Course Descriptions

ENG 250W - Literature for Preschool Children

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Demonstrate an understanding of multiple theoretical approaches.
   5. Discuss the developmental tasks confronting preschool children and the role of literature in that process.
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. Research quality trade books, authors, and illustrators.
3. Demonstrate an understanding of the diverse nature of the cultural and historical context for this body literature.
   1. Demonstrate how books for young children reflect and speak to their experience, common situations, and emotional, social, and educational needs.
   2. Evaluate the positive and appropriate depiction of diverse characters in terms of gender, religion, race, or ethnic origin as well as those with disabilities.
   3. Identify quality multicultural books for young children, traditional and contemporary.
   4. Demonstrate an ability to overcome stereotypes and common clichés about children's literature.

ENG 251W - Children’s Literature

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Demonstrate an understanding of multiple theoretical approaches.
   5. Explain how text and illustration complement each other to engage young readers.
   6. Describe how a specific work speaks to children of various ages and meets their emotional, educational, social, intellectual needs, and fits their developing listening and reading skills.
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. Research quality trade books, authors and illustrators.
3. Demonstrate an understanding of the diverse nature of the cultural and historical context for this body literature.
   1. Explain how literature for children reflects the understanding of “childhood” in its historical and cultural context.
   2. Evaluate the positive and appropriate depiction of diverse characters in terms of gender, religion, race, or ethnic origin as well as those with disabilities.
   3. Identify quality multicultural books for young children, traditional and contemporary.
   4. Demonstrate an ability to overcome stereotypes and common clichés about children’s literature.

ENG 252W - Young Adult Literature

1. Analyze literature in the subject area.
   1. Interpret the meanings of literary works.
   2. Identify various literary genres.
   3. Demonstrate analytical understanding through writing.
   4. Demonstrate an understanding of multiple theoretical approaches.
   5. Demonstrate knowledge of quality literature for and by young adults in traditional and emerging formats.
   6. Discuss the cognitive developmental tasks confronting adolescents and the role of literature in that process.
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. Research quality trade books and authors.
3. Demonstrate an understanding of the diverse nature of the cultural and historical context for this body literature.
   1. Demonstrate familiarity with current and historical young adult literature.
   2. Discuss the evolution of young adult literature and its debt to earlier literary forms.
   3. Evaluate the positive and appropriate depiction of diverse characters in terms of gender, religion, race, or ethnic origin as well as those with disabilities.
   4. Describe strategies for addressing current issues (such as censorship) in selecting and using young adult literature.

ENG 253 - Creative Writing: Poetry

1. Generate original poetry
   1. Write poems about a range of subject matter.
   2. Write poems using a variety of traditional, modern, and contemporary forms, e.g. free verse, sonnets, haiku, etc.
   3. Write poems using a variety of devices, e.g. metaphor/simile, imagery, rhyme and rhythm, etc.
2. Revise original poems
   1. Rewrite poems effectively.
   2. Use the processes of revising poetry.
   3. Revise a body of work.
3. Participate effectively in workshops and/or conferences with the instructor.
   1. Give and receive verbal and written responses to poetry.
   2. Demonstrate a receptive and invested attitude toward feedback, both given and received.
   3. Apply verbal and written feedback constructively.
4. Read and demonstrate an understanding of a range of poetry, especially by contemporary poets.
   1. Identify various elements in particular poems, e.g. metaphor, rhyme, sound qualities, etc.
   2. Think critically about individual poems, verbally and in writing.

ENG 254 - Creative Writing: Fiction

1. Draft a work of fiction.
   1. Generate original works of fiction.
   2. Demonstrate ability with the elements of fiction (e.g. conflict, character development, handling of exposition, dialogue, interior landscape, authentic detail, etc).
   3. Revise original short stories.
2. Rewrite stories effectively.
   1. Use the processes of revising stories.
   2. Revise stories over the course of the semester.
3. Participate effectively in workshops and/or conferences with the instructor.
   1. Give and receive verbal and/or written responses to fiction.
   2. Demonstrate a receptive and invested attitude toward feedback, both given and received.
   3. Apply verbal and written feedback constructively.
4. Read and demonstrate comprehension of a range of fiction.
   1. Identify elements of fiction in professional stories.
   2. Think critically about individual stories, verbally and in writing.

ENG 256 - Creative Non-Fiction

1. Draft works of creative nonfiction.
   1. Generate original works of creative non-fiction.
   2. Write creative non-fiction in a variety of forms.
   3. Demonstrate ability with the elements of creative non-fiction (e.g. truth related to memory, scene development, character development, handling of exposition, external and internal dialogue, authentic detail, etc).
2. Revise original creative non-fiction.
   1. Rewrite essays effectively.
   2. Use the processes of revising essays.
3. Participate effectively in workshops and/or conferences with the instructor.
   1. Give and receive verbal and written responses to creative non-fiction.
   2. Demonstrate a receptive and invested attitude toward feedback, both given and received.
   3. Apply verbal and written feedback constructively.
4. Read and demonstrate understanding of a range of creative non-fiction.
   1. Identify elements of creative nonfiction in professional essays.
   2. Think critically about individual essays, verbally and in writing.

ENG 257 - Advanced Creative Writing

1. Generate original work in chosen genre.
   1. Write creative non-fiction, fiction, poetry, or script pages on a range of subject matter.
   2. Develop skills with style, voice, tone, and other nuances of the genre.
   3. Develop a vision of the world and express that vision in writing.
2. Revise and edit original work.
   1. Rewrite work in an effort to improve it.
   2. Demonstrate an understanding of revision for the chosen genre.
3. Participate effectively in workshops and/or conferences with the instructor.
   1. Give and receive verbal and written responses to student work.
   2. Demonstrate a receptive, yet discerning, attitude towards feedback.
   3. Apply verbal and written feedback constructively.

ENG 258W - Introduction to Screenwriting

1. Develop original featuare-length screenplay.
   1. Write premises, ask major dramatic questions, construct movie maps, and compose up to twenty-five pages of an actual feature-length screenplay.
   2. Develop the craft of a screenwriter.
2. Revise and edit original work.
   1. Rewrite work in an effort to improve it.
   2. Demonstrate an understanding of revision.
3. Develop interpersonal skills for the purpose of giving or receiving feedback.
   1. Give and receive verbal and written responses to student work.
   2. Demonstrate an open attitude towards feedback.
4. Write original short film screenplay.
   1.  Develop an understanding of the short film genre.
   2.  Practice writing a work with a begining, middle, and end.
5. Demonstrate understanding of professional screenplays.

ENG 259W - Advanced Screenwriting

1. Complete original short film screenplay or first act of longer screenplay.
   1. Write premise, ask major dramatic question, construct movie map, and compose short film screenplay or first act of longer screenplay.
   2. Direct practice with plot point one, mid-point, plot point two, climax, and resolution.
   3. Practice the art of scene writing and action triggers as they relate to complete work.
   4. Develop the craft of a screen writer.
2. Revise and edit original work.
   1. Rewrite work in an effort to improve it.
   2. Demonstrate an understanding of revision.
3. Interact productively with instructor and peers for the purpose of developing writing skills.
   1. Give and receive verbal and written responses to student work.
   2. Demonstrate an open attitude towards feedback.
4. Learn by reading professional screenplays.
   1. Demonstrate ability to understand a professional screenplay and discuss its strengths.

ENG 260W - Writing Center Practicum

1. Learn by reading books and/or articles about the theories and principles behind the tutoring of writing.
   1. Demonstrate ability to understand and discuss key concepts in the reading.
2. Tutor actual students effectively and ethically.
   1. Tutor students to help them improve their writing.
   2. Demonstrate an ability to help students without doing the work for them.
   3. Exhibit an understanding, while tutoring, of the unique ethics involved in such a setting.
3. Learn by reflecting on tutoring experiences.
   1. Demonstrate an ability to critique the quality of a tutoring session through one-on-one conferences with instructor, class-wide discussion, and written self-reflection.

ENG 262W - Holocaust History and 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. Analyze Holocaust works for dominant themes and motifs.
   5. Connect symbols and metaphors with theme or main ideas.
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.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Apply significant historical terms/concepts as related to the Holocaust.

ENG 268W - International Studies 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. Identify value of literary content for international travel.
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. Use both informal and formal writing to explore connections between personal travel experience and literary works.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Identify ways that experiences of travel can enable a deeper understanding of literature.
   2. Identify ways that literature can enhance the experience of travel.

ENG 269W - Native North 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 a specific audience and purpose
   3. Demonstrate the learning of concepts through writing.
   4. Define transformative moments in the history and trajectory of Native North 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 Native North American aesthetics as enacted in literature and, to some extent, film and visual arts.
   2. Identify patterns of expression and the expressive trajectories of Native North American literature.
   3. Read Native North American poems, stories, essays, and visual art.
   4. Explain the function and significance of the oral tradition, including storytelling, song, and dance.
   5. Explain the significance of Native North American creation, origin, and trickster stories.

ENG 271HW - American Literature to 1865 - Honors

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 an understanding of literary devices such as plot, tone, characters, setting, and theme.
   5. Articulate an interpretative response to literature.
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. Articulate an interpretative response to literature and explain the premises and assumptions that underlie this interpretative response.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Demonstrate an understanding of the time period and/or the author and the society in which he/she lived.
   2. Demonstrate an understanding of various cultural and historical identities and how those influence the literature.
4. Apply intellectual curiosity in independent ways to deepen the understanding of course material.
   1. Complete at least one significant project, either individually or as a group depending on the instructor’s discretion, and work with the instructor to assure that the project demonstrates intellectual curiosity and academic rigor.
   2. Actively engage with their peers in conversations, seminars, or in other formats at the instructor’s discretion to enhance the depth of knowledge of the relevant material.

ENG 271W - American Literature to 1865

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 an understanding of literary devices such as plot, tone, characters, setting, and theme.
   5. Articulate an interpretative response to literature.
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. Articulate an interpretative response to literature and explain the premises and assumptions that underlie this interpretative response.
3. Demonstrate an understanding of the cultural and historical context for this body of literature.
   1. Demonstrate an understanding of the time period and/or the author and the society in which he/she lived.
   2. Demonstrate an understanding of various cultural and historical identities and how those influence the literature.

ENG 272W - American Literature Since 1865

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. Demonstrate an understanding of major literary movements in American culture from 1865-present.
   6. Articulate an interpretative response to literature.
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. Articulate an interpretative response to American literature and explain the premises and assumptions that underlie these interpretative responses.
   5. Write a literary analysis that states 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 life of the author and the society in which he or she lives.
   2. Discuss the relevancy of literature to contemporary society.
   3. Demonstrate an understanding of how race, class, and gender influence the American literary sensibility.

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
Instructional Contact Hours: 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: Ideas & Innovation

1. Explore the basic principles of entrepreneurship.
   1. Identify the characteristics of entrepreneurs.
   2. Identify the different types of entrepreneurs.
   3. Practice skills important to the process of entrepreneurship.
2. Identify start-up opportunities.
   1. Identify strategies for idea generation.
   2. Understand the design-thinking process.
   3. Practice ideation skills.
   4. Choose a business idea with real market application.
3. Demonstrate entrepreneurial mindset skills.
   1. Define entrepreneurial mindset.
   2. Recognize the importance of having an entrepreneurial mindset.
   3. Practice using entrepreneurial mindset skills.
4. Build business models
   1. Define the business model.
   2. Identify different types of the customer value proposition.
   3. Understand how to use the Business Model Canvas.
5. Conduct a feasibility analysis
   1. Write a concept statement for the chosen new venture.
   2. Research market factors relevant to the new venture.
   3. Research financial factors relevant to the new venture.
   4. Analyze overall feasibility of the chosen new venture. 

ENT 231W - Entrepreneurship: Plan & Pitch

Credits: 3
Instructional Contact Hours: 3

 
Corequisite(s):  None
Lecture Hours: 45 Lab Hours: 0
Meets MTA Requirement: None
Pass/NoCredit: Yes

Outcomes and Objectives

1. Demonstrate skills of business planning.
   1. Identify the types of business plans and their components.
   2. Demonstrate effective knowledge of the business model.
   3. Determine the appropriate planning tool based on needs of the new venture.
2. Develop a marketing strategy.
   1. Identify the target market.
   2. Research market trends specific to the new venture industry.
   3. Create a revenue model for the new venture.
   4. Understand social media marketing and its components.
   5. Design a marketing strategy for the new venture
3. Identify funding opportunities.
   1. Explore bootstrapping strategies.
   2. Identify start-up financing strategies.
   3. Develop a financial plan for the new venture.
4. Create a pitch deck.
   1. Define the concept of pitching a business idea.
   2. Create a pitch deck.
   3. Present new venture

ENT 241 - New Venture Project

Credits: 3
Instructional Contact Hours: 3

1. Describe a market problem to solve
2. Specify the stakeholders who have this problem
3. Research how the problem is currently being addressed
4. Refine the opportunity based on feedback

2. Use the new venture creation process to develop ideas

1. Identify the value proposition
2. Design a business model
3. Conduct a feasibility analysis
4. Refine the idea based on feedback

3. Develop a marketing strategy for the new venture

1. Create a prototype
2. Build an ecommerce website
3. Identify crowdfunding opportunities
4. Write a stakeholder pitch
5. Design a pitch deck
6. Present the new venture idea including a prototype if applicable
7. Refine the marketing strategy based on feedback

4. Create a launch strategy

1. Find funding to augment available resources
2. Complete business model execution strategy
3. Finalize the operational tasks necessary to insure the product can be commercialized
4. Consult with mentor regarding the launch of the idea

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
Instructional Contact Hours: 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 ability 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. Be 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 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
Instructional Contact Hours: 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
Instructional Contact Hours: 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 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
Instructional Contact Hours: 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
Instructional Contact Hours: 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
Instructional Contact Hours: 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
Instructional Contact Hours: 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.