become: hacerse, ponerse, volverse and llegar a ser
- Cultura: Sonia Sotomayor: la niña que sonaba
- Cultura en pantalla: Sonia Sotomayor habla sobre su condición latina
- Literatura:El eclipse(Augusto Monterroso, Guatemala cuento)
Chapter 5: Las riquezas naturales - Nuestro mundo
- Cortometraje:Raíz
- Imagina: Colombia, Ecuador y Venezuela
- Galería de creadores: Marisol Escobar, Gabriel García Márquez, Oswaldo G
- Flash cultura: un bosque natural
- Estructuras: The future, The conditional, Relative Pronouns, Qué vs cuál, The neuter lo
- Cultura: La selva amazónica: biodiversidad curative y Plantas medicinales
- Literatura:La luna(Jaime Sabines, México poesía)
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FLS 927 - Honors Study Last Date of Approval: Spring 20211-3 Credits
Total Lecture Hours: 0
Total Lab Hours: 30-90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a course in which the student designs and completes a project of personal interest. The student will work closely with a faculty member who will act as a mentor and provide expertise throughout the semester. Upon project’s completion, results will be shared with a community of peers and faculty. Prerequisites/Corequisites: SDV 230 - Introduction to Honors Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Demonstrate effective written communication skills.
2. Exhibit effective oral communication skills.
3. Analyze and synthesize a broad range of material.
4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems.
5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.
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FLS 948 - Special Projects Last Date of Approval: Spring 20211-4 Credits
Total Lecture Hours: 0
Total Lab Hours: 30-120
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course is open to students showing satisfactory preparation in a particular area of interest. Involves individual topic, conferences and preparation of reports. Designed to meet the needs of students wishing to study a selected topic in depth. Permission of the instructor with whom the student wishes to work is required. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None. Student Learning Outcomes and Objectives:
Determined by student, instructor, and project goals.
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FLS 949 - Special Topics Last Date of Approval: Spring 20211-4 Credits
Total Lecture Hours: 15-60
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course, offered usually on a limited basis only, provides an in-depth study on a topic of general interest pertaining to this department in the Spanish language. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
To be determined by instructor and topic.
| Non-intensive ESL | | -
ESL 265 - English As a Second Language Course Department: Communications
Last Date of Approval: Fall 20094 Credits
Total Lecture Hours: 45
Total Lab Hours: 30
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This course focuses on reading, writing, listening, and speaking skills for non-native English speakers. Students will learn strategies for improving in each of these four skill areas. Topics covered include the following: campus culture, how to communicate in a professional manner, and how to best utilize online and campus resources. This course helps students build confidence in their English language skills so that they can effectively express themselves, which will benefit them in the classroom, in life, and in the workforce. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): Students will complete a minimum of four (4) major assignments. Each assignment will demonstrate competency in one of the four major areas of reading, writing, listening, and speaking. Student Learning Outcomes and Objectives: - Demonstrate improvement in reading skills.
- Use a variety of reading strategies.
- Demonstrate effective note-taking skills.
- Demonstrate effective study strategies.
- Demonstrate effective test-taking strategies.
- Demonstrate improvement in writing skills.
- Use a variety of writing strategies.
- Compose complete sentences.
- Compose paragraphs that include a topic sentence and supporting details.
- Compose professional emails.
- Demonstrate improvement in listening skills.
- Use a variety of listening strategies.
- Understand differences in communication across cultures.
- Recognize key words in academic lectures and classroom settings.
- Practice listener responsibility by eliminating distractions and focusing on the speaker.
- Demonstrate improvement in speaking skills.
- Use a variety of speaking strategies.
- Practice appropriate turn-taking in conversation settings.
- Utilize resources to improve pronunciation.
- Demonstrate respect for the audience’s time, culture, values, and dignity.
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GEO 121 - World Regional Geography Course Department: Social Science
Last Date of Approval: 20173 Credits
Total Lecture Hours: 45
Total Lab Hours: 0
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This introductory course in world geography acquaints the student with spatial relationships that exist between people, their culture, their environment, and places on earth. Prerequisites/Corequisites: None Mode(s) of Instruction: traditional/face-to-face, virtual, and/or online Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives: - Apply spatial concepts of social science by using research methods, mapping, cirital thinking, problem analysis, the syntheses of data to understand changes in world society.
- Evaluate the impacts of technology on individual and cultural change.
- Demonstrate an understanding of the roles of individuals and groups, and communication, in maintaining world relationships.
- Review historical contexts and their influence on individual and collective behavior to form the structure of world societies.
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GEO 927 - Honors Study Course Department: Social Science
Last Date of Approval: Spring 20211-3 Credits
Total Lecture Hours: 0
Total Lab Hours: 30-90
Total Clinical Hours: 0
Total Work-Based Experience Hours: 0 Course Description:
This is a course in which the student designs and completes a project of personal interest. The student will work closely with a faculty member who will act as a mentor and provide expertise throughout the semester. Upon project’s completion, results will be shared with community of peers and faculty. Prerequisites/Corequisites: SDV 230 - Introduction to Honors Mode(s) of Instruction: traditional/face-to-face Credit for Prior Learning: There are no Credit for Prior Learning opportunities for this course. Course Fees: None Common Course Assessment(s): None Student Learning Outcomes and Objectives:
1. Demonstrate effective written communication skills. 2. Exhibit effective oral communication skills. 3. Analyze and synthesize a broad range of material. 4. Formulate hypotheses, research those problems, and draw conclusions about them while simultaneously reflecting on how scholars think about problems. 5. Illustrate the ability to use knowledge and logic when discussing an issue or an idea, while considering the consequences of their ideas, for themselves, for others, and for society, showing that they are independent and critical thinkers.
| Graphic Communications | | -
GRA 102 - Graphic Design Seminar 2 Credits
Course Description:
Students will utilize critical thinking skills in the discovery and implementation of graphic design. Students will compare and contrast both inside and outside pieces of design work and analyze the concepts used.
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GRA 107 - Introduction to Graphics Technology 3 Credits
Course Description:
Students will develop an understanding of the issues involved in the many facets of digital graphic industries. Students will evaluate what resolution to use when scanning artwork, manipulating images and displaying artwork to different electronic and printed media. Students will also become familiar with the language and terms commonly used in graphics and associated fields.
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