Course Descriptions

ENG 274W - Mexican-American Literature

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works using various theoretical approaches.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Develop an understanding of the cultural differences in American society and recognize the significance of cultural diversity.
2. Participate in writing to learn activities.
   1. Perform writing tasks to promote learning.
   2. Write effectively for audience and purpose.
   3. Demonstrate the learning of concepts through writing.
   4. Define transformative moments in the history and trajectory of Mexican American literature and cultural expression.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Recognize the primary elements of Mexican American aesthetics as enacted in literature and, to some extent, film and visual arts.
   2. Read Mexican American poems, stories, essays, film, and visual art.
   3. Identify patterns of expression and the expressive trajectories of Mexican American literature.

ENG 276W - Contemporary American Fiction (1945 to Present)

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works using various theoretical approaches.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Identify the chief characteristics of contemporary literary literature.
   5. Identify new genres in the contemporary period.
2. Participate in writing to learn activities.
   1. Perform writing tasks to promote learning.
   2. Write effectively for a specific audience and purpose.
   3. Demonstrate the learning of concepts through writing.
   4. Demonstrate the use of technology in creating new genres.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Identify examples of literature in the modern and postmodern periods.
   2. Demonstrate how key historical events (World War II, atomic bomb, Cold War, fall of Berlin Wall, technological advancements, 9/11 for example) affected the thoughts of authors.

ENG 277W - Early African-American Literature

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works using various theoretical approaches.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Demonstrate a mastery of literary devices such as plot, tone, character, setting, and theme.
   5. Articulate an interpretative response to African American literature prior to the Harlem Renaissance and explain the premises and assumptions that underlie these interpretative responses.
2. Participate in writing to learn activities.
   1. Perform writing tasks to promote learning.
   2. Write effectively for a specific audience and purpose.
   3. Demonstrate the learning of concepts through writing.
   4. Write a literary analysis that includes a clear thesis statement and uses academic sources to support this thesis statement.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Demonstrate an understanding of the lives of the authors and the society in which they lived.
   2. Discuss the relevancy of literature to contemporary society.
   3. Demonstrate an understanding of how issues of race, class and gender have influenced the African American literary sensibility.
   4. Demonstrate an understanding of how the African American literary sensibility has influenced the American literary sensibility.
   5. Demonstrate an understanding of how African American writers responded to major literary movements in American culture from the 18th century through the early 20th century.

ENG 278W - Modern African-American Literature

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works using various theoretical approaches.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Demonstrate a mastery of literary devices such as plot, tone, character, setting, and theme.
   5. Articulate an interpretative response African American literature during and post the Harlem Renaissance and explain the premises and assumptions that underlie these interpretative responses.
2. Participate in writing to learn activities.
   1. Perform writing tasks to promote learning.
   2. Write effectively for a specific audience and purpose.
   3. Demonstrate the learning of concepts through writing.
   4. Write a literary analysis that includes a clear thesis statement and uses academic sources to support this thesis statement.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Demonstrate an understanding of the lives of the authors and the society in which they lived.
   2. Discuss the relevancy of literature to contemporary society.
   3. Demonstrate an understanding of how issues of race, class and gender have influenced the African American literary sensibility.
   4. Demonstrate an understanding of how the African American literary sensibility has influenced the American literary sensibility.
   5. Demonstrate an understanding of how African American writers responded to major literary movements in American culture from the 20th century to the present.

ENG 283W - Literature of Mysticism

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works using various theoretical approaches.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Develop an understanding of what constitutes "mysticism."
2. Participate in writing to learn activities.
   1. Perform writing tasks to promote learning.
   2. Write effectively for a specific audience and purpose.
   3. Demonstrate the learning of concepts through writing.
   4. Explore and reflect upon mystical traditions through reflective and formal writing.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Discuss works of mysticism from a variety of cultures and historical periods.
   2. Identify cross-cultural and culturally specific patterns in mystical expression.
   3. Explain the ways in which literary conventions impact mystical expression.

ENG 285W - Women in Literature

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works using various theoretical approaches.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Interpret the meaning of literary works by and about women based on an understanding of theme, symbols, and metaphors.
2. Participate in writing to learn activities.
   1. Perform writing tasks to promote learning.
   2. Write effectively for a specific audience and purpose.
   3. Demonstrate the learning of concepts through writing.
   4. Connect symbols and metaphors with theme or main idea on the female condition.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Connect the works of literature with events, scientific advances, and ideas. contemporary to the literary works, particularly those related to issues of gender.
   2. Connect issues of race, class, gender, and multiple points of view to themes contemporary to the literary works.
   3. Connect issues of race, class, gender, and multiple points of view to themes contemporary to our lives.

ENG 290 - The Rhetoric and Language of Informational Videos

Credits: 3

   A.        Analyze existing professional informational videos to better understand the genre.

    B.        Demonstrate an understanding of the differences between fictional film and informational videos.

    C.        Demonstrate an understanding of how clear language enhances an informational video.

2.   Revise an informational video script.

    A.        Read a script closely with consideration for its adaptation to video.

    B.        Rewrite areas of the script to ensure a stronger end product (i.e. final video).

    C.        Add new content to the script where necessary.

3.   Execute a plan for adding "words on the screen" to an informational video script.

    A.        Understand how "words on the screen" help to emphasize understanding in an informational video.

    B.        Add "words on the screen" to emphasize key points and ideas in an informational video

               script.

ENG 290-299 - Special Projects in English

ENT 131W - Entrepreneurship/Small Business Management I

1. Explore the characteristics of entrepreneurs and their significance to the economy.
   1. Define entrepreneurship and explain why the activities of entrepreneurs are important to the economy.
   2. Explain why entrepreneurship can be viewed as arising out of the intersection of enterprising people and opportunities.
   3. Describe the three basic means for obtaining knowledge about entrepreneurship - observation, case method, experimentation - and the role of theory in the field of entrepreneurship.
2. Understand the cognitive foundations of entrepreneurship: Creativity and opportunity recognition.
   1. Explain why cognitive processes provide an important foundation for understanding creativity and opportunity recognition.
   2. Define creativity and explain the role that concepts play in it.
   3. List several factors that influence creativity.
   4. Explain the role of access to information and utilization of information in opportunity recognition.
   5. Describe various ways in which entrepreneurs can be trained to be better at recognizing opportunities.
3. Conduct an opportunity analysis.
   1. Look internally then externally for business ideas.
   2. Screen business ideas and conduct feasibility study.
   3. Conduct further investigation using scanning and research techniques.
4. Identify the resources entrepreneurs require and learn how to assemble them.
   1. Explain the difference between human capital and social capital and indicate why the founding team of new ventures should be high in both.
   2. Explain the basic principles of financial management including balance sheets, income statements, and cash flow statements.
   3. Explain why it is difficult for entrepreneurs to raise money from external investors and identify specific solutions to this problem.
   4. Describe the different sources of capital for new ventures.
5. Identify the basic elements of a business plan.
   1. Describe the basic nature of a business plan and explain why entrepreneurs should write one.
   2. Describe the major sections of a business plan and the type of information they should include.
   3. Describe the "seven deadly sins" of business plans - errors all entrepreneurs should avoid.
6. Explore legal issues, marketing strategies and how to plan for competitive advantage.
   1. Describe the nature of the founders' agreements and their importance for entrepreneurs.
   2. Describe the basic forms of intellectual property and explain how it is sometimes protected by factors outside the legal system.
   3. Describe the process of marketing in a new venture and several marketing techniques that are inexpensive yet can work well for new ventures.
   4. Define competitive advantage and explain its significance to new ventures.
   5. Describe how entrepreneurs can prevent others from learning about their business ideas and the barriers they can use to prevent competitors from imitating their ideas.
7. Learn how to manage and build a business for lasting success.
   1. Explore the challenges and strategies associated with growing a new venture.
   2. Explain how entrepreneurs can select high-performing individuals as employees.
   3. Describe various ways of enhancing employee motivation and commitment.
   4. Describe various leadership styles and explain why it is important for entrepreneurs to match their leadership style to the situations they face in their new ventures.
8. Understand the importance of exit strategies for entrepreneurs.
   1. Describe various strategies entrepreneurs can use to transfer ownership of their companies.
   2. Describe basic methods of valuing a business including balance sheet methods, earnings-based methods, and market methods.
   3. Describe the basic nature of negotiation and explain the nature of several key bargaining tactics.

ENT 231W - Entrepreneurship/Small Business Management II

1. Identify a business opportunity.
   1. Analyze feasibility study results.
   2. Decide on a legal structure - sole proprietorship, partnership, or corporation.
   3. Explore procedures for name registration and licensing.
   4. Identify the procedures for registering with the IRS and Michigan Department of Treasury.
   5. Determine the types and costs of insurance required of this business type.
2. Explain what is required when developing a business plan.
   1. Explain the importance of writing a business plan.
   2. Identify the various sections of the business plan.
3. Research the information necessary to complete the business plan.
   1. Determine how to select an appropriate management team.
   2. Select potential areas for the business location.
   3. Use software to forecast profitability and estimate assets required to open the business.
   4. Discuss various alternatives to obtaining financial resources.
   5. Explain how to evaluate the firm’s financial performance.
4. Write a business plan that includes applicable components.
   1. Create a mission statement and understand why it is a critical element when developing a business plan.
   2. Write an executive summary that includes a description of the business, the product or service, location description, and the history of the business.
   3. Expand on the business description in the business description section.
   4. Identify and describe the target market, conduct a market evaluation, and assess the competition within the marketing plan section.
   5. Explain the marketing strategy including promotion, price, and distribution.
   6. Write the management plan which includes a description of the management team, board of directors, organizational chart, resumes, and staffing plans.
   7. Describe financial history, financial needs, and application of funds.
   8. Calculate key business ratios in the financial data section.
   9. Determine projected earnings and potential return to investors including explanations of assumptions underlying the projections.
   10. Describe the timeline for the business venture.

ENT 290-299 - Special Projects in Entrepreneurship

ENV 100W - Environmental Regulations

1. The student should be able to define harmful characteristics of materials and to search the government agency lists to determine if a material is regulated.
   1. OSHA is responsible for protecting workers from exposures to hazardous materials.
   2. EPA is responsible for protecting the air, land, and water from hazardous materials.
   3. DOT is responsible for safe transport of hazardous materials.
2. EPA, DOT, and OSHA use the same two methods of specifying which materials are hazardous.
   1. Method 1: Through defining the characteristics of materials considered hazardous.
   2. Method 2: Through publishing lists of materials that the agencies have determined are hazardous.
3. The student shall be able to state that the EPA characteristic of ignitability as:
   1. It is a liquid, other than an aqueous solution containing less than 24% alcohol by volume and has a flash point less than 140?F.
   2. It is not a liquid and is capable, under standard temperature and pressure, of causing fire through friction, absorption of moisture or spontaneous chemical changes and, when ignited, burns so vigorously and persistently that it creates a hazard.
   3. It is an ignitable compressed gas as defined in 49 CFR 173.300.
   4. It is an oxidizer as defined in 49 CFR 173.151.
4. The student shall be able to state the EPA characteristic of corrosivity as:
   1. It is aqueous and has a pH less than or equal to 2 (acid) or greater than or equal to 12.5 (base).
   2. It is a liquid and corrodes steel at a rate greater than 0.250 inch (6.35 mm) per year at a test temperature of 130?F.
5. The student shall be able to state the EPA characteristic of reactivity as:
   1. It is normally unstable and readily undergoes violent change without detonating.
   2. It reacts violently with water.
   3. It forms potentially explosive mixtures with water.
   4. When mixed with water, it generates toxic gases, vapors, or fumes in a quantity sufficient to present a danger to human health or the environment.
   5. It is a cyanide or sulfide bearing waste which, when exposed to pH conditions between 2 and 12.5, can generate toxic gases, vapors, or fumes in a quantity sufficient to present a danger to human health or the environment.
   6. It is capable to detonation or explosive reaction if it is subjected to a
   7. a strong initiating source or if heated under confinement.
   8. It is readily capable of detonation or explosive decomposition or reaction at standard temperature and pressure.
   9. It is a forbidden explosive as defined in 49 CFR.
6. The student shall be able to state the EPA characteristic of toxicity as: a
   1. A solid waste exhibits the characteristic of toxicity if, using the test methods described in appendix II (of 40 CFR 261)…, the extract from a representative sample of the waste contains any of the contaminants listed in table 1 (known as the TCLP list) at the concentration equal to or greater than the respective value given in that table.
7. Perform writing tasks to promote learning.
8. Write effectively for a specific audience and purpose.
9. Demonstrate the learning of concepts through writing.

ENV 105 - Introduction To Environmental Health & Safety

1. Recognize general safety requirements necessary on an industrial site.
   1. Identify requirements of a site safety plan and an emergency plan.
   2. Explain permitting requirements.
2. Recognize Public Health Standards (OSHA/MIOSHA) necessary on an industrial site.
   1. Cite public health standards pertaining to asbestos, lead, noise, and hazard communications.
   2. Discuss requirements for respirators and supplied air breathing apparatus.
   3. Discuss requirements for personal protective equipment (PPE)
3. Recognize Public Safety Standards (OSHA/MIOSHA) necessary on an industrial site.
   1. List evacuation and trenching requirements.
   2. List fall protection requirements.
   3. Identify signs, signals, and barricades requirements.
   4. Identify forklift truck requirements.
4. Recognize safety tools recommended that support a safety program on an industrial site.
   1. Demonstrate an understanding of the Hazard Analysis Process.
   2. Discuss the Behavior Based Safety Process.
   3. Demonstrate an understanding of Root Cause Analysis.
   4. Demonstrate an understanding of auditing and measurements.
   5. Identify defensive driving.

ENV 130W - Pollution Prevention

1. Explain environmental laws and regulations as they relate to statutes, regulations, permitting, civil, and criminal enforcement.
   1. List the four major categories of environmental laws
   2. List which acts are under each category
   3. Briefly describe seven environmental laws
   4. Define and discuss the terms “statute” and “regulation”
   5. Discuss permitting and criminal enforcement
2. Describe the liabilities associated with regulatory compliance.
   1. Describe OSHA
   2. Describe the hazard communication standard
   3. Describe the rule for work practices and engineering controls for automotive and clutch operation
   4. List major provision of the Clean Air Act
   5. List the three major portions of the Clean Air Act
   6. Describe the National Drinking Water standards
   7. List the primary goal of RCRA
   8. List the standards applicable to generators of hazardous waste
3. Describe management standards.
   1. Discuss proper container management
   2. Discuss labeling and marking
   3. Discuss prevention/waste minimization
   4. Discuss spill prevention and clean-up procedures
   5. Discuss proper disposal
   6. Discuss recycling and re-use options
   7. Regarding waste streams: Discuss used oil, discuss spent solvents, discuss other waste fluids, discuss solid waste, and discuss paint waste related material.
4. Describe the purpose for and implement a self-environmental audit for an automotive service business.
   1. List the objectives of an audit program
   2. List the most common waste streams in the automotive industry
   3. List the regulations that impact the automotive industry
   4. Describe the general requirements of each regulation
   5. Describe and conduct a self-audit check
   6. Describe the activities that take place during an official audit
   7. Describe the post-audit procedures
5. Perform writing tasks to promote learning.
6. Write effectively for a specific audience and purpose.

ENV 151W - HAZWOPER Training

1. Student will comply with requirements under OSHA 29 CFR 1910.120 40-hour training.
   1. Site control and zoning
   2. Site hazard recognition
   3. Decontamination
   4. Monitoring
   5. Medical surveillance
   6. SCBA/APR
   7. Contingency planning
   8. Personal protective equipment
   9. Drum sampling
   10. Confined space entry
   11. Toxicology
   12. Chemical safety
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

ENV 152 - Emergency Response to Industrial Spills

1. Comply with requirements under OSHA 29 CFR 1910.120 24-Hour training and 40 CFR 265 employee training.
   1. Site control and zoning
   2. Site hazard recognition
   3. Decontamination
   4. Monitoring
   5. Medical surveillance
   6. SCBA/APR
   7. Contingency planning
   8. Personal protective equipment
   9. Drum sampling
   10. Confined space entry
   11. Toxicology
   12. Chemical safety
   13. Reporting, containing, and cleanup procedures
   14. In plant spills containment

ENV 153 - Confined Space Training

1. Comply with requirements under OSHA 29 CFR 1910.146 for Confined Space Entry.
   1. Permit required entry
   2. Atmosphere testing
   3. Monitoring
   4. Ventilation
   5. Lockout/Tagout
   6. Specific duties of permit users, supervisors, entrants, and attendees.

ENV 154 - Hazardous Materials Shipping and Handling

1. Comply with requirements under 49 CFR 172, DOT HAZMAT Shipping and transportation.
   1. What is DOT
   2. Shippers responsibility
   3. Identification/classification of Hazardous materials
   4. HAZMAT table
   5. DOT hazardous communication requirements
   6. Loading, blocking, bracing, segregation
   7. Packaging

ENV 290-299 - Special Projects in Environmental Science Courses

ENV 310W - Environmental Site Assessments

Credits: 3

     A.          Describe the importance of understanding environmental risks and financial impacts of property transfers.

     B.          State risks the buyer assumes when purchasing property.

     C.          Describe the role of environmental assessment professionals in assisting in property transfers.

     D.         Apply the ASTM (American Society for Testing and Materials) standard E 1527 to develop a scope of work.

 2.    Use standard terminology related to environmental site assessment.

     A.          Properly use the following terms: Due diligence, Phase I, Phase II, innocent landowner defense

 3.    Demonstrate practical application of ASTM standard E 1527.

     A.          Determine when use of standard E 1527 is appropriate and screening procedures that help  determine when use is appropriate.

     B.          State the principles behind standard E 1527.

     C.          Recognize that environmental site assessment documents must be current to be useful.

 4.    State the responsibilities of the persons conducting environmental site assessment and the users of the service.

     A.          Describe the responsibilities of users as:

                  1.    Providing information,

                  2.    Selecting the environmental site assessment methodology,

                  3.    Checking for previously existing environmental leans,

                  4.    Disclosing specialized knowledge, and

                  5.    Explaining why property is being purchase below market value.

     B.          Describe the environmental professional responsibilities as:

                  1.    Providing credentials,

                  2.    Reviewing records,

                  3.    Site reconnaissance,

                  4.    Interviewing appropriate persons, and

                  5.    Providing a final report.

5.    State the kinds of information from and significance of searching existing records.

     A.          Describe the nature of reasonably attainable records.

     B.          Identify sources of pertinent records and methods for documenting them.

     C.          List federal and state sources of pertinent documents.

     D.          State sources of documents that detail the use history of a physical property.

6.    Describe the elements of a site reconnaissance.

     A.          Recognize the importance and risks associated with a thorough exterior and interior physical assessment of a site.

     B.          List physical site characteristics that can influence the location, migration, or stability of environmental contaminants.

     C.          List geographic features adjacent to the site that can influence the potential use of a site.

     D.          List important exterior and interior observations necessary to a proper environmental site assessment.

     E.          Demonstrate proper methods of taking field notes and using photography to document findings as well as proper labeling of information
                  gathered.

7.    Identify safety and health issues associated with site investigations.

     A.          Describe the kinds of hazards likely to be present on a site.

     B.          Follow standard operating procedures for participating in environmental site assessment.

     C.          Interpret and follow a site safety plan.

     D.          Match potential safety hazards with appropriate training and protective procedures.

 8.    Describe the requirements of a good interview procedure.

     A.          Identify key persons who should be interviewed.

     B.          Develop a list of questions that will elicit information appropriate to the inquiry.

     C.          Develop transaction screen questions.

 9.    Outline the necessary components of an environmental site assessment report.

     A.          State the characteristics and significance of: findings, conclusions, opinions, and recommendations.

     B.          Follow a standard report format in the preparation of a report.

     C.          Apply appropriate legal language that establishes the validity of the report and clearly states who retains custody of the documents.

10. Recognize that there may be issues that are beyond that scope of a specific environmental site assessment that should be addressed
      for the benefit of the client.

     A.          State those issues that are beyond the scope of an environmental site assessment.

     B.          Determine when a user may have special needs beyond the scope of a normal environmental site assessment.

     C.          State reasons for clearly separating recommendations that are beyond the scope from the scope of an environmental site assessment.

11. The student shall be able to state the differences between a phase I and phase I environmental site assessment.

     A.          The student shall recognize that a phase II assessment focuses on specific issues identified during a phase I assessment.

     B.          Students shall state the importance of developing a scope of services for a phase II assessment.

     C.          The student shall recognize that a phase II assessment is to provide the user with the information about risks that will allow them to
                   make informed decisions.

12. Students shall be able to define appropriate terminology related to sampling, chain of custody and validity of information.

13. The student shall recognize the value of using a standard procedure for phase II environmental site assessment as well as the
       limitations thereof.

     A.          The student shall be able to describe the key elements of an innocent purchaser defense.

     B.          The student shall be able to state the strengths and weaknesses of expert witnesses.

     C.          The student shall be able to recognize that good site specific data is essential to the validity of expert testimony.

     D.         The student shall be able to state how user behavior, limitations of the ability to collect information, and legal uncertainties can undermine
                  the outcome of the value of an environmental site assessment for a client.

14. The student shall be able to state the purpose and characteristics of contracts.

     A.          The student shall recognize that contracts describe expectations of both parties.

     B.          The student shall recognize that phase II contracts are more complicated than phase I contracts.

     C.          The student shall be able to list the essential ingredients of a good contract.

15. The student shall be able to state the essential components of a good workplan.

     A.          The student shall recognize that a workplan is a very detailed description of the work to be done.

     B.          The student shall recognize that the following are essential to a good workplan:

                  1.    User must understand the plan

                  2.    Recognize that user data may not be sufficient

                  3.    Identify site limitations

                  4.    Review of existing information

                  5.    Potential for contaminant migration

                  6.    Sampling program and protocol

                  7.    Development of a health and safety plan

                  8.    Detail the chemical testing plan

                  9.    Address quality issues

                  10.  Documentation methodology

16. The student shall be able to describe the essential elements of a good sampling protocol.

     A.          The student shall recognize that standard procedures are available for most sampling needs.

     B.          The student shall be able to identify the purpose of several field screening and analytical techniques.

     C.          The student shall be able to detail appropriate sample handling and documentation.

 17. The student shall be able to describe procedures that ensure valid data.

     A.          The student shall be able to describe standard methodologies used for evaluating data.

     B.          The student shall be able to state the importance of quality data.

     C.          The student shall recognize that the data collected can eliminate recognized environmental conditions from further consideration.

 18. The student shall be able to state the value and risks associated with a written phase II report.

     A.          The student shall recognize that a report is not required.

     B.          The student shall be able to develop a table of contents for a phase II report.

 19: The student shall be able to describe pertinent issues that are beyond the scope of a phase II assessment.

 20. Perform writing tasks to promote learning.

 21. Write effectively for a specific audience and purpose.

 22. Demonstrate the learning of concepts through writing.

ENV 320W - Environmental Management Systems

1. Describe the process by which environmental regulations are enacted and how the environment/business climate may change from command and control to voluntary programs.
   1. Identify three benefits of “command and control”
   2. List two needs that current environmental programs are not addressing
   3. List two examples of voluntary programs
2. Identify environmental management systems and describe the goals and standards typical of the systems.
   1. Define a systems approach to management and list three benefits
   2. Identify four steps in the Deming Model
   3. Define a standard and list one example
   4. List two organizations who promulgate standards
   5. Compare and contrast ISO 14000 standards with regulations
   6. Explain two reasons why ISO got involved in environmental management standards
3. Describe the benefits of and the barriers to the establishment of an Environmental Management System.
   1. List one major difference between process and performance standard
   2. Identify three reasons why employee involvement in an EMS is important
   3. List one major goal of training other than job competence
   4. Identify three hurdles to introducing organizational change
   5. List three organizational benefits derived from using an EMS
4. Describe the components of the ISO 14000 Environmental Management System.
   1. Identify two branches of the ISO 14000 Family of Standards
   2. Describe the purpose of the Organizational Evaluation Standards and list three components of OES
   3. List two purposes of an EMS internal audit
   4. Describe one way that the registration audit differs from the internal EMS audit
   5. Describe one way that the internal audit is different from the compliance audit
   6. Describe the purpose of the Product Evaluation Standards and list three components
   7. Explain two difficulties in harmonizing product evaluation standards
5. Describe the requirements of ISO 14001 standards.
   1. List the five key elements in the ISO 14001 standard
   2. Identify three components of each key element
   3. List two requirements that top management must fulfill
   4. List two purposes of the EMS audit
   5. Explain one key element of commitment to continual improvement
   6. Identify two key elements of prevention of pollution
   7. List two communication requirements that ISO 14001 makes
   8. Give one example of an environmental aspect
   9. List two requirements for compliance to the law that ISO 14001 makes
   10. Explain why ISO 14001 assigns responsibility for determining effectiveness, adequacy, and suitability of the EMS to management rather than to the auditor
6. Describe the issues involved in incorporating ISO 14000 into the existingenvironmental management elements of a business.
   1. List two key elements of the Alternative Track
   2. List three benefits to integrating ISO 14000 EMS with the current regulatory scheme
   3. Explain three obstacles to integrating ISO 14000 EMS with the current regulatory scheme
7. Describe the process of implementing ISO 14000 into a business.
   1. List three steps in establishing an implementation action plan
   2. Describe two steps in developing a registration strategy
   3. Identify two steps in developing a registration strategy
   4. List two benefits of implementing ISO 14001
8. Analyze a case study and describe issues related to the implementation of an environmental management system
   1. Describe the products, operations, organizational structure of the organization described in the case study.
   2. Apply the ISO 14000 foundations, fundamental concepts, components and elements of ISO 14001 they have learned in the course to a hypothetical organization.
9. Perform writing tasks to promote learning.
10. Write effectively for a specific audience and purpose.
11. Demonstrate the learning of concepts through writing.

FST 101W - Introduction to the Fire Service

1. Demonstrate selected skills needed to perform effectively within the fire service environment.
   1. Analyze local, state and national fire problems
   2. Describe fire prevention procedures
   3. Identify fire fighters protective gear and equipment
   4. Interpret fire codes and standards
   5. Recognize transportation hazards
   6. Identify future fire problems and citizen responsibility
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 102W - Firefighting Strategies and Tactics

1. Demonstrate skills needed to perform effectively within the fire service environment.
   1. Identify various fire department suppression functions and fireground operations
   2. Describe various fire department operating systems with regard to fire suppression tactics through fire problem discussion and analysis
   3. Identify fireground tactics related to building size, construction type, and occupancy through fire problem discussions
   4. Describe how fireground strategy and tactics have progressed to present day techniques
   5. Describe various fire flow computations and how they relate to fire suppression
   6. Identify future fire problems and fire fighter safety
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 103W - Building Construction

1. Demonstrate selected skills needed to perform effectively within the fire service environment.
   1. Identify various methods of framing, framing materials and how they react to fire conditions
   2. Describe various structural loads and how they impact a building
   3. Identify fireground tactics related to building size, construction type, and occupancy through fire problem discussions
   4. Describe basic blueprints and building layout
   5. Identify basic electrical wiring standards and techniques
   6. Identify future fire problems with the increase in lightweight construction
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 104W - Arson Awareness

1. Demonstrate selected skills needed to perform effectively within the fire service environment.
   1. Identify various fire causes and elements of each
   2. Describe various classifications of arson motives
   3. Identify arson control agencies
   4. Develop arson awareness program strategies to local needs
   5. Identify grant proposals and funding sources
   6. Describe effective use of media
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 105W - Hazardous Materials/Emergency Responder

1. Demonstrate knowledge and selected skills needed to perform effectively as emergency responder to a hazardous materials incident.
   1. Describe the physical, chemical, and toxicolical properties of hazardous materials
   2. Apply NFPA Standard for Professional Competence of responders to Hazardous Materials Incidents
   3. Describe physical and chemical properties of compounds
   4. Describe the flammability and combustion process
   5. Identify various hazardous materials resources and computer programs, their use and limitations
   6. Apply selected skills and knowledge to meet the prerequisites for FST 205W  
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 107W - Fire Protection Systems I

1. Demonstrate knowledge and selected skills needed to perform effectively as emergency responder to buildings equipped with fire protection systems.
   1. Identify codes and standards regulating fire protection in buildings
   2. Apply NFPA Standards in the design, installation, testing, and maintenance of fire protection systems
   3. Describe the various types of standpipe systems
   4. Describe the various types of automatic sprinkler and extinguishing systems
   5. Identify various fire rated assemblies and testing procedures
   6. Describe automatic and manual fire alarm systems
   7. Apply emergency procedures to buildings equipped with fire protection systems
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 111 - Fire Fighter IA

1. Demonstrate knowledge and selected skills needed to prepare for Fire Fighter I certification testing and to perform effectively as fire service emergency responder
   1. Meet the fire-related performance standards outlined in NFPA 1001
   2. Predict probable fire behavior and the action necessary to change or prevent these behaviors
   3. Describe the fundamentals of a water supply system, fire streams, extinguishing properties, and fire control
   4. Recognize toxic atmospheres, don and doff protective clothing and equipment
   5. Identify and safely use various rescue and extrication tools
   6. Identify components of typical sprinkler and standpipe systems
   7. Identify types of building construction, forcible entry and ventilation methods
   8. Use fire service tools, equipment, and perform basic firefighter duties in a safe and conscientious manner

FST 112 - Fire Fighter IB

1. Demonstrate knowledge and selected skills needed to prepare for Fire Fighter I certification testing and to perform effectively as fire service emergency responder.
   1. Meet the fire-related performance standards outlined in NFPA 1001
   2. Predict probable fire behavior and the action necessary to change or prevent these behaviors
   3. Describe the fundamentals of a water supply system, fire streams, extinguishing properties, and fire control
   4. Recognize toxic atmospheres, don and doff protective clothing and equipment
   5. Identify and safely use various rescue and extrication tools
   6. Identify responsibility in fire cause determination, fire prevention, and hazardous materials
   7. Identify types of building construction, forcible entry and ventilation methods
   8. Use fire service tools, equipment, and perform basic firefighter duties in a safe and conscientious manner

FST 115 - Preparation for Initial Company Operations

1. Demonstrate knowledge of Fire Officers and Crew Leaders responsibilities to manage the operations of one or more fire companies.
   1. Identify the Company Officer’s approach to emergency incident management
   2. Describe the elements of company readiness and explain the importance of each element
   3. List benefits of effective incident communication and identify steps
   4. Identify building construction types and critical fire behavior that relate to tactical operations considerations
   5. Accurately calculate required fire flow for structures using NFA formula

FST 117 - Managing Company Tactical Operations: Decision Making (MCTO:D)

1. Demonstrate knowledge of Company Officer’s responsibility to manage operations of one or more companies.
   1. Identify the need to follow logical thought process for decision making and action planning within command sequence
   2. Describe the three phases of size-up and their relationship to problem identification
   3. Demonstrate the ability to select tactics and strategy using the command sequence
   4. Identify strategy and tactics and determine acceptable assignments to implement an action plan
   5. Define the need for a management system and demonstrate how ICS can be applied

FST 120W - Fire Service Educational Methodology

1. Demonstrate fundamental skills related to instructional methodology within the Fire Service environment.
   1. Identify instructor’s responsibility and role
   2. Describe the four essential steps in teaching
   3. Identify laws that pertain to Michigan Fire Service training requirements
   4. Describe the Michigan Fire Fighters Training Council certification process
   5. Discuss the professional qualifications for fire service instructors
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 133W - Computer Aided Management Emergency Operations

1. Demonstrate knowledge and selected skills needed to function effectively within the four main modules and six secondary modules of software program.
   1. Access setup modules, establish login IDs, and documents
   2. Able to backup CAMEO files and restores files
   3. Perform layering of databases and power queries
   4. Access and use ALOHA and link to MARPLOT Maps
   5. Utilize database to provide chemical information and emergency procedures
   6. Function effectively at hazardous materials incidents
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 202W - Fire Officer I

1. Demonstrate selected skills needed to perform effectively as a company officer in the fire service environment.
   1. Discuss the elements of the management cycle and MBO
   2. Identify theory X and theory Y management styles
   3. Identify the eight-step method of problem solving
   4. Discuss the role of career counselor using employee evaluations
   5. Identify typical multiple roles and responsibilities
   6. Describe the importance of behavior modification
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 203W - Fireground Management

1. Demonstrate selected skills needed to perform effectively as a command officer in the fire service environment.
   1. Identify the need for an organized approach to management of emergency incidents
   2. Describe the structure and components of Incident Command System
   3. Identify offensive and defensive attack procedures
   4. Discuss the changing fireground factors and tactical considerations
   5. Identify typical multiple roles and responsibilities
   6. Demonstrate the ability to use the major functions of an Incident Command System
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 204 - Fire Service Instructional Methodology

1. Demonstrate selected skills needed to perform effectively as an instructor in the fire service environment.
   1. Effectively communicate during presentations developed within this course
   2. Write clear and concise performance objectives
   3. Identify, select, and implement appropriate assessment techniques
   4. Demonstrate the principles of classroom management
   5. Develop a lesson plan on selected topics and deliver presentations
   6. Select and operate variety of audio-visual media

FST 205W - Hazardous Materials/Emergency Operations

1. Demonstrate knowledge and selected skills needed to perform effectively as emergency responder to a hazardous materials incident.
   1. Describe hazardous materials emergency response under OSHA 1910.120
   2. Apply NFPA Standard for Professional Competence of responders to Hazardous Materials Incidents
   3. Able to preplan for incidents and identification of hazardous materials
   4. Identify D.E.C.I.D.E. decision-making process
   5. Identify various hazardous materials resources and computer programs, their use and limitations
   6. Discuss the requirements for transportation of hazardous materials
   7. Provide selected skills and knowledge to meet the proficiency requirements of technician level
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 206 - Confined Space Management & Rescue

1. Acquire various skills that are fundamental for management, sound judgment, and directing rescue operations in compliance with federal and state regulations.
   1. Describe federal and state regulations for permit required confined spaces
   2. Identify potential hazards associated with entry into confined spaces
   3. Identify methods used to lessen or eliminate hazards associated with confined space entry and operation of gas detection equipment
   4. Review various confined space entry programs, permits utilized in industry, and case studies of accidents
   5. Demonstrate the use of appropriate equipment, personnel, and technique requirements for confined space rescues
   6. Perform simulated confined space entries and simulated rescue operations

FST 207W - Fire Protection Systems II

1. Demonstrate knowledge and selected skills needed to perform effectively as inspector or emergency responder to buildings equipped with fire protection systems.
   1. Identify codes and standards regulating fire protection in buildings and apply these requirements
   2. Apply NFPA Standards in the design, installation, testing, and maintenance of fire protection systems
   3. Identify the design requirements, acceptance test, and maintenance of records
   4. Describe the various types of visual inspection, testing, maintenance and record procedures
   5. Test selected fire protection systems for compliance with system requirements
   6. Conduct a basic plan review of fire protection system to ensure compliance with requirements of NFPA standards
   7. Apply emergency procedures to buildings equipped with fire protection systems
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 208W - Fire Officer II

1. Demonstrate knowledge and selected skills necessary for mid-level company officer to perform effectively within a fire service environment.
   1. Describe the influence and impact that government agencies have on fire service organizations
   2. Demonstrate proficiency in writing, editing and proofreading various documents and reports
   3. Describe basic concepts of human resource management, including types of power and authority, policy administration, human behavior, and interpersonal dynamics in effective management
   4. Describe the elements, effects, and methods for eliminating harassment in the workplace
   5. Describe the budgetary process and how it relates to the role of the company officer
   6. Apply the concepts and principles of a fair/objective impartial evaluative/appraisal process and the various aspects of progressive discipline
   7. Identify the components, capabilities, and application of information management system.
   8. Identify the supervisor’s role in the exposure and injury reporting process and the elements of safety and health programs
   9. Describe the company officer’s role in conducting inspections, identifying hazards, and determining preliminary fire cause
   10. Identify importance of informational media releases and their impact on influencing public opinion
   11. Describe the aspects of the strategic planning process and be able to develop and produce operational plans for multi-unit responses
   12. Describe an incident management system and be able to command a multi-unit response that incorporates appropriate strategic goals, tactical objectives, and resource deployment
2. Demonstrate knowledge and selected skills necessary to prepare for Fire Officer II Certification.
   1. Obtain Michigan Fire Fighter training Council Certification as Fire Officer II.
3. Perform writing tasks to promote learning.
4. Write effectively for a specific audience and purpose.
5. Demonstrate the learning of concepts through writing.

FST 211 - Fire Fighter II

1. Demonstrate knowledge and selected skills needed to prepare for Fire Fighter II certification testing and to perform effectively as fire service emergency responder.
   1. Meet the fire-related performance standards outlined in NFPA 1001
   2. Predict probable fire behavior and the action necessary to change or prevent these behaviors
   3. Describe the fundamentals of a water supply system, fire streams, extinguishing properties, and fire control
   4. Recognize toxic atmospheres, don and doff protective clothing and equipment
   5. Identify and safely use various rescue and extrication tools
   6. Identify responsibility in fire cause determination, fire prevention, and hazardous materials
   7. Identify types of building construction, forcible entry and ventilation methods
   8. Use fire service tools, equipment, and perform advanced firefighter duties in a safe and conscientious manner

FST 215 - Introduction to Fire Inspection Principles and Practices (IFIPP)

1. Demonstrate knowledge and selected skills for the management of single fire company during fireground operations.
   1. Define the relationship between priorities, strategy, tactics, and implementation in the command sequence
   2. Select appropriate ventilation tactics based upon identified ventilation principles and tactical considerations
   3. Select and deploy appropriate resources required to support fire confinement and extinguishment
   4. Identify the principles of water supply tactics and size up considerations
   5. Identify and explain the activities required to support incident operations
   6. Use the communications model and command sequence in decision-making
2. Demonstrate basic knowledge and selected skills in arson detection and the preservation of evidence at the fire scene.
   1. Recognize the indicators of an intentionally set fire, preserve evidence, and properly document incident
   2. Define the role and responsibility of the first responder
   3. Define fire, heat transfer, rollover, flashover, and back draft and basic building construction
   4. Identify critical observations, while enroute, upon arrival, during fire suppression and post-suppression operations
   5. Identify accidental and incendiary fire causes
   6. Describe the proper procedures for securing the fire scene, evidence preservation and collection techniques
   7. Understand legal considerations and documentation of observations and findings

FST 219 - Fire Protection Hydraulics & Water Supply

1. Demonstrate and apply the principles of forces that affect movement of water at rest and in motion through the application of mathematics and physics.
   1. Apply mathematics and physics to the movement of water in fire suppression activities.
   2. Comprehend the design principles of pumping apparatus.
   3. Analyze community fire flow demand criteria.
   4. Demonstrate, through problem solving, a thorough understanding of the principles of forces that affect water at rest and in motion.
   5. Identify the types and flows of various fire streams.
   6. Determine the type of support required for occupancies containing sprinkler/standpipe systems.

FST 219L - Fire Protection Hydraulics & Water Supply Lab

1. Demonstrate and apply the principles of forces that affect movement of water at rest and in motion through the application of mathematics and physics.
   1. Apply mathematics and physics to the movement of water in fire suppression activities.
   2. Determine the type of support required for occupancies containing sprinkler/standpipe systems.
   3. Through hands-on maneuvering, demonstrate the controls and operation of pumping apparatus.
   4. Achieve sufficient skills to deliver correct pressure and flows to a variety of fire stream appliances.

FST 220 - Strategy & Tactics for Initial Company Officer

1. Demonstrate knowledge and selected skills for the management of one or more fire companies during fireground operations.
   1. Define the relationship between priorities, strategy, tactics, and implementation in the command sequence.
   2. Select appropriate ventilation tactics based upon identified ventilation principles and tactical considerstions.
   3. Select and deploy appropriate resources required to support fire confinement and extinguishment.
   4. Identify the principles of water supply tactics and size up considerations.
   5. Identify and explain the activities required to support incident operations.
   6. Use the communications model and command sequence in decision-making.

FST 224W - Fire Investigation

1. Demonstrate knowledge and selected skills for the determination of fire cause and investigation.
   1. Describe fire behavior and how used in fire cause determination
   2. Describe point of origin and importance of
   3. Identify accidental and incendiary fire causes
   4. Identify motives of fire setters and their profiles
   5. Describe the role the insurance agencies in fire investigation
   6. Describe the legal aspects of fire investigations, evidence collection, and court testimony
   7. Able to properly photograph and sketch a fire scent
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 230 - Fire Safety Education

1. Demonstrate selected skills needed to perform effectively as an fire safety instructor in the fire service environment.
   1. Effectively communicate during presentations developed within this course
   2. Able to write clear and concise performance objectives using the five-step process
   3. Identify, select, and implement appropriate fire safety programs
   4. Discuss the principles of audience characteristics
   5. Develop a lesson plan on selected topics and deliver presentations
   6. Select and operate variety of audio-visual media

FST 231 - Fire Service Law

1. Demonstrate knowledge and selected skills needed to perform effectively as a member within the fire service environment.
   1. Discuss the basic components of American law
   2. Cite how the laws affect the duties and conduct of members of the fire service
   3. Identify actual/potential legal rights and responsibilities as well as legal liabilities
   4. Discuss the legal implications when making fire related decisions
   5. Describe the judicial process and basic legal terms
   6. Identify and differentiate the roles of federal, state and local governments

FST 240 - Internship in Fire Science

1. Demonstrate technical application of fire science knowledge through work experience within the fire science environment.
   1. Apply knowledge and skills related to a fire science career
   2. Describe the work environment of agency providing internship
   3. Describe the work, scheduling, and production efficiency within the agency assigned
   4. Examine the impact of current fire issues and trends

FST 280W - Company Officer I/II

1. Demonstrate knowledge and selected skills necessary for mid-level company officer to perform effectively within a fire service environment.
   1. Describe the influence and impact that government agencies have on fire service organizations.
   2. Demonstrate proficiency in writing, editing and proofreading various documents and reports.
   3. Describe basic concepts of human resource management, including types of power and authority, policy administration, human behavior, and interpersonal dynamics in effective management.
   4. Describe the elements, effects, and methods for eliminating harassment in the workplace.
   5. Describe the budgetary process and how it relates to the role of the company officer.
   6. Apply the concepts and principles of a fair/objective impartial evaluative/appraisal process and the various aspects of progressive discipline.
   7. Identify the components, capabilities, and application of information management system.
   8. Identify the supervisor’s role in the exposure and injury reporting process and the elements of safety and health programs.
   9. Describe the company officer’s role in conducting inspections, identifying hazards, and determining preliminary fire cause.
   10. Identify importance of informational media releases and their impact on influencing public opinion.
   11. Describe the aspects of the strategic planning process and be able to develop and produce operational plans for multi-unit responses.
   12. Describe an incident management system and be able to command a multi-unit response that incorporates appropriate strategic goals, tactical objectives, and resource deployment.
2. Demonstrate knowledge and selected skills necessary to prepare for Fire Officer I/II Certification.
   1. Obtain Michigan Fire Fighter Training Council Certification as Fire Officer I/II.
3. Perform writing tasks to promote learning.
4. Write effectively for a specific audience and purpose.
5. Demonstate the learning of concepts through writing.

FST 290-299 - Special Projects in Fire Science Technology

FST 300W - Fire Officer III

1. Demonstrate selected skills needed to perform effectively as a leader in the fire service environment.
   1. Identify the need for an organized effective approach to management of emergency incidents
   2. Identify the laws and standards that impact the fire service
   3. Demonstrate knowledge of decision-making styles, group decision-making, methods and steps in problem solving
   4. Utilize the strategies for company and personal and supervisory management techniques
   5. Discuss the problem with firefighter injury and death and need for risk management program
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 301 - ICS and Resource Mgmt Fire Service

Credits: 1

    A.        Describe the need for an organized approach to management of emergency incidents

    B.        Describe responsibilities of the Incident Commander, Command Staff and function leaders within the emergency management system

    C.        Demonstrate the ability to use the major functions of an incident command system

2.         Demonstrate fundamental management skills.

    A.        Identify laws and standards that require an incident command system

    B.        Describe the similarities between emergency incident and business management techniques
    C.        Describe the factors that affect emergency management, and list the components of an emergency management system

FST 302 - Leadership I Strategies for Company Success

1. Demonstrate selected skills needed to perform effectively as a leader in the fire service environment.
   1. Differentiate among the four decision-making styles
   2. Match appropriate decision-making styles to given situations
   3. Identify the advantages and potential disadvantages of group decision-making
   4. Identify four methods and steps by which problems are solved
   5. Discuss the necessity for having planned meetings and requirements for running an effective meeting

FST 303 - Leadership II Strategies for Personal Success

1. Demonstrate selected skills needed to perform effectively as a leader the fire service environment.
   1. Identify typical multiple roles and responsibilities
   2. Identify four levels of accountability
   3. Identify possible sources of role conflict and a balancing strategy for resolving
   4. Identify the importance of serving as a role model for subordinates
   5. Identify the importance of creativity and innovation and analyze the elements and five-step process
   6. Identify the types, sources and limits of power
   7. Identify the importance and impact of ethics upon an organization and its members
   8. Demonstrate decision-making involving ethical practices

FST 304 - Leadership III Strategies for Supervisory Success

1. Demonstrate skills needed for personal success as a leader in the fire service environment
   1. Identify basic leader behaviors and leadership styles
   2. Identify four development levels of followers and relationship with leadership styles
   3. Demonstrate diagnostic skills for choosing an appropriate leadership style for given development level
   4. Identify benefits, barriers, and principles of effective delegation
   5. Identify characteristics and techniques of effective coaches
   6. Describe progressive discipline and its value

FST 306 - Shaping the Future

1. Demonstrate selected skills and techniques needed to perform effectively as a leader in the fire service environment.
   1. Employ creative approaches to identify problems having an impact on organizational effectiveness
   2. Apply creative group problem solving methods and describe the importance of continuous improvement within the fire service
   3. Quantify problems and solutions and use the information to justify a recommendation
   4. Explain why people resist change and develop strategies for implementing change within the fire service

FST 307 - Incident Safety Officer

1. Demonstrate selected skills to function effectively as the safety officer within the fire service environment.
   1. Identify safety and unsafe actions and operations
   2. Identify four immediate safety hazards and ways these hazards will affect the Incident Action Plan
   3. Examine a Standard Operating Procedure (SOP) and identify unsafe actions and suggest changes in procedures
   4. Describe documentation task to be performed by the Incident Safety Officer
   5. Describe when an operation or part of a un-operation should be terminated

FST 308 - Health and Safety Officer

1. Analyze health and safety aspects that affect emergency responders in emergency situations.
   
   A.  Identify functions of the Health and Safety Officer and the incident Safety Officer
   B.  Compare standard operating procedures to laws, standards, and regulations
    
2. Analyze health and safety aspects that affect emergency responders in non-emergency situations.
   
   A. Identify functions of the Health and Safety Officer and the incident Safety Officer
   B. Compare standard operating procedures to laws, standards, and regulations
   C.  Describe risk management planning of the Health and Safety Officer
   D.  Explain the components of a health maintenance program and developing a comprehensive wellness program
   E.  Explain the process of evaluating and analyzing information from non-emergency and emergency incidents

FST 332W - Advanced Fire Administration

1. Acquire various skills that are fundamental for successful administration, exercise sound management judgment and proficiency in applying modern management theory and practices.
   1. Examine history and evolution of management theory related to fire service
   2. Discuss management goals vs. reality of change and new technology
   3. Describe planning, organizing, coordinating and controlling a fire department
   4. Examine the main functions inherent to measuring fire service effectiveness
   5. Discuss administration of emergency medical, fire investigation, suppression, prevention, hazardous materials, dispatchers, etc.
   6. Discuss training and personnel development
   7. Discuss budgeting, records management systems, planning, etc.
   8. Describe labor relations, hiring practices, motivation, discipline, and human resource management
   9. Discuss future trends of fire service administration
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 334W - Fire Prevention Organization & Management

1. Describe background, laws, and concepts and apply these in the organization and management of fire prevention programs.
   1. Explain historical background and philosophy of fire prevention
   2. Explain the involvement of nongovernmental organizations and insurance industry in fire prevention management
   3. Describe the basics in organizing, developing, implementing and administration of fire prevention management
   4. Explain the importance of national qualifications for fire prevention specialists and how local fire departments obtain and maintain educational levels needed to meet national qualifications
   5. Describe development, enactment and enforcement of codes
   6. Describe proper inspection practices and procedures
   7. Discuss human reactions to fire situations and fire education
   8. Analyze data in the research of new fire prevention efforts
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FST 338W - Contemporary Issues In The Fire Service

1. Become aware of issues that have or will impact the fire service through discussions, debates, research and American Heat Videos or similar productions.
   1. Examine issues that have impacted or resulted in change in the industry within the recent past
   2. Evaluate current events through videos, discussion, debates, research and reports
   3. Examine trends and focus of public fire protection
   4. Explain issues or events that have brought about improvements and/or increased productivity in their department or the fire service 1E. Identify future trends, politics and direction of the fire service
   5. Explain the interaction with other organizations/agencies and associated problems
2. Perform writing tasks to promote learning.
3. Write effectively for a specific audience and purpose.
4. Demonstrate the learning of concepts through writing.

FR 111 - French One

1. Demonstrate expressive and receptive skills appropriate to 1st semester Elementary French.
   1. Use the present tense of regular and some irregular verbs in formulaic conversations about familiar topics covered in the text.
   2. Describe persons and objects, including possessions, demonstrating knowledge of gender and number rules.
   3. Express likes, dislikes, wants, and needs.
   4. Develop strategies for expressing the future tense: use of the present tense and adverbs of time / use the aller + infinitive construction.
   5. Narrate in the past using the idiomatic expressions venir de + infinitive.
   6. Develop the ability to avoid repetition by using pronouns.
   7. Ask and answer simple questions about one self and others.
   8. Read a passage of text in French to gather information and demonstrate understanding of the passage.
   9. Develop listening skills through aural input, including but not limited to classroom interactions and video.
   10. Demonstrate the ability to write a brief paragraph in French, using grammatical concepts, correct syntax, and vocabulary from the text.
   11. Acquire vocabulary, including idiomatic expressions that will permit the receptive and expressive skills mentioned above.
2. Appreciate the richness and diversity of francophone culture.
   1. Differentiate between formal and informal speech.
   2. Use formal and informal speech appropriately for the elementary / novice level.
   3. Identify several French speaking countries and regions.
   4. Begin to make connections between French language and culture in the classroom and the global community.
   5. Begin to develop the ability to make sensitive cultural comparisons.
   6. Compare some of the differences between the French and English languages, including but not limited to, syntax and grammatical gender differences.

FR 112 - French Two

1. Refine all of the objectives from FR 111 .
2. Demonstrate expressive and receptive skills appropriate to 2nd semester Elementary French.
   1. Narrate in the past using the passé composé of regular and some irregular verbs in formulaic conversations about familiar topics covered in the text.
   2. Talk about daily routines using reflexive verbs.
   3. Develop the ability to avoid repetition by using object pronouns.
   4. Point out people and things using demonstrative adjectives.
   5. Give direct commands to others.
   6. Distinguish between the verbs savoir and connaître (to know).
   7. Ask and answer simple questions about oneself and others.
   8. Read a passage of text in French to gather information and demonstrate understanding of the passage.
   9. Demonstrate the ability to express negation and to use negative expressions.
   10. Continue to develop listening skills through oral input, including but not limited to classroom interactions and video.
   11. Demonstrate the ability to write brief paragraphs in French, using grammatical concepts, correct syntax, and vocabulary from the text.
   12. Acquire vocabulary, including idiomatic expressions, that will permit the receptive and expressive skills mentioned above.
3. Appreciate the richness and diversity of French (francophone) culture
   1. Identify several French speaking countries and / or regions.
   2. Make connections between French language and culture in the classroom and the global community.
   3. Develop a continued ability to make sensitive cultural comparisons.
   4. Compare some of the differences between the French and the English languages, including but not limited to, syntax and grammatical gender differences.

FR 113W - Introduction to French Culture

1. Use research, oral presentations, and brief writings to demonstrate learning.
   1. Demonstrate the learning of concepts through oral presentations and brief writings.
   2. Use appropriate electronic, cinematographic, and print sources to gather information.
   3. Analyze, summarize, and use the information gathered in short written reports and presentations.
   4. Formulate short written reactions to readings.
2. Compare and contrast differences between one’s own culture and French culture.
   1. Identify customs, traditions, and values of French culture that are both similar to and different from the students’ culture.
   2. Compare some of the cultural differences that exist between French culture and the students’ culture.
   3. Examine and explain one’s attitudes about French culture.
3. Describe the richness and diversity of French culture.
   1. Identify several French-speaking countries and regions.
   2. Describe various aspects of French culture as illustrated by the readings, research, or visual media read or presented as part of this course.
   3. Explain the social and historical context of customs, values, and traditions from a variety of historical periods and French-speaking countries or regions.
   4. Demonstrate an understanding of contemporary France.

FR 211W - French Three

1. Refine all of the objectives from FR 111  and FR 112 .
2. Demonstrate expressive and receptive skills appropriate to 3rd semester Elementary / Intermediate French
   1. Continue to perfect the capacity to narrate in the past tense using the imparfait of regular and irregular verbs
   2. Demonstrate the ability to distinguish in the past tense the usages of the imparfait and the passé composé
   3. Demonstrate the capability of using various irregular verbs and of refining their usages in common conversations
   4. Demonstrate the ability to use correct French syntax and morphology, including the correct formation and placement of adverbs, adjectives, and object pronouns.
   5. Continue to develop the ability to use direct objects and indirect objects to avoid repetition
   6. Show the ability to express the comparative and superlative in sentence structures.
   7. Express future events and conditions using the future tense.
   8. Ask and answer more complex questions about oneself and others.
   9. Read a passage of text in French to gather information and demonstrate understanding of the passage.
   10. Demonstrate the ability to write several paragraphs in French, using grammatical concepts, correct syntax, and vocabulary from the text.
   11. Develop listening skills through aural input, including but not limited to classroom interactions and video.
   12. Acquire vocabulary, including idiomatic expressions, that permits the expression of more complex thoughts and ideas and that will permit the receptive and expressive skills mentioned above.
3. Appreciate the richness and diversity of francophone culture
   1. Use formal and informal speech appropriately for this level.
   2. Identify several French- speaking countries and / or regions and describe some of the customs, traditions, or foods that are typical of the country and / or region.
   3. Make connections between French language and culture in the classroom and the global community.
   4. Continue to expand on the ability to make sensitive cultural comparisons.
   5. Compare some of the differences between the French and the English language, including but not limited to, syntax and grammatical gender differences.

FR 212W - French Four

1. Refine all the objectives from FR 111 , FR 112 , and FR 211W .
2. Demonstrate expressive and receptive skills appropriate to 4th semester Intermediate French.
   1. Demonstrate the ability to connect sentences with relative pronouns.
   2. Talk about every action using a verb, a preposition and an infinitive.
   3. Narrate in the past using a variety of past tenses.
   4. Express hypothetical situations and conditions with the conditional tense.
   5. Hypothesize using the “if” clauses and the correct sequence of tenses.
   6. Show the ability to express judgments and necessity through the use of impersonal expressions.
   7. Use the subjunctive mood with regular and irregular verbs to express obligation, necessity, wishes, doubts, and emotional reactions.
   8. Refine the use of the passé composé and the imparfait in discourse in past situations.
   9. Continue to develop the ability to describe objects and persons with increased ability to self-correct grammatical and syntactical errors.
   10. Develop strategies for using circumlocution or paraphrasing to explain oneself.
   11. Develop increased fluency with pronunciation that shows less interference from the student’s first language.
   12. Initiate and sustain a conversation or accomplish a task. This includes asking and answering questions and negotiating meaning.
   13. Successfully read an authentic passage of text in French to gather information and demonstrate understanding of the passage. React to the passage using appropriate vocabulary and grammatical structures.
   14. Demonstrate the ability to write several paragraphs in French, using grammatical concepts, correct syntax, and vocabulary from the text as well as high frequency vocabulary from previous levels.
   15. Acquire vocabulary, including idiomatic expressions and irregular verbs, that permits the expression of more complex thoughts and ideas and that will permit the receptive and expressive skills mentioned above.
3. Appreciate the richness and diversity of Francophone culture.
   1. Develop listening skills through aural input, including but not limited to classroom interactions and video.
   2. Continue to explore the richness of French culture during different periods of French history.
   3. Use formal and informal speech appropriately for the intermediate level.
   4. Identify several French speaking countries and / or regions and describe some of the customs, traditions, or foods that are typical of the country and / or region.
   5. Make connections between French language and culture in the classroom and the global community.
   6. Continue to develop the ability to make sensitive cultural comparisons.
   7. Compare some of the differences between the French and the English language, including but not limited to, syntax and grammatical gender differences.

FR 214 - Intermediate French Conversation

1. Demonstrate expressive and receptive skills appropriate to intermediate level French.
   1. Discuss selected French texts and video samples.
   2. Formulate emotional and analytical responses to selected French texts and video samples and to the responses of others.
   3. Use a variety of tenses and vocabulary to discuss the literary and non-literary texts and video samples.
   4. Use strategies for decoding unfamiliar vocabulary and for negotiating meaning.
   5. Differentiate between the use of standard French and French slang in daily conversation.
   6. Demonstrate the ability to use French idioms appropriately in conversation.
2. Compare and contrast differences between one’s own culture and francophone cultures in a sensitive and informed manner.
   1. Identify several French speaking countries and regions, as well as several French speaking populations in the Americas (e.g. Canada, the United States, and the Caribbean).
   2. Describe the connections between French language and francophone culture in the classroom and the global community.
   3. Describe the diversity of francophone cultures, including, but not limited to, cultural products, practices, and attitudes.
   4. Compare and contrast some of the differences that exist between francophone cultures of different regions and the students’ culture.
   5. Examine and explain one’s attitudes about francophone culture.
   6. Develop the ability to make sensitive cultural comparisons.

FR 275 - Introduction to French Fiction

1. Demonstrate expressive and receptive skills appropriate to the intermediate level in French.
   1. Read and demonstrate understanding of selected literary texts in French.
   2. Respond emotionally and analytically to selected literary texts, and to the emotional and analytical responses of others.
   3. Demonstrate the ability to write in French, using grammatical concepts, correct syntax, and appropriate vocabulary.
   4. Use French vocabulary appropriate to the oral and written discussion and interpretatioof literary texts.
   5. Use a variety of tenses and vocabulary to discuss and write about the literary texts.
   6. Develop strategies for decoding unfamiliar French vocabulary.
2. Compare and contrast differences between one’s own culture and Francophone cultures.
   1. Identify several French-speaking countries and regions.
   2. Describe the connections between French language and Francophone culture in the classroom and in the global community.
   3. Compare and contrast some of the differences between the cultural information contained in the selected texts and the students’ culture.
   4. Examine and explain one’s attitudes about Francophone culture as described in the readings.
   5. Develop the ability to make sensitive cultural comparisons.

FR 290-299 - Special Projects in French

GIS 101 - Geographic Information Systems

Credits: 3

    A.        Demonstrate understanding of the history of GIS.

    B.        Demonstrate understanding of key terms and concepts central to Geographic Information Systems (GIS).

2.    Demonstrate understanding of data sources used in GIS software.

    A.        Demonstrate understanding of available sources of GIS data including how to locate them.

    B.        Identify key elements of metadata used to describe datasets.

    C.        Download and prepare datasets and tables for use in GIS software.

    D.        Collect data in the field using GPS.

    E.        Identify data limitations and quality issues, such as map and data accuracy.

3.    Demonstrate understanding of information representation methods associated with GIS.

    A.        Describe spatial data models used for representing real world objects in a digital format, such as vector and raster data models.

    B.        Describe datums, latitude, longitude and coordinate systems.

    C.        Apply the concepts of projection and scale.

4.            Analyze data using GIS software.

    A.        Select, query, and manipulate data utilizing tools such as proximity, dissolve, buffer, union and merging.

    B.        Evaluate geometric features including length, distance, and area.

    C.        Select, query, and manipulate attribute data using attribute queries and joins.

    D.        Digitize and edit data in GIS software.

    E.        Apply standard practices of map design and symbology to create maps.

5.    Produce a written or oral GIS research project that solves a real-world problem or answers a question.

    A.        Design a GIS research project.

    B.        Collect and/or create data for use in GIS project.

    C.        Complete analysis in GIS software.

    D.        Present results in written or oral format.

GIS 102 - Geographic Information Systems II

1. Demonstrate a deeper understanding of data and spatial analysis concepts.
   1. Explain data types in spatial analysis.
   2. Explain methods of spatial analysis, including analysis of point patterns, surface and areal analysis.
   3. Discuss appropriate and standard methods of displaying data in visual representations
2. Demonstrate expertise with vector and raster data.
   1. Identify the advantages and disadvantages of vector and raster data
   2. Be able to choose the appropriate data type for analysis in vector and raster data
   3. Convert between data types
3. Use analytical, spatial, and statistical GIS tools to create maps that present information or solve a spatial problem
   1. Map categories, quantities, and classes
   2. Map density and change
   3. Create overlays of analysis, buffering, clipping, and network analysis
   4. Measuring geographic distribution, analyze patterns, and identify clusters
4. Create a simple suitability model using Model Builder.
   1. Create, modify and run a spatial model for a geographic area.
   2. Understand the applications of Model Builder for real world problem solving.
5. Complete a chosen project and apply GIS 101  and GIS 102 outcomes to the project as the course proceeds. (Projects may be chosen from many topics appropriate for GIS analysis. Examples of such projects are: coastal zone management, hazardous materials management, environmental planning, urban planning, site assessment, geography, biology, sociology, demography, statistics, or other topics as determined by student interest and Faculty abilities.)
   1. Develop a spatial analysis model based on the chosen research project topic.
   2. Identify and collect appropriate data to use in analysis.
   3. Use applicable techniques to analyze the data and satisfy goals of project.
   4. Provide written documentation of the steps taken to accomplish goals of research project in the form of a technical report.
   5. Present the map as a visual, final outcome.

GIS 290-299 - Special Projects in Geographic Information Systems

GEO 103W - Introduction To Meteorology

1. Understand and describe basic physical processes demonstrated in the atmosphere.
   1. Describe the basic composition and vertical structure of the atmosphere.
   2. Contrast temperature versus heat.
   3. Describe the three processes of heat transfer and provide examples for each.
   4. Describe temperature and its impact on the human body.
   5. Describe water, its three states, and latent heat from changes of state.
   6. Describe humidity and its relationship to water vapor and temperature.
   7. Describe adiabatic temperature changes and its relationship to the buoyancy of air parcels.
   8. Define atmospheric stability and the three classifications of stability.
   9. Describe processes that can change atmospheric stability.
   10. Define four lifting processes for air parcels enabling cloud formation.
   11. Define the basic components of condensation and cloud formation.
   12. Define the general cloud classifications by level and vertical development.
   13. Define the various types and formation processes of fog.
   14. Describe the two basic processes for precipitation formation.
   15. Describe the various forms of precipitation and define the basic causes for each
   16. Define air pressure and define the changes of pressure with height.
   17. Define the pressure gradient force and its relationship to wind.
   18. Describe properties of light that influence various optical effects in the atmosphere.
   19. Describe the general factors contributing to rainbows and other optical phenomena in the atmosphere.
2. Understand and describe key atmospheric and global processes that contribute to weather.
   1. Describe the Earth-Sun relationship that define seasonal and diurnal weather changes.
   2. Describe solar and terrestrial radiation and how radiation is affected as it passes through the atmosphere.
   3. Describe the global heat budget and the importance of maintaining a heat equilibrium.
   4. Describe the set of control processes that define temperature variations as different locations on the earth.
   5. Describe the coriolis effect and its impact to wind and weather systems.
   6. Define the geostrophic wind model and how it relates to high-level winds.
   7. Contrast the forces acting on surface winds versus winds aloft.
   8. Describe wind flow around high and low pressure centers.
   9. Describe the general models for global wind circulation.
   10. Define various special forms of localized wind circulations.
   11. Define monsoon circulation and the intertropical convergence zone.
   12. Describe the jet stream and its significance.
   13. Describe the general global distribution of temperature and precipitation and its relationship to ocean and land mass patterns.
3. Understand and describe the Polar Front Theory that define weather systems.
   1. Define what an air mass and the attributes of air mass source regions.
   2. Define the general air masses that influence North America.
   3. Define what a front is.
   4. Describe the four significant types of fronts, their attributes, and weather typically associated with each type.
   5. Describe the wave cyclone model, the major stages of the wave cyclone life cycle, and typical movements of wave cyclones.
   6. Define the basic relationship between upper air flow and the development of wave cyclones.
   7. Define how the frontal zones and pressure centers described by the wave cyclone model contribute to local weather.
4. Understand special topics related to current global environmental issues and factors impacting the local weather of Michigan.
   1. Define the basic atmospheric processes influencing current environmental issues including global warming and ozone layer depletion.
   2. Define El Nino and its general impact on global weather.
   3. Describe factors leading to formation of lake effect snow and the factors of the Great Lakes and Michigan that contribute to its development in the state.
   4. Describe general attributes of Michigan’s climate and atmospheric features that impact it.
   5. Describe general meteorological factors influencing

GEO 111W - Physical Geography

1. Demonstrate scientific literacy.
   1. Interpret information from written and visual documents, computer programs, physical models and experiments relevant to the field.
   2. Explain environmental processes orally and in writing.
   3. Describe the function of earth’s environmental systems.
   4. Explain interrelationships between environmental phenomena.
   5. Evaluate evidence regarding critical environmental issues.
   6. Discuss assumptions about human-environment interactions.
2. Analyze tectonic landforms.
   1. Compare the characteristics and formation of the three major rock categories.
   2. Identify basic landforms associated with the three rock categories.
   3. Describe the rock cycle.
   4. Diagram the internal structure of the earth.
   5. Investigate spatial evidence for plate tectonics.
   6. Differentiate between the three plate boundary types and their resultant landforms.
   7. Evaluate the spatial distribution of earthquake and volcanic hazards.
3. Apply concepts of landscape evolution.
   1. Discuss the dynamic equilibrium model as a mechanism for landscape change.
   2. Investigate how chemical and physical weathering processes shape earth’s surface and subsurface.
   3. Discuss mass wasting processes.
   4. Illustrate how fluvial systems shape the earth’s surface.
   5. Discuss the development and importance of groundwater and water resources.
   6. Summarize glacial processes and landforms.
   7. Explain coastal processes and landforms.
   8. Explain aeolian processes and landforms.
   9. Describe karst formation and landforms. .
4. Explain the atmospheric dynamics that produce weather.
   1. Categorize atmospheric layers.
   2. Recognize the role of earth-sun relations in causing seasonal change.
   3. Identify heat transfer mechanisms.
   4. Describe processes that contribute to atmospheric circulation.
   5. Explain the role of water vapor in atmospheric processes.
   6. Describe the formation of storm systems and severe weather.
   7. Evaluate the spatial distribution of severe weather and atmospheric hazards.
5. Appraise water resources.
   1. Diagram the hydrologic cycle.
   2. Examine water budget concepts.
   3. Investigate the spatial distribution of drought-prone regions.
   4. Assess human impact on groundwater resources.
6. Recognize climate patterns.
   1. Describe the physical characteristics of soils.
   2. Analyze the distribution of climate, vegetation and soils across the earth’s surface.
   3. Relate climate, vegetation, and soils in forming climate zones.
   4. Classify climate zones.
   5. Recognize the distribution of climate zones across the earth’s surface.
   6. Outline earth’s climatological history and evaluate paleoclimatological methods.
7. Demonstrate map interpretation skills.
   1. Use map symbols, legend, direction and scale to interpret maps.
   2. Use latitude and longitude to determine location.
   3. Calculate time differences throughout the world.
   4. Identify map projections and their various characteristics.
   5. Analyze landforms using contour lines.
   6. Analyze landforms using aerial imagery.
   7. Utilize computer mapping techniques.

GEO 113W - World Cultural Geography

1. Be acquainted with knowledge of the basic principles of the regional geographic approach to the study of the diverse human world.
   1. Define the terms REALM and REGION, and distinguish the difference between them.
   2. Define and apply the concepts of SPATIAL INTERACTION and AREAL DIFFERENTIATION.
   3. Synthesize, evaluate, analyze, compare, categorize and generalize from information from multiple sources, presented in various formats, (text, maps, tables, graphs, diagrams, visuals) to answer geographic questions.
   4. Interpret and utilize statistical measures such as GDP, infant mortality and population doubling time.
   5. Postulate the impact of real or hypothetical phenomenon on world cultural features between and within geographically identifiable places.
   6. Identify, examine, evaluate and project causal relationships between and within geographically identifiable places.
2. Develop a basic appreciation for, and comprehension of, current world spatial patterns over the earth’s surface and the development of these patterns through interaction of human and physical factors over earth space through time.
   1. Name and locate on a world map the world’s twelve realms.
   2. List at least two major significant identifying characteristics for each of the world’s twelve realms.
   3. Diagram and label the DEMOGRAPHIC TRANSFORMATION model.
   4. Identify key conditions, causal factors and effects contained in the DEMOGRAPHIC TRANSFORMATION model.
   5. Diagram, label and describe the CORE - PERIPHERY world system model.
   6. Identify key conditions, causal factors and effects contained in the CORE -PERIPHERY model, and project future changes necessary to maintain model validity.
   7. List key characteristics of the groups and sub groups of countries included in the CORE - PERIPHERY model; generalize about the development and potential changes in these characteristics; and locate example countries of each group on a world map.
   8. Correctly name and write the symbols for Level One and Level Two of the KOPPEN WORLD CLIMATE CLASSIFICATION SYSTEM.
   9. Describe the essential characteristics and causal factors of each KOPPEN CLIMATE CLASSIFICATION.
3. Improve awareness of the geographical approach to understanding our world and improve global awareness through study of selected realms and topics relevant to the selected realms.
   1. List and show the map location of the significant political units that make up each selected realm.
   2. Indicate selected major physical features of each selected realm on a map.
   3. List at least four significant cultural characteristics of each selected realm.
   4. List at least four significant economic characteristics of each selected realm.
   5. List at least four significant demographic characteristics of each selected realm.
   6. List at least four significant environmental conditions of each selected realm.
   7. List at least two current or future problems that may internally and/or externally affect each selected realm.
   8. List at least two current or potential advantages each selected realm enjoy.
   9. Analyze past, current and possible interrelationships of items 1-8 above from a within-the-realm perspective, applying regionally appropriate concepts such as centripetal and centrifugal forces.
   10. Analyze past, current and possible interrelationships of items 1-9 above from a global-between-realms perspective using appropriate concepts such as functional specialization, intervening opportunity, supranationalism or culture hearths.
4. Improve student skills in communicating findings, evaluations and conclusions.
   1. Develop written, verbal and visual responses to geographically appropriate questions and problems throughout the extent of the course.
5. Perform writing tasks to promote learning.
6. Write effectively for a specific audience and purpose.
7. Demonstrate the learning of concepts through writing.

GEO 116W - Professional Global Awareness

1. Demonstrate an awareness of cross-cultural concepts.
   1. Identify the main social and economic characteristics of the twelve realms of the world.
   2. Identify the common misunderstandings Americans have of people from diverse cultures and the similar misconceptions of Americans.
   3. Identify the priorities, goals, or processes used as a basis for decision-making in cross-cultural interactions.
2. Identify strategies and techniques used in communications with multicultural business associates.
   1. Identify effective verbal and non-verbal communication techniques via personal contact, phone, e-mail, or writing.
   2. Identify elements of culture shock when moving to and living in cross-cultural environment.
3. Perfrom writing tasks to promote learning.
4. Write effectively for a specific audience and purpose.
5. Demonstrate the learning of concepts through writing.

GEO 222 - Geography of Asia

Credits: 3

     A.          Describe the basic composition and vertical structure of the atmosphere.

     B.          Contrast temperature versus heat.

     C.          Describe the three processes of heat transfer and provide examples for each.

     D.          Describe temperature and its impact on the human body.

     E.          Describe water, its three states, and latent heat from changes of state.

     F.           Describe humidity and its relationship to water vapor and temperature.

     G.          Describe adiabatic temperature changes and its relationship to the buoyancy of air parcels.

     H.          Define atmospheric stability and the three classifications of stability.

     I.            Describe processes that can change atmospheric stability.

     J.           Define four lifting processes for air parcels enabling cloud formation.

     K.          Define the basic components of condensation and cloud formation.

     L.           Define the general cloud classifications by level and vertical development.

     M.          Define the various types and formation processes of fog.

     N.          Describe the two basic processes for precipitation formation.

     O.          Describe the various forms of precipitation and define the basic causes for each

     P.           Define air pressure and define the changes of pressure with height.

     Q.          Define the pressure gradient force and its relationship to wind.

     R.          Describe properties of light that influence various optical effects in the atmosphere.

     S.          Describe the general factors contributing to rainbows and other optical phenomena in the atmosphere.

 2.    Understand and describe key atmospheric and global processes that contribute to weather.

     A.          Describe the Earth-Sun relationship that define seasonal and diurnal weather changes.

     B.          Describe solar and terrestrial radiation and how radiation is affected as it passes through the atmosphere.

     C.          Describe the global heat budget and the importance of maintaining a heat equilibrium.

     D.          Describe the set of control processes that define temperature variations as different locations on the earth.

     E.          Describe the coriolis effect and its impact to wind and weather systems.

     F.           Define the geostrophic wind model and how it relates to high-level winds.

     G.          Contrast the forces acting on surface winds versus winds aloft.

     H.          Describe wind flow around high and low pressure centers.

     I.            Describe the general models for global wind circulation.

     J.           Define various special forms of localized wind circulations.

     K.           Define monsoon circulation and the intertropical convergence zone.

     L.           Describe the jet stream and its significance.

     M.          Describe the general global distribution of temperature and precipitation and its relationship to ocean and land mass patterns.

 3.    Understand and describe the Polar Front Theory that define weather

     A.          Define what an air mass and the attributes of air mass source regions.

     B.          Define the general air masses that influence North America.

     C.          Define what a front is.

     D.          Describe the four significant types of fronts, their attributes, and weather typically associated with each type.

     E.          Describe the wave cyclone model, the major stages of the wave cyclone life cycle, and typical movements of wave cyclones.

     F.          Define the basic relationship between upper air flow and the development of wave cyclones.

     G.         Define how the frontal zones and pressure centers described by the wave cyclone model contribute to local weather.

 4.    Understand special topics related to current global environmental issues and factors impacting the local weather of Michigan.

     A.          Define the basic atmospheric processes influencing current environmental issues including global warming and ozone layer depletion.

     B.          Define El Nino and its general impact on global weather.

     C.          Describe factors leading to formation of lake effect snow and the factors of the Great Lakes and Michigan that contribute to its
                   development in the state.

     D.          Describe general attributes of Michigan’s climate and atmospheric features that impact it.

     E.          Describe general meteorological factors influencing air pollution.

     F.           Describe acid rain.

5.    Perform calculations and graphs to solve relevant problems and perform data analyses contributing to understanding fundamental atmospheric processes.

     A.          Describe the various systems of measurement used in meteorology and perform typical unit conversions for weather data.

     B.          Perform required mathematical skills including unit conversion and scientific notation.

     C.          Draw isopleths for a given set of plotted weather data.

     D.          Develop graphs and data plots from atmospheric measurements and information.

     E.          Analyze data and derive conclusions from analysis of graphical data.

     F.          Decode and encode weather data in the standard station model format.

     G.         Develop a surface weather chart from plotted data including locating pressure centers and fronts

 6.    Define the tools and instruments used to measure atmospheric parameters.

     A.          Define tools and units for temperature measurement.

     B.          Define tools and units for measurement of humidity.

     C.          Define tools and units for measurement of air pressure.

     D.          Define tools and units for measurement of wind velocity.

     E.          Define tools used for measurement of precipitation.

     F.          Describe the National Weather Service data network for observation and measurement of all types of weather data.

     G.         Define limitations in atmospheric measurement and accuracy for national and global weather data.

     H.         Understand and describe basic satellite weather observation including types of orbiting satellites and various types of weather imagery.

     I.           Understand and describe basic radar weather observation including use of radar data, and Doppler radar.

     J.          Define limitations of satellite and radar remote sensing instruments for weather observation.

     K.         Describe tools for upper air weather measurement.

  Outcome 7.    Define general techniques and issues related to weather forecasting.

     A.          Define the importance of accurate and complete weather observation and analysis for weather forecasting.

     B.          Describe the general structure and responsibilities of the National Weather Service.

     C.          Define the various techniques for weather forecasting.

     D.          Define the various scales, durations, and types of weather forecasts.

     E.          Describe the importance of computer forecast models in weather prediction.

     F.          Describe the issues related to forecast accuracy and the limits of forecast duration.

8.   Understand and describe the following as it applies to Severe and Adverse Weather:

     A.          Describe the stages of thunderstorm formation.

     B.          Define the general thunderstorm types.

     C.          Define the classification requirements for a severe thunderstorm.

     D.          Describe the processes of lightning and thunder.

     E.          Define the hail formation process.

     F.          Describe the basic process of tornado formation and the atmospheric conditions favorable for tornado development.

     G.         Describe the tornado climatology and define reasons for high and low tornado formation areas.

     H.         Describe the Fujita Scale for tornado classification and its relationship to damage assessment.

     I.           Describe tornado forecasting processes and the basic tornado warning system.

     J.          Dispel commonly held myths about tornadoes.

     K.          Define common procedures for lightning and tornado safety.

     L.          Define the tools used for tornado tracking and warnings.

     M.         Define the conditions favorable for hurricane formation.

     N.         Define the hurricane formation process.

     O.         Describe tools and processes used for hurricane tracking and warnings.

     P.          Describe classification system for tropical weather events including the “naming” of storms as well as the Safir Simpson hurricane
                  classification scale.

     Q.         Describe the major factors contributing to hurricane injury and damage.

  Outcome 9:    Perform writing tasks to promote learning.

  Outcome 10:  Write effectively for a specific audience and purpose.

  Outcome 11:  Demonstrate the learning of concepts through writing.

GEO 223W - Geography of Europe

Credits: 3

    A.        Investigate the approaches, methods, tools, and vocabulary of regional and thematic geography.

    B.        Apply geographic concepts of space, place, region, human-environment interaction, and scale.

    C.        Identify regional divisions within Europe.

    D.        Discuss conflicting ideas about Europe’s boundaries.

    E.        Interpret a map of Europe using basic map reading skills.

    F.         Demonstrate an understanding of how spatial variation, patterns, and distributions are represented on a map.

    G.        Apply knowledge of landforms and human activities to distinguish landscapes from one another.

    H.        Synthesize information from multiple sources presented in various formats to answer geographic questions.

    I.         Use written, verbal and visual responses to address geographic problems.

2.    Describe the physical geography of Europe.

    A.        Describe the geological factors that have shaped the physical geography of this region.

    B.         Describe the climatic factors that have shaped the physical geography of this region.

    C.        Describe the biogeographical factors that have shaped the physical geography of this region.

    D.        Explain how characteristics of the physical landscape have shaped land use.

    E.        Discuss how environmental perception throughout history influenced settlement and land use.

3.    Discuss the ethno-cultural geography of Europe.

    A.        Identify the major cultural hearths of Europe.

    B.        Discuss how interactions between cultural groups shaped Europe.

    C.        Describe patterns of religious diversity that shaped Europe.

    D.        Discuss the concepts of melting pot/mosaic as they apply to this region.

    E.        Compare population patterns using the demographic transition model and/or human development index.

    F.         Summarize the factors that have influenced the movement of people.

4.    Discuss the socio-economic geography of Europe.

    A.         Inveestigate the global impact of industrialization that originated in Europe.

    B.        Discuss decolonization.

    C.        Investigate the global impact of exploration that originated in Europe.

    D.        Discuss the spatial impact of wars in Europe.

    E.        Explain the origin and growth of the European Union.

    F.         Discuss devolution movements in Europe.

    G.        Discuss urbanization in the context of this region.

GEO 226W - Geography of United States and Canada

Credits: 3

    A.        Investigate the approaches, methods, tools, and vocabulary of regional and thematic geography.

    B.        Apply geographic concepts of space, place, region, human-environment interaction, and scale.

    C.        Demonstrate an understanding of how spatial variation, patterns, and distributions are represented on a map.

    D.        Apply knowledge of landforms and human activities to distinguish landscapes from one another.

    E.        Synthesize information from multiple sources presented in various formats to answer geographic questions.

    F.        Use written, verbal and visual responses to address geographic problems.

2.     Identify regions within the United States and Canada.

    A.        Interpret a map of North America using basic map reading skills.

    B.        Identify regional divisions within Canada and the United States.

    C.        Characterize variations within and between the vernacular regions of the United States and Canada.

    D.        Describe interactions with Mexico that have impacted the United States and Canada.

3.    Explain the physical geography of the United States and Canada.

    A.        Describe the geological factors that have shaped the physical geography of this region.

    B.        Describe the climatological factors that have shaped the physical geography of this region.

    C.        Describe the biogeographical factors that have shaped the physical geography of this region.

    D.        Explain how characteristics of the physical landscape have shaped land use.

    E.        Discuss how environmental perception throughout history influenced settlement and land use.

    F.         Discuss how natural resources have influenced the economies of these regions.

    G.        Compare the physical landscape of the US with Canada.

4.    Analyze the ethno-cultural geography of the United States and Canada.

    A.        Describe the pre-contact physical and cultural landscape.

    B.        Analyze how the culture of European colonizers shaped settlements.

    C.        Explain major migrations.

    D.        Summarize the factors that have influenced the movement of people.

    E.        Discuss the concepts of cultural diversity and cultural mosaic as they apply to this region.

    F.         Analyze patterns of religion, language, identity, folk and popular culture in these regions.

    G.        Compare population patterns using the demographic transition model and/or human development index.

Outcome 5:    Analyze the socio-economic geography of the United States and Canada.

    A.         Discuss urbanization in the context of this region, including the East coast megalopolis.

    B.         Compare urban and rural patterns of development in this region.

    C.        Discuss industrialization in the context of this region, including the manufacturing core.

    D.        Discuss concepts of economic sectors in the context of this region.

    E.        Discuss transportation and mobility in the context of this region.

    F.         Summarize patterns of consumption and consumerism in this region.

    G.        Analyze the role of the economies United States and Canada within the global economy.

    H.        Contrast the United States and Canada’s political, social, and economic systems over time.

GEO 255W - Third World Development

1. Identify and appreciate the influence of historical factors that were part of the differential development process.
   1. The following historical periods with particular reference to the factors and forces involved in the differential development process: Age of Exploration, the Age of Imperialism, the Cold War Era, the Decade of Development.
   2. The nature of the Industrial Revolution, with reference to the differential development process acting over time.
2. Use relevant models and theories to explain and suggest cause and effect relationships and make projections.
   1. Explain the CORE - PERIPHERY GLOBAL model in terms of causal factors, descriptive details, validity and changing global realities.
   2. Explain the nature of the Industrial Revolution, with reference to the differential development process acting over time.
3. Be aware of the significance of the role of the physical environment as a factor of development, of development barriers and opportunities.
   1. The mechanisms responsible for the extremes of precipitation, drought and of unreliability of precipitation in much of the less developed realm and outline the problems and barriers these conditions create.
   2. Examples of endemic climate induced hazards to humans, crops and live- stock experienced over much of the less developed realm.
   3. Natural hazards such as earthquakes, volcanic eruptions, and tropical storms experienced by less developed countries that impact on development.
   4. Why much of the soil found in the less developed world is of lower nutritional level and more difficult to utilize over time than is characteristic of the industrialized realm.
4. Be aware of, and able to discuss a wide range of the more common characteristics and significant variations of the common situation in the less developed realm.
   1. Explanations for the past population explosion and current high birth rates in the less developed countries.
   2. Causal factors for poverty, low quality of life, social deterioration and push factors endemic to rural areas in the less developed world.
   3. The problems, conditions and causal factors of rapid urban growth and accelerating urbanization in the less developed realm.
   4. The nature and results of economic models and projects for economic growth, modernization and diversification applied and exhibited by the less industrialized countries and the Newly Industrializing Nations.
   5. The nature and conditions of politics and government in the post-colonial countries, with particular awareness of the significance of the local elite.
   6. Reasons for the treatment of women as second-class citizens or chattels in less developed places and of their importance in the modernization - development process.
   7. The current and future effects of foreign governments, supranational organizations, N.G.O.s, transnational corporations and global media on further change in the less developed world.
   8. Correct terminology and measures to discuss, explain, compare and contrast conditions and places, e.g., export driven economy, satisfying strategy, infant mortality, dependency ratio.
   9. Locate case study countries, example countries, and additional general geographic information on maps.
5. Use writing tasks to promote learning.
   1. Practice critical writing skills within the subject.
   2. Demonstrate knowledge of subject matter.

GEO 260W - Geography of Australia, New Zealand and the Pacific Islands

Credits: 3

    A.        Recognize the approaches, methods, tools, and vocabulary of regional and thematic geography.

    B.        Apply geographic concepts of space, place, region, human-environment interaction, and scale.

    C.        Identify regional divisions within Oceania.

    D.        Interpret a map of Oceania using basic map reading skills.

    E.        Demonstrate an understanding of how spatial variation, patterns, and distributions are represented on a map.

    F.         Apply knowledge of landforms and human activities to distinguish landscapes from one another.

    G.        Synthesize information from multiple sources presented in various formats to answer geographic questions.

    H.         Use written, verbal and visual responses to address geographic problems.

2.    Describe the environmental processes that have interacted to form the landscape.

    A.        Describe the geological factors that have shaped the physical geography of Oceania.

    B.        Explain the climatic factors that have shaped the physical geography of Oceania.

    C.        Describe the biogeographical factors that have shaped the physical geography of Oceania.

    D.        Explain natural resource limitations in this region.

    E.        Describe the impact of human activity on the natural environment in Oceania.

3.    Discuss the ethno-cultural geography of the Oceania.

    A.        Identify the major cultural hearths of Oceania.

    B.        Summarize the impact of European colonialism on Oceania.

    C.        Compare population patterns using the demographic transition model and/or human development index.

4.             Discuss the socio-economic geography of Oceania.

    A.        Identify the primary industries of Oceania.

    B.        Describe the role of tourism in Oceania.

    C.        Discuss the history of and potential future socio-economic problems within Oceania.

GEO 261 - Geography of Caves & Karst Topography

1. Demonstrate first hand knowledge of the processes that relate to ground water solution and deposition. Field based learning and interaction with local resource people, allow students to use all their senses in the learning process. It is a real world learning experience.
   1. Understand the formation of cave passageways.
   2. Understand how cave decorations such as stalactites and stalagmites form.
   3. To understand how this environment impacts on the cultural landscape including:
      1. water quality
      2. mass wasting
      3. economic development of caves

GEO 262 - The Geography of the Canadian Shield

1. Demonstrate first hand knowledge of the environment and people of the Canadian Shield. Field based learning and interaction with local resource people, allow students to use all their senses in the learning process. It is a real world learning experience.
   1. Understand the environmental process that interact to form the surface landscape.
   2. Understand the cultural/historical forces that have interacted to form the cultural landscape.
   3. Understand how man’s activities have impacted on the current landscape of this region.

GEO 267 - Glaciers, Ice Ages & Climate Change

1. Examine glacial processes.
   1. Identify glacial processes and their spatial and temporal distribution.
   2. Recognize erosional and depositional glacial landscapes.
2. Assess paleoclimatological methods.
   1. Review paleoclimatological methods that reveal climatological patterns through time.
   2. Describe past climate fluctuations including the Little Ice Age and Medieval Warming, and their impacts on society.
   3. Assess evidence for modern anthropogenic warming and discuss societal consequences in a spatial context.

GEO 268 - International Studies In Geography

1. Demonstrate first hand knowledge of the environment, culture, and economic geography of the region.
   1. Visit significant geographic sites in the region.
   2. Discuss the location of physical and cultural phenomena of significance to the regions
   3. Identify historic and recent processes that have interacted to form the region’s landscape.
2. Maintain an academic journal and field notes documenting your learning and travel experience.
   1. Respond to geographic experiences being observed.
   2. Evaluate the travel experiences.
   3. Evaluate the learning experiences.
   4. Record discussions with the instructor(s) and other students in the class.
3. Perform writing tasks to promote learning of concepts.
   1. Document attainment of skills learned.
   2. Demonstrate knowledge attained through experiences.
   3. Demonstrate subject specific critical thinking skills.
4. Examine the local geography of a specific site in region of study.
   1. Read assigned materials to gain an understanding of the geography of the site. .
   2. Discuss specific timely topics.
   3. Present views and encourage the members of the class to respond to the specific topic assigned and covered in tutorial with instructor(s).
5. Examine the impact that the physical environment has had on the culture of the region.
   1. Describe and discuss the significance that the local environment has had on the history and culture of the region.
   2. Discuss how human activities have influenced the development of Earth resources or hazards within the region.

GEO 290-299 - Special Projects in Geography

GLG 102 - Volcanoes and Earthquakes

1. Demonstrate an understanding of how the theory of plate tectonics explains major features of the geology of Earth.
   1. Identify the original lines of evidence that led to the concept of continental drift.
   2. Describe the discoveries that led to the model of seafloor spreading.
   3. Explain how earthquakes and volcanic activity under the sea support the seafloor spreading model.
   4. Describe the geological and geophysical characteristics of convergent plate boundaries.
   5. Distinguish between subduction and continent-continent plate boundaries.
   6. Describe the geological and geophysical characteristics of transform plate boundaries.
   7. Explain how evidence from all three types of plate boundaries can be synthesized into the modern theory of plate tectonics.
   8. Explain how continental drift is now seen as part of plate tectonics.
2. Demonstrate an understanding of how earthquakes occur and how they provide evidence for the structure of Earth.
   1. Identify the different causes of earthquakes.
   2. Recognize that most earthquakes are related to plate tectonics.
   3. Explain how elastic rebound theory explains the actual mechanism of most earthquakes.
   4. Describe how the different types of earthquake waves travel and what are their characteristics.
   5. Explain how seismographs operate.
   6. Distinguish between the Mercalli Intensity Scale of earthquake damage and the Richter Magnitude Scale.
   7. Describe how the different types of earthquake waves travel through Earth.
   8. Explain how earthquake waves provide evidence for the structure of the interior of Earth.
3. Demonstrate an understanding of how earthquakes cause damage and what has happened in some of the great earthquake disasters of human history.
   1. Identify which type of earthquake wave causes the most damage.
   2. Describe the types of direct earthquake damage.
   3. Discuss what happened in the 1989 Loma Prieta earthquake, both at the epicenter and in San Francisco.
   4. Describe how tsunamis are generated by great earthquakes.
   5. Discuss what happened in the 1964 Alaskan earthquake.
   6. Describe other indirect types of earthquake damage.
   7. Discuss what happened during and after the 1906 San Francisco earthquake.
   8. Discuss the significance of the 1994 Northridge earthquake in California.
   9. Describe the major earthquake risks along the San Andreas Fault in California today.
   10. Describe other earthquake risks in California today.
   11. Explain why Oregon and Washington have until recently been considered to be at low risk from great earthquakes.
   12. Describe recent discoveries that have led to the realization that Oregon and Washington are at risk from great earthquakes.
   13. Explain why the 1995 Kobe earthquake had the greatest amount of damage of all earthquakes in history.
   14. Describe the evidence that the 1811-1812 earthquakes near New Madrid, Missouri were the greatest earthquakes of U.S. history.
   15. Discuss earthquake risk in the Memphis-St. Louis area in light of the New Madrid earthquakes.
   16. Explain why scientists have such difficulty in explaining the New Madrid earthquakes.
   17. Discuss other examples of earthquake disasters.
   18. Describe the attempts at earthquake prediction.
   19. Explain why attempts at earthquake prediction have not been successful.
   20. Describe measures to minimize earthquake damage.
4. Demonstrate an understanding of how volcanoes form and what are the different types of eruptions.
   1. Describe how magma is generated within Earth.
   2. Explain the difference between plutonic and volcanic igneous rocks.
   3. Explain how different textures of igneous rocks are produced.
   4. Describe the range of composition of igneous rocks.
   5. Distinguish between fissure eruptions, shield volcanoes, cinder cones, and composite volcanoes.
   6. Explain why some types of volcanic eruptions are more explosive than others.
   7. Identify some of the risks associated with volcanic eruptions.
   8. Identify some of the beneficial aspects of volcanic eruptions.

GLG 111 - Physical Geology

1. Demonstrate understanding of the nature of the science of geology.
   1. Discuss the scientific method.
   2. Distinguish between science and non-science.
   3. Explain what is usually included in the science of geology.
   4. Explain the principle of uniformitarianism.
   5. Discuss how geologists investigate the Earth using models and evidence.
   6. Demonstrate understanding of methods used to interpret the relative order of geologic events.
   7. Solve relative ordering problems.
   8. Demonstrate understanding of radiometric dating methods.
   9. Solve radiometric dating problems.
   10. Interpret the order of events in a geological cross-section and constrain their ages using both relative and absolute dating methods.
   11. Demonstrate understanding of the geologic time scale.
   12. Demonstrate understanding of common geologic representations using maps and cross-section diagrams.
   13. Solve problems involving surface elevation data.
2. Demonstrate understanding of Earth structure.
   1. Demonstrate understanding of the early history of Earth.
   2. Interpret different representations of the major layers of Earth.
   3. Construct cross-section diagrams of the major layers of Earth.
   4. Compare and contrast chemical and physical properties of the major layers of Earth.
   5. Demonstrate understanding of density and buoyancy related to geology.
   6. Demonstrate understanding of sources of data for properties of Earth layers that we cannot sample directly.
3. Demonstrate understanding of Earth’s internal processes.
   1. Identify major surface features of Earth on a map.
   2. Describe tectonic and surface features at each type of plate boundary.
   3. Sketch major surface and tectonic features on a map and cross-section of each type of plate boundary.
   4. Demonstrate understanding of the theories of continental drift and plate tectonics.
   5. Interpret plate boundary type on a map and/or cross-section given appropriate data.
   6. Demonstrate understanding of graphs of temperature and pressure with depth below Earth’s surface.
   7. Demonstrate understanding of the principal mechanisms by which rocks melt to produce magma.
   8. Explain the formation of major types of volcanoes.
   9. Explain the property of viscosity in relation to volcanic eruptions.
   10. Demonstrate understanding of relationships between magma composition, magma viscosity, volcano eruptive style, volcano shape, volcanic products and hazards, and/or plate tectonic settings.
   11. Demonstrate understanding of major volcanic hazards. .
   12. Solve problems related to risk of volcanic hazards given appropriate geologic information.
   13. Demonstrate understanding of stress and strain (deformation) in relation to Earth materials.
   14. Describe the formation of major types of geologic structures.
   15. Identify geologic structures from photographs, models, or diagrams.
   16. Use structural features to interpret stress direction and plate tectonic setting.
   17. Compare and contrast major types of seismic waves by speed, ground movement, and potential to cause damage at Earth’s surface.
   18. Demonstrate understanding of how the location of earthquake foci is determined.
   19. Demonstrate understanding of the relationship between earthquakes, faults, and tectonic plate boundaries.
   20. Explain how stress, rock strength, and friction relate to earthquakes.
   21. Demonstrate understanding of earthquake magnitude and intensity.
   22. Demonstrate understanding of earthquake hazards. .
   23. Solve problems related to risk of earthquake hazards given appropriate geologic information.
4. Demonstrate understanding of Earth’s external processes.
   1. Demonstrate understanding of weathering processes and products.
   2. Demonstrate understanding of sediment transport and deposition.
   3. Interpret depositional environment, using evidence from characteristics of sediments or sedimentary rocks.
   4. Demonstrate understanding of water resources.
   5. Demonstrate understanding of processes and features of river systems.
   6. Demonstrate ununderstanding of flood hazards.
   7. Demonstrate understanding of relationships between groundwater and surface water.
   8. Sketch and/or explain how groundwater exists in rock and sediment. 
   9. Demonstrate understanding of groundwater flow and how it can be represented using maps and cross-sections.
   10. Interpret groundwater flow using maps and cross-sections.
   11. Demonstrate understanding of characteristics of sediment and rock properties influencing groundwater flow.
   12. Calculate hydraulic gradient.
   13. Demonstrate understanding of groundwater contamination hazards.
   14. Solve problems related to risk of groundwater contamination and overuse given appropriate geologic information.
   15. Demonstrate understanding of ice flow in glaciers.
   16. Identify conditions that promote the formation, growth, and retreat of glaciers.
   17. Compare and contrast features and processes of alpine and continental glaciers.
   18. Explain the relationship between sea level and water stored as glacial ice.
   19. Demonstrate understanding of evidence for glaciation.
5. Demonstrate understanding of Earth materials.
   1. Contrast minerals with rocks, elements, and other non-minerals.
   2. Identify common elements in Earth’s crust.
   3. Describe how minerals are distinguished from each other (their physical properties).
   4. Demonstrate understanding of physical properties of common mineral/mineral groups. 
   5. Identify minerals and observe/measure their physical properties from hand samples, descriptions, and/or specimen photographs.
   6. Demonstrate understanding of the chemical composition and crystal structure of silicate minerals.
   7. Demonstrate understanding of the formation of major rock types.
   8. Diagram major rocks and rock-forming processes in the rock cycle.
   9. Explain characteristics used to categorize and identify rocks.
   10. Demonstrate understanding of compositional and textural characteristics of major types of rocks.
   11. Identify rocks and interpret major properties from hand samples, descriptions, and/or specimen photographs.
   12. Interpret the conditions of rock formation from hand samples, descriptions, and/or specimen photographs.
   13. Describe uses of mineral resources in everyday life.
   14. Demonstrate understanding of geologic processes producing and concentrating mineral resources.

GLG 112 - Evolution of the Earth

1. Demonstrate understanding of the foundations of historical geology.
   1. Discuss the scientific method.
   2. Distinguish between science and non-science.
   3. Explain what is usually included in the science of geology.
   4. Contrast physical and historical geology.
   5. Explain the relevance of geology in understanding Earth’s past and future.
   6. Explain the principle of uniformitarianism.
   7. Demonstrate understanding of methods used to interpret the relative order of geologic events.
   8. Demonstrate understanding of the historical development of geologic reasoning.
   9. Solve relative ordering problems.
   10. Demonstrate understanding of radiometric dating methods.
   11. Solve radiometric dating problems.
   12. Interpret the order of events in a geological cross-section and constrain their ages using both relative and absolute dating methods.
   13. Demonstrate understanding of the geologic time scale.
   14. Demonstrate understanding of common geologic representations using maps and cross-section diagrams.
2. Demonstrate understanding of Earth materials.
   1. Contrast minerals with rocks, elements, and other non-minerals.
   2. Identify minerals and observe/measure their physical properties from hand samples, descriptions, and/or specimen photographs.
   3. Demonstrate understanding of the formation of major rock types.
   4. Diagram major rocks and rock-forming processes in the rock cycle.
   5. Explain characteristics used to categorize and identify rocks.
   6. Demonstrate understanding of compositional and textural characteristics of major types of rocks.
   7. Identify rocks and interpret major properties from hand samples, descriptions, and/or specimen photographs.
   8. Interpret the conditions of rock formation from hand samples, descriptions, and/or specimen photographs.
3. Demonstrate understanding of sedimentary archives.
   1. Demonstrate understanding of sedimentary rock formation.
   2. Analyze sediment and sedimentary rock texture.
   3. Interpret environmental and transport conditions from sand texture.
   4. Demonstrate understanding of major types of sedimentary structures.
   5. Demonstrate understanding of major sedimentary environments.
   6. Interpret major sedimentary environment from sediment characteristics and sedimentary structures.
   7. Explain where sequences of sedimentary rocks are preserved.
   8. Demonstrate understanding of stratigraphic concepts.
   9. Describe the effects of sea level conditions on sediment deposition.
   10. Demonstrate understanding of Walther’s Law.
   11. Solve lithologic correlation problems.
   12. Interpret relative sea level conditions from geologic sections of sediments or sedimentary rocks.
4. Demonstrate understanding of the fossil record.
   1. Demonstrate understanding of modes of fossil preservation.
   2. Contrast body and trace fossils.
   3. Explain conditions that promote the preservation of body fossils.
   4. Demonstrate understanding of biological evolution.
   5. Distinguish analogous and homologous characteristics.
   6. Demonstrate understanding of cladistic analysis.
   7. Solve evolutionary questions/problems using cladograms.
   8. Construct cladograms from morphological character data.
   9. Describe characteristics that make a fossil organism useful for biostratigraphy and correlation.
   10. Demonstrate understanding of paleoecologic concepts.
   11. Interpret environmental conditions from fossil evidence.
   12. Interpret ecological conditions from fossil evidence.
   13. Demonstrate understanding of the biological origin of siliceous and calcareous sediments.
   14. Demonstrate understanding of characteristics of index fossils.
   15. Use index fossils to correlate geologic sections.
5. Demonstrate understanding of Earth history.
   1. Demonstrate understanding of major divisions of the geologic time scale.
   2. Demonstrate understanding of Earth’s climate over geologic time.
   3. Demonstrate understanding of past continent and ocean configurations.
   4. Explain how ocean conditions determine marine sediment deposition.
   5. Demonstrate understanding of major mountain-building events over geologic time.
   6. Describe characteristic fossils for the Paleozoic, Mesozoic, and Cenozoic Eras.
   7. Demonstrate understanding of sedimentary archives over geologic time.
   8. Demonstrate understanding of major evolutionary radiations and innovations exhibited by living things over geologic time.
   9. Demonstrate understanding of mass extinction events.
   10. Demonstrate understanding of the evolution of North America over geologic time.
   11. Demonstrate understanding of Michigan geology.
   12. Demonstrate understanding of mineral and energy resource development over geologic time.
   13. Demonstrate understanding of Earth’s present climate in the context of Earth’s past climates.
   14. Demonstrate understanding of evidence for climate changes.
   15. Demonstrate understanding of evidence for reconstructing continent and ocean configurations.
   16. Demonstrate understanding of evidence for reconstructing mountain-building events.

GLG 115 - Introduction to Oceanography

Credits: 3

     A.          Discuss the role of the early trading and exploration voyages, including the Polynesians and the Phoenicians.

     B.          Describe methods of navigation prior to modern techniques.

     C.          Explain how advances in navigation helped oceanography.

     D.          Discuss the significance of the Challenger expedition.

     E.          Explain why so many major advances in oceanography were made since WWII.

 2.    Explain the principal features of the ocean basins and the differences between the continents and the ocean floor.

     A.          List and describe the major features of the continental margins.

     B.          List and describe the major features of the deep ocean basins.

     C.          Define midocean ridge and ocean trench.

     D.          Describe the role of the submarine canyons as conduits for sediment transport.

     E.          Discuss the land vs. ocean distribution at the surface of the Earth.

     F.          Define and describe the significance of the hypsographic curve.

     G.         Explain what drives the hydrologic cycle.

     H.         Compare and contrast the midocean ridges vs. guyots and abyssal hills.

     I.          Describe a turbidite and discuss the origins of these features

 3.    Describe the principles of plate tectonic theory and how the ocean basins evolved.

     A.          Compare and contrast the three types plate boundaries.

     B.          Describe the two major components of the lithosphere.

     C.          Compare and contrast volcanic occurrences at subduction zones, spreading centers, and hotspots.

     D.          Describe how hotspots are used to determine plate speed and plate direction.

     E.          Discuss possible mechanisms for the movement of the plates.

     F.          Explain why the Pacific Ocean is called the “Ring of Fire.”

     G.         Explain magnetic reversals and their relationship to sea floor spreading.

     H.         Discuss hydrothermal circulation at midocean ridges.

     I.          List and describe the layers of the Earth.

 4.    Explain the processes controlling ocean water chemistry and the importance of water’s thermal and physical properties in ocean
        processes.

     A.          Discuss the unique properties of liquid water, including heat capacity, density, and viscosity.

     B.          Determine the number of calories needed to change liquid water to a solid or a gas.

     C.          List the most common salts in ocean water.

     D.         Explain why salinity and temperature are important in characterizing sea waters.

     E.          Describe why freezing of ocean water increases the salinity.

     F.          Describe why evaporation causes an increase in salinity.

     G.         Define residence time.

     H.         Discuss why ocean water buffers the amount of carbon dioxide in the atmosphere.

      I.          Explain the oceans role in slowing global warming.

 5.    Explain how the ocean and the atmosphere interact, and their combined affect on the Earth’s climate.

     A.          Draw and label the layers of the atmosphere.

     B.          Describe land sea breezes.

     C.          Discuss the Earth’s heat budget and why most heat is received at the equator

     D.          Draw and label the seasons in relation to the Earth’s orbit about the sun.

     E.          Discuss atmospheric circulation on a rotating and a nonrotating Earth.

     F.           Describe the cause and consequences of the Coriolis effect.

     G.          Describe how hurricanes develop and where can they not develop.

     H.          Discuss the probable causes, and the climatic affects, of an El Nino event.

     I.           Describe why monsoonal patterns exist in some locations

6.   Describe the role of the ocean in transporting heat and understand how and where stratified water masses form.

     A.          Describe the absorption of light in water.

     B.          Define and explain the development of a pycnocline, halocline, and a thermocline.

     C.          Describe the relationship of ocean circulation to nutrient and dissolved oxygen supply..

     D.          Explain how temperature-salinity relationships are used to trace movements of water masses.

7.    Describe the interactions between winds and surface currents and understand the processes driving subsurface currents.

     A.          Explain the causes of most ocean surface currents.

     B.          Draw and describe the formation of ocean gyres in all major oceans.

     C.          Describe the Ekman spiral and why net transport is perpendicular to wind direction.

     D.          Predict upwelling or downwelling given the hemisphere and the wind direction along the coast.

     E.          Discuss why western boundary currents, such as the Gulf Stream, are often the strongest.

     F.          Explain convergence patterns in the middle of ocean gyres and their relationship to nutrient supply and/or downwelling.

8.    Describe the basic features of waves and how they form, including differences between shallow and deep water waves.

     A.          Describe the forces acting to create and destroy waves.

     B.          Compare and contrast shallow water waves vs. deep water waves.

     C.          List and discuss the factors which determine wave size.

     D.          Describe the different types of surf.

     E.          Explain the formation of a tsunami.

9.    Describe the general features and causes of ocean tides.

     A.          Compare and contrast the tides from the sun and moon.

     B.          Define daily, semidaily, and mixed tides.

     C.          Describe why the tidal day is different from a 24-hour day.

     D.          Draw and explain the spring and neap tides in relation to the movement of the sun, moon, and Earth.

10. Describe water movement in coastal areas and explain processes affecting beaches and coastlines.

     A.          Draw and describe a typical beach profile from bar to backshore.

     B.          Discuss the role of wave approach plays in longshore current direction.

     C.          Draw and describe the effects of wave refraction.

     D.          Explain human attempts to curb coastal erosion.

     E.          Compare and contrast jetties and breakwaters.

     F.          Discuss the formation of a sea stack.

     G.         Describe rip currents and why they develop.

     H.         Discuss two methods of forming an estuary.

11. Describe how sediment deposits form and how they relate to other ocean processes.

     A.          List and describe the four major types of ocean sedimentation.

     B.          Explain why red clay is so common in the deep ocean.

     C.          Describe differences in continental shelf deposits vs. continental rise deposits.

     D.         List and discuss resources that can be extracted from the ocean sediments.

     E.          Describe the factors that control carbonate deposition in the oceans.

     F.          Discuss the distribution and occurrence of manganese nodules.

     G.         Discuss the controls on siliceous sediments.

     H.         Discuss how sediment thicknesses are used to support the theory of plate tectonics.

GLG 118 - Geology and Dinosaurs

Credits: 4

     A.          Define and distinguish between geology, earth science, and paleontology.

     B.          State the accepted age of the Earth.

     C.          Describe the scientific method.

     D.         Discriminate between hypothesis, theory, and law.

     E.          Sequence the events of the Big Bang Theory.

2.    Describe the principle of uniformitarianism, the origin of the geologic column, and the geologic methods of dating various rock bodies.

     A.          Explain uniformitarianism.

     B.          Contrast absolute and relative time.

     C.          Define isotopes and radioactive decay.

     D.          Determine the age of a rock using parent-daughter ratios and half-life.

     E.          Select an appropriate radioactive isotope to date a rock given the rock’s approximate age.

     F.          Discuss causes of error in radiometric dates.

     G.         Explain and apply the principles of original horizontality, superposition, and cross-cutting relationships.

     H.         Explain the role of correlation in establishing the geologic column.

     I.          Recite the major divisions of the geologic column.

3:    Describe the mineral identification process and apply diagnostic properties to identify unknown mineral specimens.

     A.          Distinguish between a mineral and a nonmineral.

     B.          Define and demonstrate an understanding of the major physical properties of minerals.

     C.          Estimate the hardness of an unknown mineral using only a fingernail, penny, and glass plate.

     D.          Classify and identify unknown minerals on the basis of their physical properties.

 4.    Describe the rock cycle, the three major types of rocks, and apply that knowledge to identification of unknown specimens.

     A.          State the three major classes of rocks and briefly explain how each is formed.

     B.          Explain the rock cycle.

     C.          Compare the abundances of the three major rock types in the earth’s crust.

     D.          Contrast clastic and chemical sediment.

     E.          Outline the steps involved in the formation of a sedimentary rock.

     F.          State the basis of sedimentary rock classification.

     G.         Classify by rock type, and identify, unknown rocks on the basis of their physical properties.

5.    Explain the process of fossilization and describe rocks which are most likely to contain fossils.

     A.          Discriminate different types of fossilization from hand specimens.

     B.          Explain why most dinosaur fossils are found in only certain rock types.

     C.          Outline the steps in the fossilization process.

     D.          Contrast relative vs. absolute time and explain their respective usage in dating fossils.

     E.          Determine the relative age of a rock given a suite of fossils.

     F.          List the principal types of trace fossils.

     G.         Explain the types of information paleontologists are able to obtain from trace fossils.

     H.         Summarize the behavioral inferences that are made from the study of trace fossils.

6.    Critique the evidence for the modern theory of plate tectonics.

     A.          Compare and contrast the theories of continental drift and plate tectonics.

     B.          Summarize the evidence that Wegener presented to support continental drift.

     C.          State why Wegener’s theory of continental drift was rejected by the scientific community.

     D.          Describe the evidence that led to the discovery of seafloor spreading, including evidence for magnetic reversals.

     E.          Draw a cross-section of earth, label its layers, the asthenosphere and the lithosphere, and indicate the thickness of each.

     F.           Contrast the three types of plate boundaries, giving modern examples of each.

     G.          Describe a lithospheric plate and its average rate of movement.

7.    Describe the changes in world geography and climate during the age of dinosaurs.

     A.          Describe the inferred configuration of the continents from the Triassic through the Cretaceous Periods.

     B.          Describe the worldwide climate changes in the age of dinosaurs.

     C.          Summarize the major changes in vegetation that took place during the age of dinosaurs.

     D.          Summarize the major changes in sea level that took place during the age of dinosaurs.

     E.          Discuss the influence of land bridges and continental rifting on dinosaur distribution.

 8.    Explain what distinguishing features define a dinosaur.

     A.          State what physiological features are unique to dinosauria.

     B.          Explain why lizards are not dinosaurs.

     C.          Describer when and where dinosaurs lived.

9.    Describe the central idea behind Darwinian evolution.

     A.          Define natural selection and evolutionary novelty.

     B.          Contrast gradualism with catastrophism.

     C.          Construct a cladogram using three or more diverse taxa.

     D.          Describe the changes in dinosaur taxa with geologic time.

     E.          Construct simple evolutionary pathways using comparative morphology.

10. Explain the changing scientific reconstructions of dinosaurs since their discovery.

     A.          State who introduced the term “dinosauria” and when.

     B.          Compare and contrast the scientific view of dinosaurs in the 19th century and in the 20th century.

     C.          Explain the scientific influences of early dinosaur artists on later reconstructions.

     D.          Describe the great dinosaur rush and list the major participants.

     E.          List the major dinosaur quarries in the U.S.

     F.          Explain the significance of the early 20th century dinosaur-collecting expeditions.

 11. Discern which dinosaur features are inferred from skeletal evidence and which are based on speculation.

     A.          Describe two methods to estimate dinosaur weight.

     B.          Estimate the weight of a dinosaur given a scale model.

     C.          Explain why dinosaur coloration, body covering, and thinness are primarily conjecture.

     D.          Explain how scientists determine what a dinosaur likely ate.

     E.          List the defensive strategies of three different groups of dinosaurs.

     F.          Describe the evidence for and against group behavior of dinosaurs.

     G.         Given a set of tracks, estimate the speed of dinosaur movement.

12. Describe evidence for and against hot-blooded dinosaurs.

     A.          Define endotherm, ectotherm, and gigantotherm.

     B.          Summarize the physiological evidence for hot-blooded dinosaurs.

     C.          Summarize the physiological evidence for cold-blooded dinosaurs.

     D.          Determine which groups of dinosaurs were most likely hot-blooded and which were most likely cold-blooded.

13. Describe the various theories of dinosaur extinction.

     A.          List three popular ideas about the cause of dinosaur extinction.

     B.          Describe the extent of the terminal Cretaceous extinction in terms of life on Earth.

     C.          List the evidence for an extra-terrestrial impact causing the dinosaur extinction.

     D.          Explain why some scientists tend to minimize the significance of the dinosaur extinction.

14. Describe and compare the major groups of dinosaurs.

     A.          List the defining characteristics of theropods, sauropodomorphs, stegosaurs, and ankylosaurs.

     B.          Compare and contrast the defense mechanisms of sauropodomorphs, stegosaurs, and ankylosaurs.

     C.          Discuss two popular myths of stegosaurs that have been recently challenged.

GLG 122 - Geology of Michigan

Credits: 3

    A.          Describe the structural framework of the continental interior in terms of the Canadian Shield, the Michigan Basin, and the surrounding
                  positive areas.

     B.          Describe the role of vertical movements in changing the surface configuration of Earth.

     C.          Explain how sea level changes have led to seas covering Michigan at various times in the past.

     D.         Distinguish between the older Precambrian rocks of the Canadian Shield and the layered sedimentary rocks of the Michigan Basin.

     E.          Explain how subsidence has led to the thick section of sedimentary rocks in Michigan.

 2.    Demonstrate an understanding of how Precambrian rocks have formed and how Precambrian history has influenced the geology of
        Michigan.

     A.          Identify the important igneous rocks of the region.

     B.          Describe how these igneous rocks formed.

     C.          Identify the important metamorphic rocks of the region.

     D.          Describe how these metamorphic rocks have formed.

     E.          Explain the significance of batholiths in the geology of the Upper Peninsula.

     F.          Describe how iron formation formed.

     G.         Discuss the significance of metamorphic zones and how they relate to economic iron deposits.

     H.         Describe how Keweenawan lavas and associated sedimentary rocks formed.

     I.           Explain how the copper deposits of the Keweenawan rocks formed.

     J.          Explain how the formation of Lake Superior has been determined by the Keweenawan history of the region.

     K.          Explain how Isle Royale formed and how it relates to the Keweenawan Peninsula.

     L.          Distinguish between the major features of Keweenawan, Middle Precambrian, and Early Precambrian time.

     M.         Explain why the landscapes of the western half of the Upper Peninsula are so different from the rest of Michigan.

 3.    Demonstrate an understanding of how Paleozoic rocks have formed and how Paleozoic history has influenced the geology of
        Michigan.

     A.          Identify the important sedimentary rocks of Michigan.

     B.          Describe the environments of formation of the sedimentary rocks of Michigan.

     C.          Explain how the structure of the Michigan Basin influences the distribution and thickness of

                  Paleozoic rocks in Michigan.

     D.          Explain how maps and cross sections of the Michigan Basin relate to each other.

     E.          Explain how Lakes Michigan and Huron are related to the structure of the Michigan Basin.

     F.          Describe the major features of the Paleozoic history of Michigan.

     G.         Explain how Cambrian sandstones of the Upper Peninsula are related to a transgressing sea.

     H.         Explain how Tahquamenon Falls and Pictured Rocks have formed.

     I.           Describe how limestones and shales formed during Ordovician time.

     J.          Describe how limestones, dolomites, and evaporites formed during Silurianime.

     K.          Explain the significance of the Niagaran Escarpment.

     L.          Describe how organic reefs formed during Silurian time.

     M.         Explain how Silurian organic reefs are associated with oil fields.

     N.         Describe how limestones and shales formed during Devonian time.

     O.         Explain why so few sandstones formed during Ordovician through Devonian time.

     P.          Describe how Mississippian and Pennsylvanian sedimentary rocks are so different from older Paleozoic rocks.

     Q.         Explain how coal formed during Pennsylvanian time.

     R.         Identify important economic resources of the Paleozoicks of Michigan.

     S.         Identify important fossils from Paleozoic rocks.

     T.          Explain how we know so much about the Paleozoic history of Michigan despite the fact that so much of it is covered by glacial deposits.

     U.         Explain the significance of the “lost interval” in the geologic history of Michigan.

4.   Demonstrate an understanding of how glaciers have modified and shaped Michigan.

     A.          Discuss how the glacial history of Michigan fits into the worldwide record of Pleistocene time.

     B.          Explain how we know that multiple cycles of glaciation have occurred.

     C.          Identify the factors that determine whether the front of a glacier is advancing, retreating, or    standing still.

     D.          Identify the evidence for lobes of glaciation in Michigan.

     E.          Explain the mechanisms of glacial erosion.

     F.          Explain how glaciers form glacial polish, scratches, and grooves.

     G.         Explain how glacial deposits are different from other sedimentary deposits.

     H.         Identify the two kinds of glacial drift based on their characteristics.

     I.          Identify the landscape features formed by glaciation.

     J.          Explain how glacial landscape features have formed.

     K.          Discuss the economic aspects of Pleistocene glaciation in Michigan.

 5.    Demonstrate an understanding of how the shorelines of Michigan have formed.

     A.          Explain how water waves form and how they move.

     B.          Identify the features of water waves.

     C.          Explain the factors that influence wave height

     D.          Explain how breakers form and how breakers cause erosion.

     E.          Explain how longshore currents form.

     F.           Explain how longshore currents alter a beach over time.

     G.          Identify the features of a beach.

     H.          Identify spits, hooks, and baymouth bars.

     I.           Describe how water levels change during the year and over longer time periods.

     J.          Explain the effects of water level changes on shorelines.

     K.          Explain how sand dunes form along Great Lakes beaches.

     L.          Identify foredunes, U-shaped dunes, and perched dunes.

     M.         Explain how a series of beach dune ridges form and how they are associated with wetland areas.

     N.         Explain why dunes are well developed along some shorelines but not others.

     O.         Identify headlands, seacliffs, wave terraces, sea caves, and stacks.

6.:    Demonstrate an understanding of how Great Lakes have changed during late glacial and postglacial time.

     A.          Identify the earliest lakes to form as glaciers began their retreat from the Great Lakes region.

     B.          Explain how the early drainage patterns of the Great Lakes were different from today and how they went through a series of changes.

     C.          Identify the evidence for different lake levels of the past.

     D.          Explain why lake levels changed over time.

     E.          Describe recent discoveries about climate effects on water levels.

     F.          Explain the influence of lake level changes on the Saginaw Valley.

     G.         Describe the evidence for Lake Nipissing.

     H.         Identify what was unique about Lake Nipissing.

     I.           Explain how Lake Nipissing came into existence.

     J.          Explain what changes took place after Lake Nipissing time to bring the modern Great Lakes into existence.

     K.          Summarize the three main ways in which the Great Lakes have changed their levels.

     L.          Identify the major outlet channels of Great Lakes history.

     M.         Predict future changes in the Great Lakes based on their geologic history.

 7.    Demonstrate how to recognize geologic features of Michigan and interpret their origin.

     A.          Recognize selected geologic features.

     B.          Observe and record in a field notebook (written and sketches) visited geologic features.

     C.          Work in a collaborative manner with others in observing and interpreting geologic features.

     D.         Recognize how the scenic beauty of Michigan is related to the underlying geology.

GLG 123 - Geology of the Great Lakes Area

Credits: 2

     A.          Identify the present day Great Lakes and their major geographic features.

     B.          Explain how water waves form and how they move.

     C.          Identify the features of water waves.

     D.          Explain the factors that influence wave height.

     E.          Explain how breakers form and how breakers cause erosion.

     F.          Explain how longshore currents form.

     G.         Explain how longshore currents alter a beach over time.

     H.         Determine the direction of a longshore current from the features of a beach.

     I.           Identify the features of a beach.

     J.          Identify spits, hooks, and baymouth bars.

     K.          Describe how water levels change during the year and over longer time periods.

     L.          Explain the effects of water level changes on shorelines.

     M.         Explain how sand dunes form along Great Lakes beaches.

     N.         Identify foredunes, U-shaped dunes, and perched dunes.

     O.         Explain how a series of beach dune ridges form and how they are associated with wetland areas.

     P.          Explain why dunes are well developed along some shorelines but not others.

     Q.         Identify headlands, seacliffs, wave terraces, sea caves, and stacks.

2.    Demonstrate an understanding of how glaciation has influenced the  formation of the Great Lakes.

     A.          Discuss how the glacial history of the Great Lakes fits into the worldwide record of pleistocene time.

     B.          Explain how we know that multiple cycles of glaciation have occurred.

     C.          Identify the factors that determine whether the front of a glacier is advancing, retreating, or standing still.

     D.          Identify the evidence for lobes of glaciation.

     E.          Explain the mechanisms of glacial erosion.

     F.          Explain how glaciers form glacial polish, scratches, and grooves.

     G.         Explain how glacial deposits are different from other sedimentary deposits.

     H.         Identify the two kinds of glacial drift based on their characteristics.

     I.          Identify the landscape features formed by glaciation.

     J.          Explain how the landscape features formed by glaciation have formed.

     K.          Discuss the economic aspects of Pleistocene glaciation in the Great Lakes region.

 3.    Demonstrate an understanding of how the Great Lakes have changed during late glacial and postglacial time.

     A.          Identify the earliest lakes to form as glaciers began their retreat from the Great Lakes region.

     B.          Explain how the early drainage patterns of the Great Lakes were different from today and how they went through a series of changes.

     C.          Identify the evidence for different lake levels of the past.

     D.          Explain why lake levels changed over time.

     E.          Identify the evidence for Lake Nipissing.

     F.          Identify what was unique about Lake Nipissing.

     G.         Explain how Lake Nipissing came into existence.

     H.         Explain what changes took place after Lake Nipissing time to bring the modern Great Lakes into existence.

     I.           Describe the geologic reasons for how Niagara Falls formed.

     J.          Explain how Niagara Falls has changed both location and volume over time.

     K.         Summarize the three main ways in which the Great Lakes have changed their levels.

     L.          Describe recent discoveries about the climate effects on water levels.

     M.         Identify the major outlet channels of Great Lakes history.

     N.         Predict future changes in the Great Lakes based on their geologic history.

4:    Demonstrate an understanding of how sedimentary rocks form and how the Paleozoic history of the Great Lakes region influenced the
       formation of the Great Lakes basins.

     A.          Identify the important sedimentary rocks of the Great Lakes region.

     B.          Describe the environments of formation of the sedimentary rocks of the Great Lakes region.

     C.          Identify the geologic era during which most of the sedimentary rocks of the Great Lakes region formed.

     D.          Identify the economically important geologic resources of the sedimentary rocks of the Great Lakes region.

     E.          Describe the major features of the Paleozoic history of the Great Lakes region.

     F.          Explain how the locations of Lakes Michigan, Huron, Erie, and Ontario have been determined by the Paleozoic rocks of the Great Lakes   
                  region.

     G.         Explain the significance of the Michigan Basin.

     H.         Explain how features such as Green Bay, Georgian Bay, and the North Channel are related to Paleozoic rocks.

     I.          Explain the significance of the Niagara Escarpment.

 5.    Demonstrate an understanding of how igneous and metamorphic rocks form and how the Precambrian history of the Great Lakes Region influenced the formation of the Great Lakes.

     A.          Explain the significance of the Canadian Shield

     B.          Identify the important igneous rocks of the region.

     C.          Describe how these igneous rocks formed.

     D.          Identify the important metamorphic rocks of the region.

     E.          Describe how these metamorphic rocks formed.

     F.           Describe the major features of the Precambrian history of the Great Lakes Region.

     G.          Explain how the formation of Lake Superior has been determined by the Precambrian history of the region.

     H.          Distinguish betwen the major features of Keweenawan, Middle Precambrian, and Early Precambrian time.

     I.            Identify the economically important resources from the Precambrian rocks of the Great Lakes Region.

     J.           Explain how those resources formed.

6.    Students shall demonstrate how to recognize geologic features of the Great Lakes Region and interpret their origin.

     A.          Recognize selected geologic features.

     B.          Observe and record in a field notebook (written and sketches) visited geologic features.

     C.          Interpret the origin of observed geologic features.

     D.          Interpret observations from various locations to synthesize their regional significance.

     E.          Work in a collaborative manner with others in observing and interpreting geologic features.

     F.           Recognize how the scenic beauty of the Great Lakes Region is related to the underlying geology

GLG 125 - Geology of the National Parks

Credits: 3

     A.          Define geology and how it draws on other sciences..

     B.          Discuss the geologic view of time, including relative and absolute time.

     C.          Describe the processes that deposit flat-lying rocks.

     D.         Compare and contrast physical vs. chemical weathering.

     E.          Discuss the formation of landscapes from rivers, mass wasting, and erosion.

     F.          Define uniformitarianism and its significance to geology.

     G.         Describe how sedimentary rocks are classified.

     H.         Identify and describe selected hand-specimens from Grand Canyon National Park.

     I.          Interpret a topographic map for slope and drainage patterns.

     J.          Describe the geologic history and unique geologic features of Grand Canyon, Zion, Bryce Canyon, Arches, Petrified Forest, and Badlands
                  National Parks.

 2.    Describe and identify landforms developed from caves and ancient reefs.

     A.          Define and distinguish between limestone and dolomite.

     B.          Discuss the role of ground water in the formation of caves, sinkhole, and karst topography.

     C.          Explain the water table, saturated and unsaturated zones.

     D.          Describe the chemical reactions involved in the dissolution of carbonate rocks.

     E.          List and define landforms associated with caves and reefs.

     F.          Describe the development of modern reefs and their relationship to ancient reefs.

     G.         Describe the geologic history and unique geologic features of Mammoth Cave, Wind Cave, Carlsbad Caverns, and Guadalupe National
                  Parks.

 3.    Student can demonstrate an understanding of landscapes shaped by Continental or Alpine Glaciation.

     A.          Describe and diagram how glaciers form and move.

     B.          Discuss the theory of Glacial Ages.

     C.          Compare and contrast the two major types of glaciers.

     D.          Describe and identify the unique landforms of continental and alpine glaciation.

     E.          Discuss how a glacier can advance or retreat.

     F.          Explain the significance of glacial moraines, glacial erratics, and glacial drift to geologic

                  interpretation.

     G.         Describe the last glaciation to affect Michigan.

     H.         Identify likely glacial landforms on selected topographic maps.

     I.          Describe the geologic history and unique geologic features of Voyagers, Isle Royale, Acadia,

                  Rocky Mountain, Glacier, Yosemite, and Glacier Bay National Parks.

  Outcome 4:    Demonstrate an understanding of landscapes shaped by volcanic features

                           and volcanic activity.

     Objective

     A.          Compare and contrast intrusive vs. extrusive igneous rocks.

     B.          Describe the characteristics of lava, including the relationship of silica to viscosity.

     C.          Identify volcanic landforms on selected topographic maps.

     D.          Describe how igneous extrusive rocks are classified.

     E.          Identify and classify selected extrusive igneous rocks from hand-specimens.

     F.          Draw and describe the three major types of volcanoes.

     G.         Discuss the plate tectonic setting of most composite volcanoes.

     H.         Explain the development of a caldera.

     I.           Discuss the geothermal features associated with many volcanic areas.

     J.          Describe the geologic history and unique geologic features of Mount Rainier, Crater Lake, Lassen, Hawaii, and Yellowstone National Parks.

 5.    Demonstrate an understanding of landscapes and structures in areas of complex mountains.

     A.          Describe the plate tectonic development of major mountain belts.

     B.          Identify the major mountain belts in the United States, and their geologic ages.

     C.          Define structures related to mountain-building, such as folds, faults, and joints.

     D.          Describe the mountain landforms in extensional vs. compressional areas.

     E.          Discuss the common types of folding and faulting in extensional vs. compressional areas.

     F.           Interpret selected geologic maps for dominant structural style.

     G.         Describe the geologic history and unique geologic features of Grand Teton, Great Basin, Sequoia and Kings Canyon, Hot Springs,
                  Shenandoah, and Great Smoky Mountains National Parks.
6.    Demonstrate an understanding of landscapes shaped by Continental or Alpine Glaciation.

     A.          Describe and diagram how glaciers form and move.

     B.          Discuss the theory of Glacial Ages.

     C.          Compare and contrast the two major types of glaciers.

     D.          Describe and identify the unique landforms of continental and alpine glaciation.

     E.          Discuss how a glacier can advance or retreat.

     F.          Explain the significance of glacial moraines, glacial erratics, and glacial drift to geologic interpretation.

     G.         Describe the last glaciation to affect Michigan.

     H.         Identify likely glacial landforms on selected topographic maps.

     I.           Describe the geologic history and unique geologic features of Voyagers, Isle Royale, Acadia, Rocky Mountain, Glacier, Yosemite, and
                  Glacier Bay National Parks.

7.    Demonstrate an understanding of landscapes shaped by volcanic features and volcanic activity.

     A.          Compare and contrast intrusive vs. extrusive igneous rocks.

     B.          Describe the characteristics of lava, including the relationship of silica to viscosity.

     C.          Identify volcanic landforms on selected topographic maps.

     D.          Describe how igneous extrusive rocks are classified.

     E.          Identify and classify selected extrusive igneous rocks from hand-specimens.

     F.          Draw and describe the three major types of volcanoes.

     G.         Discuss the plate tectonic setting of most composite volcanoes.

     H.         Explain the development of a caldera.

     I.           Discuss the geothermal features associated with many volcanic areas.

     J.          Describe the geologic history and unique geologic features of Mount Rainier, Crater Lake, Lassen, Hawaii, and Yellowstone National Parks.

8.    Demonstrate an understanding of landscapes and structures in areas of complex mountains.

     A.          Describe the plate tectonic development of major mountain belts.

     B.          Identify the major mountain belts in the United States, and their geologic ages.

     C.          Define structures related to mountain-building, such as folds, faults, and joints.

     D.          Describe the mountain landforms in extensional vs. compressional areas.

     E.          Discuss the common types of folding and faulting in extensional vs. compressional areas.

     F.           Interpret selected geologic maps for dominant structural style.

     G.          Describe the geologic history and unique geologic features of Grand Teton, Great Basin, Sequoia and Kings Canyon, Hot Springs,
                   Shenandoah, and Great Smoky Mountains National Parks.

GLG 130 - Environmental Geology

Credits: 4

     A.          Define and distinguish between geology and environmental geology.

     B.          Explain how environmental geology encompasses some of the goals of both physical and historical geology.

     C.          Describe the scientific method.

     D.          Discuss the role humans play in changing the geologic environment.

     E.          Recognize the Earth is a unique, closed system.

     F.          Explain why there is no place to dispose of things without affecting something else.

 2. Explain the principle of uniformitarianism and other fundamental theories of geology.

     A.          Explain uniformitarianism and catastrophism.

     B.          Explain the rock cycle and the driving force behind the process.

     C.          Define igneous, metamorphic, and sedimentary rocks.

     D.          Classify and name 10-20 basic rocks on the basis of their physical properties.

     E.          Describe and identify the major components of the hydrologic cycle.

     F.          Identify the two major reservoirs of fresh water.

     G.         Explain what drives the hydrologic cycle.

     H.         Compare and contrast the three types of plate tectonic boundaries.

     I.           Draw and label a schematic diagram of each type of boundary.

     J.           Explain the mechanism thought to drive plate tectonics.

     K.          Discuss why volcanoes and earthquakes often occur in lines or arcs on the Earth.

     L.          Explain likely plate tectonic settings for each of the major rock types.
3:    Describe volcanic landforms, volcanic hazards, and ways to minimize potential volcanic damages.

     A.          Compare and contrast the three types of volcanoes and give examples of each.

     B.          Describe the two major types of lava and why the viscosity of lava can vary.

     C.          Compare and contrast volcanic occurrences at subduction zones, spreading centers, and hotspots.

     D.          List and describe four hazards associated with volcanic eruptions.

     E.          Differentiate primary volcanic hazards from secondary hazards.

 4.    Describe mass-wasting processes and the driving forces behind each type, including triggering mechanisms.

     A.          Compare and contrast the two basic types of mass-wasting processes.

     B.          List and explain factors that influence landslides and mass-wasting.

     C.          List and explain four events that can trigger mass-wasting.

     D.         Describe the process of landslide hazard assessment.

     E.          Compare and contrast slides vs. slumps.

     F.          Compare and contrast falls vs. flows.

5:    Explain the common causes of flooding and how human activities have altered flood patterns.

     A.          Draw and label the morphological features of a river system.

     B.          Summarize the common factors that cause flooding.

     C.          Define flood stage.

     D.          Explain how stream stage is measured.

     E.          Construct and interpret a flood frequency curve given a set of data.

     F.           Explain how channelization and urbanization can contribute to flash floods and/or higher floods.

     G.          Describe the effects urbanization has on stream hydrographs.

     H.          Describe how tsunamis and hurricanes can cause flooding.

     I.            List four ways flooding hazards can be prevented.

 6.   Describe earthquakes, seismic waves, and earthquake hazards related to the proximity to plate boundaries.

     A.          Describe the relationship between earthquakes and tectonic plate boundaries.

     B.          Explain the elastic rebound theory.

     C.          Compare and contrast earthquake occurrence at the three types of plate boundaries.

     D.          Evaluate the possibility of earthquake occurrence given appropriate historical information about fault movement.

     E.          Contrast three types of seismic waves.

     F.           Explain the operation of a seismograph.

     G.          Determine the epicenter of an earthquake, given time-travel curves and three seismograms.

     H.          Compare and contrast the Mercalli and Richter scales.

     I.            Describe five hazards from earthquakes.

     J.           Explain the basis of long-term and short-term earthquake predictions.

     K.          Describe the difficulties associated with making earthquake predictions.

     L.          Compare and contrast P and S wave behavior in the Earth’s interior.

     M.         Relate body wave behavior to the internal structure of the Earth.

7.    Describe current and historic usage of energy resources, including fossil fuels, nuclear power, wood, and solar energy.

     A.          Define fossil fuel and alternative energy.

     B.          Draw and describe three ways that oil and natural gas is trapped in rocks.

     C.          Identify the U.S. distribution of various fossil fuels, including coal and oil shale.

     D.          List problems or limitations of geothermal energy, nuclear power, solar energy, and wind energy.

     E.          Discuss environmental problems associated with burning fossil fuels, including acid rain and global warming.

     F.          Explain how U.S. energy consumption and sources have changed since 1870.

8.    Explain soil formation factors and classify soils according to established systems.

     A.          Classify unknown soil samples based on the USCS and USDA systems.

     B.          Compare and contrast the major soil horizons.

     C.          Explain the five factors that influence soil formation.

     D.          Discuss methods to prevent soil loss and increase agricultural productivity.

     E.          Contrast chemical vs. physical weathering processes.

9.    Describe the differences and similarities between ground water processes and surface water processes, applying the knowledge to problems of water pollution and overuse.

     A.          Compare and contrast porosity and permeability of various sediments.

     B.          Draw a diagram showing the water table, unsaturated zone, and saturated zone.

     C.          Describe how ground water moves, why it moves, and how fast it moves.

     D.          Compare and contrast an aquifer and an aquiclude.

     E.          Explain the causes of artesian pressure.

     F.           Explain the two major effects of ground water overuse.

     G.          State four sources of ground water pollution.

     H.          State four ways to remediate ground water.

     I.            Define point and nonpoint sources of pollution.

     J.           Compare and contrast active vs. passive remediation.

     K.          Compare and contrast prior appropriation vs. riparian rights.
10.  Describe various types of generated waste and how to properly dispose of each variety.

     A.          Define solid waste, liquid waste, hazardous waste, and radioactive waste.

     B.          Draw and label the major components of a sanitary landfill.

     C.          Discuss the geologic factors necessary for an effective landfill.

     D.          Explain how municipal liquid waste is remediated, including primary and secondary treatment.

     E.          Identify the leading generators of waste by industry.

     F.          Compare and contrast disposal of liquid hazardous waste vs. radioactive waste.

     G.         Discuss proposed ways to dispose of radioactive waste.

     H.         Describe how agriculture contributes to hazardous waste.

GLG 230 - Introductory Field Methods in Hydrogeology

1. Explain the basic principles of ground water movement.
   1. Compare and contrast the saturated zone and unsaturated zone.
   2. Define Darcy’s Law, and apply it to determinations of ground water flow velocity.
   3. Distinguish between transmissivity and hydraulic conductivity.
   4. List factors that determine ground water flow.
   5. Draw and label the water table, saturated zone, and the unsaturated zone.
   6. Compare and contrast recharge zones and discharge zones.
   7. Describe the capillary fringe.
   8. Define porosity and permeability, and give examples of Earth materials that have high and low porosities and permeabilities.
   9. Compare and contrast confined and unconfined aquifers.
   10. Describe the conditions necessary for artesian flow.
2. Demonstrate proper care and use of sampling equipment.
   1. Perform and record water levels in monitoring wells using departmental instrumentation.
   2. Describe and observe the proper installation of a lysimeter.
   3. Collect ground water samples using bailers or pumps.
   4. Describe the benefits of purging a well prior to sampling.
   5. Explain proper care and clean-up of all departmental equipment, including water level recorders, bailers, sample bottles, and pumps to avoid any cross-contamination.
3. Determine the direction of ground water movement.
   1. Explain the operation of a ground water level recording instrument.
   2. Determine the direction of ground water movement using three water wells.
   3. Determine the direction of unconfined flow using a topographic map, available water wells, and stream data.
4. Describe the proper installation of ground water monitoring equipment.
   1. List and describe three types of water well installation.
   2. Describe the uses of piezometers and how they differ from a screened well.
   3. Hand auger and successfully install a shallow piezometer.
   4. Draw and label the suggested components in a ground water monitoring well.
   5. Discuss the properties of bentonite clay and how it is utilized in well construction.
   6. Explain the advantages and disadvantages of a sand pack.
   7. Determine the optimum sand pack size given a grain-size distribution curve.
   8. Describe two ways to protect a completed well from future damage or vandalism.
5. Perform chemical tests on collected samples of water.
   1. Define and explain pH, conductivity, hardness, and alkalinity as measures of water quality.
   2. Define and list four chemical ions commonly used to determine water quality.
   3. Perform field tests of water quality using departmental test kits.
   4. Interpret the water quality of a site, given various components of water chemistry.
   5. Predict differences in water quality near a contaminated site, both up-gradient and down-gradient.
6. Describe the application of geophysical surveys in the environmental industry.
   1. List and describe uses of four types of geophysical equipment common to the ground water industry.
   2. Plan and conduct a small magnetometer survey as part of a site assessment.
   3. List four buried features that a portable magnetometer can detect.
   4. List four buried features that a portable magnetometer cannot detect.
   5. Describe why magnetic anomalies are rarely symmetrical in Michigan.
   6. Interpret a limited magnetic survey.
7. Develop a simple ground water sampling program.
   1. Define quality assurance and quality control.
   2. Explain the need for a QA/QC program when sampling waters.
   3. Define instrument calibration and sample preservation.
   4. List and define four ways to verify quality control of collected samples.
   5. Describe four ways that errors can be introduced into a ground water data set.
   6. Plan, collect, test, and record the results of surface and ground water samples while simultaneously following QA/QC protocol.

GLG 262AW - Geology of Mackinac Island

1. Describe the rocks on Mackinac Island and surrounding areas.
   1. List major classes of rocks.
   2. Outline the steps involved in the formation of sedimentary rock.
   3. Describe the rock formations comprising Mackinac Island.
   4. Classify and identify unknown rocks on the basis of their physical properties.
2. Describe and identify geologic features found on and around Mackinac Island.
   1. Describe the glacial features on Mackinac Island.
   2. Outline the steps in the formation of the Mackinac breccia.
   3. Describe the erosional features found on Mackinac Island.
   4. Explain the geological development of Tahquamenon Falls.
3. Explain the concept of geologic time.
   1. Contrast relative vs. absolute time.
   2. Describe the formation of the Michigan basin.
   3. Describe the use of fossils in age-dating sedimentary rocks.
4. Critically assess the evidence for glaciation of Mackinac Island and its affect on history.
   1. Analyze and describe the relevant evidence for Ice Age lake level changes on Mackinac Island.
   2. Explain the historical significance of geologic features on the development of Mackinac Island.

GLG 262BW - Geology of Pictured Rocks

1. Describe the rocks within Pictured Rocks National Lakeshore and surrounding areas.
   1. List major classes of rocks.
   2. Outline the steps involved in the formulation of sedimentary rocks.
   3. Describe the rock formations comprising Pictured Rocks.
   4. Classify and identify unknown rocks on the basis of their physical characteristics.
   5. Discuss how fossils and rocks are used to tell geologic time.
2. Describe and identify the unique geologic characteristics in and surrounding the Pictured Rocks.
   1. Critically assess the depositional environments of rocks along the Lake Superior shoreline.
   2. Explain the significance of sedimentary structures.
   3. Outline the history of the Michigan Basin.
   4. Identify the geologic setting and time context of the rocks along the Lake Superior shoreline.
3. Explain the pleistocene and recent geologic history of the Pictured Rocks area.
   1. Outine the evidence of changing lake levels along Lake Superior.
   2. Discuss landforms created by pleistocene glaciation of the upper peninsula.
   3. Describe effects of isostatic rebound on the Pictured Rocks area.
   4. Explain the recent erosional development of landforms within the Pictured Rocks area.

GLG 262W - Geology of the Canadian Shield