· 2020-08-05 · Modesto Junior College Course Outline of Record AGM 200 OVERVIEW The following...

Modesto Junior CollegeCourse Outline of Record

AGM 200 OVERVIEW The following information will appear in the 2020 - 2021 catalog

AGM 200—INTRODUCTION TO MECHANICAL TECHNOLOGY 3 UNITS

36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours

Basics in woodworking, cold metal, electrical wiring, plumbing, masonry and welding as related toagriculture maintenance and repair. Designed for students who seek to develop basic mechanical skills.Students are required to have safety glasses. Materials fee required. Field trips might be required. Notrepeatable. (A-F Only) Transfer: (CSU)

I.

LEARNING CONTEXT Given the following learning context, the student who satisfactorily completes this course should be able to achieve thegoal specified in Section III, Desired Learning:

COURSE CONTENT

Required Content:

Woodwork

Selection and grading of lumber1.

Measuring, marking and project layout2.

Hand tool selection, their care, proper use and operation3.

Power tool selection, their care, proper use and operation4.

Material fastening and joint construction5.

Woodworking safety6.

A.

Cold metal

Use and sharpening of hand bench tools such as chisels, punches, scribes, taps, and dies1.

Cold metal joining selection and procedures2.

Bending, drilling, marking, threading, and sawing metal3.

B.

Hot metal

Use and care of gas torch for cutting, welding, and heating1.

Operation of electric welder using both D.C. and A.C. polarities2.

Forging and heat-treating metal using a forge3.

C.

Sheet metalD.

1.

A.

II.

Division: Agriculture & Environmental Sciences 1 of 6 Printed on: 06/25/2020 11:55 AM

Meeting Date: 02/12/2019 AGM 200EFFECTIVE: Summer 2020 Discipline(s)ACTIVE COURSE Agricultural engineering (NM)

Agricultural production (NM) Agriculture (M)

Material selection and layout1.

Cutting and bending2.

Soldering3.

Operation and care of sheet metal tools4.

Plumbing

Selection, operation and care of plumbing tools1.

Fitting types and selection2.

Project layout, measuring, and construction3.

E.

Construction materials

Properties of metals, woods, etc.1.

Calculation of a proper bill of materials2.

Fastener selection, strength and use3.

F.

Blueprint development and reading

Sketching and three view drawings1.

Blueprint reading and symbol identification2.

G.

Concrete

Physical properties and strength1.

Estimating quantities and calculating costs2.

Estimating material and labor costs3.

H.

Paints and finishes

Types1.

Estimating quantities2.

Mixing and application3.

I.

Electrical wiring

Circuit connections and splices1.

Lighting circuit layout and construction2.

Receptacle circuit layout and construction3.

J.

Required Lab Content: 2.




Using skills gained in the lecture, students are required to complete a project in each of thefollowing disciplines:

A.

Wood work1.

Electrical2.

Plumbing3.

Sheet metal4.

Cold metal5.

Concrete6.

Recommended Content:

Career UnderstandingA.

Agriculture career exploration1.

3.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 36 2.00Lab 54 1.00Discussion 0 0Activity 0 0

B.

METHODS OF INSTRUCTION (TYPICAL) Instructors of the course might conduct the course using the following method:

Lecture1.

Discussion2.

Demonstration of appropriate and safe techniques3.

Field trips when appropriate4.

C.

ASSIGNMENTS (TYPICAL)

EVIDENCE OF APPROPRIATE WORKLOAD FOR COURSE UNITS Time spent on coursework in addition to hours of instruction (lecture hours)

Prepare for quizzesA.

Daily reading assignmentsB.

Problem solving and calculationsC.

1.

D.




Prepare for midterm exam and final examD.

Complete weekly lab projects and reports

E.

EVIDENCE OF CRITICAL THINKING Assignments require the appropriate level of critical thinking

Sample Project: ConcreteGiven an actual concrete project, students will determine concrete mix, finish, thickness andreinforcement needed and develop a bill of materials required for project completion. Studentswill then be required to complete the project by pouring and finishing an actual pour.

A.

Sample Project: ElectricalStudents will be given a electrical circuit scenario that they will have to analyze and construct toconform with the National Electrical Code.

B.

2.

TEXTS AND OTHER READINGS (TYPICAL)

Other: No text required1.

E.

DESIRED LEARNING OBJECTIVES

Required Objectives Upon satisfactory completion of this course, the student will be able to:

Select the proper method of joining metals and materials. a.

Identify the tools, materials, and machines found in the agriculture shop. b.

Demonstrate the correct use, care, and maintenance of the tools, materials, and machinescommonly found in the farm shop.

c.

Compute common shop problems regarding measuring and ordering supplies and equipment forgiven applications.

d.

Identify safety hazards and eliminate them before accidents occur. e.

Select the most adequate (cost and quality) supplies (lumber, steel, materials) for a givensituation —- fence, building, etc.

f.

Explain the methods of painting, types of paints, their preferred uses, and cleanup procedures. g.

1.

Lab Objectives Upon satisfactory completion of the lab portion of this course, the student will be able to:

REQUIRED OBJECTIVES:1. Assemble an electrical wiring board or display as per instructions.

2. Construct a simple wood project using common tools found in the agriculture shop.

3. Complete a plumbing project while following various tolerances outlined in a written set ofplans.

2.

A.

III.




METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION

Group discussion1.

Various projects will be completed throughout the course and performance will be judged to industrystandards

2.

Practical evaluation of student projects that are completed in a specific time line3.

A.

SUMMATIVE EVALUATION

Both written and physical midterms and final exams1.

Written final examination to include essay questions and short answer2.

B.

IV.




AGM - 200: Introduction to Mechanical TechnologyCourse Learning Outcomes

Upon satisfactory completion of this course, the student should be prepared to:

Create a basic woodworking project. 1.

Create a basic metalworking project. 2.






AGM 210—AGRICULTURAL WELDING 3 UNITS


Introduction and basic instruction in various welding and cutting methods to include: SMAW, GMAW,OAW and GTAW welding methods. Course work will include equipment selection, setup and operation.Students are required to have safety glasses. Materials fee required. Field trips might be required. Notrepeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Shop safety practicesA.

General welding and fire safety1.

Personal safety equipment2.

General shop tool safety3.

Oxy-fuel equipment B.

Equipment identification 1.

Setup and adjustment2.

Maintenance and repair3.

SMAW electrical weldersC.

Transformers1.

Generators 2.

Inverters3.



Welding rod selectionD.

1.

A.

II.




Oxy-fuel1.

mild steela.

aluminumb.

brazingc.

SMAW2.

mild steel a.

stainless steelb.

aluminum c.

specialty rodsd.

cast iron i.

hard facingii.

Weldment configurationE.

Butt weld 1.

T fillet2.

Lap weld3.

Plug or slot4.

Weldment positionF.

Flat 1.

Horizontal2.

Vertical3.

Overhead4.

Cutting methodsG.

Oxy-fuel1.

Plasma2.

Laser3.

Carbon Arc4.

Water jet5.




Practical application for oxy-fuel and arc weldingH.

Required Lab Content:

Oxy-fuel practiceA.

Beads1.

Butt weld2.

T fillet3.

Lap weld4.

Corner weld5.

Brazing6.

SMAW practiceB.

Beads1.

Butt weld2.

T fillet3.

Lap weld4.

Corner weld5.

Cutting practiceC.

Oxy-fuel cutting 1.

Plasma cutting 2.

Carbon arc cutting 3.

2.


Metal Identification A.

Physical properties1.

Colora.

Hardnessb.

3.




Magnetic propertiesc.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 36 2.00Lab 54 1.00Discussion 0 0Activity 0

B.


Lecture1.

Discussion2.

Demonstration of proper techniques3.


C.



Weekly quizzes that encompass both written and physical testing.A.

Weekly in class assignments of both written and physical performance types. B.

1.


Demonstrate proper equipment operation by satisfactorily welding a sample weldment in varioussituations.

A.

Sample test questions:B.

Given a scenario students will identify the appropriate welding procedure for a given situation.1.

Describe the operation and use of an AC, DC+ and DC- electric welding circuit.2.

Identify 3 types of SMAW electrode and describe their uses. 3.

2.

D.


Book: John Deere (2016). Welding (10th/e). Moline, IL John Deere. 1.

E.

DESIRED LEARNING III.Division: Agriculture & Environmental Sciences 4 of 6 Printed on: 06/25/2020 11:55 AM



OBJECTIVES


Apply safety procedures and operate shop equipment and tools according to accepted safetypractices.

a.

Recall, identify and select welding equipment, consumables, and personal protective equipmentused in the college shop.

b.

Demonstrate proper welding application for a given situation. c.

1.


REQUIRED OBJECTIVES:1. Select and setup welding equipment, select the proper welding rod and complete a satisfactoryweld for the given material.

2.

A.


Various welds will be completed throughout the course and performance will be judged to industrystandards

1.

Descriptive lab analysis and write-ups2.

Group discussions3.

Practical examinations to include measured performance in a given time interval4.

A.


Completion of welds that meet industry standards for appearance, strength and quality1.

Both written and practical midterms and final exams2.

Written final examinations to include essay questions and short answer3.

B.

IV.




AGM - 210: Agricultural WeldingCourse Learning Outcomes


Perform a series of arc welds meeting industry standards. 1.

Perform a series of oxy-fuel welds meeting industry standards. 2.






AGM 211—ADVANCED AGRICULTURAL WELDING 3 UNITS

36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours Prerequisite: Satisfactory completion of AGM 210.

Advanced welding and other metallurgical techniques such as pipe fitting, hard facing, GMAW and GTAWmethods. Course will include welding applications for both ferrous and non-ferrous materials. Students arerequired to have safety glasses. Materials fee required. Field trips might be required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Shop Safety PracticesA.

General welding and fire safety1.

Personal safety equipment2.

General shop tool safety3.

GMAW Welding EquipmentB.

Equipment identification and selection1.

Wire and gas selection2.



GTAW Welding EquipmentC.

Tungsten and gas selection1.



SMAW Welding EquipmentD.

1.

A.

II.




Transformer types and construction1.

Welder operation2.

Setup and adjustment 3.


Metal Identification and SelectionE.

Carbon steels 1.

Stainless steel2.

Non-ferrous Materials3.

Aluminuma.

Copperb.

Brassc.

Practical Application for Advanced SMAW, GMAW, and GTAW.F.


GTAW PracticeA.

Beads1.

Butt weld2.

T fillet3.

Lap weld4.

Corner weld5.

Pipe and tubing6.

GMAW practiceB.

Beads1.

Butt weld2.

T fillet3.

Lap weld4.

Corner weld5.

Pipe and tubing6.

2.




SMAW practiceC.

Vertical welds1.

Overhead welds2.

Pipe welds3.

Cutting practiceD.

CNC plasma operation 1.

Carbon arc cutting2.


Advanced Cutting MethodsA.

Abrasive saw1.

Iron worker and shear2.

Plasma cutting3.

CNC controlled equipmenta.

Hand operated equipmentb.

Laser cutting4.

Carbon arc5.

3.

ENROLLMENT RESTRICTIONS

Prerequisites

Satisfactory completion of AGM 210.

1.

Requisite Skills Before entering the course, the student will be able to:

Basic operation of all electric and gas welding equipment. A.

Perform basic welds on material in the flat welding position. B.

Select types of welding rod for gas and electric welding. C.

2.

B.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITS

C.




Lecture 36 2.00Lab 54 1.00Discussion 0 0Activity 0


Lecture1.

Instructor-led discussion of projects2.

Instructor-led demonstration of laboratory exercises3.

Possible field trips4.

D.



Prepare for weekly quizzes that encompasses both written and physical testing.A.

Prepare for weekly in-class assignments of both written and physical performance types.B.

Course research assignments related to equipment selection, setup and operation.C.

1.


Research various welding procedures and discuss the advantages and disadvantages of eachprocedures.

A.

Demonstrate proper equipment operation by satisfactory welding in various situations.B.

Sample test questions:C.

Given a specific example of a failed weld.1.

Determine the cause of the failurea.

Develop a plan for an appropriate repairb.

Describe the proper uses of the following GTAW tungsten electrodes.2.

Purea.

1% Thoriatedb.

2% Thoriatedc.

Ceriumd.

You are developing a list of welding equipment needed for a new fabrication shop. Selectmachinery based on cost, effectiveness, and required duties. Upon selection describe whythe equipment was selected.

3.

2.

E.





Book: Andrew D. Althouse (Author), Carl H. Turnquist (Author), William A. Bowditch (Author), KevinE. Bowditch (Author), Mark A. Bowditch (Author) (2012). Modern Welding (11/e). Goodheart-WillcoxCo.

1.

F.



Select proper types of welding rod for a given situation. a.

Compare and contrast various types of welding equipment and accessories. b.

Describe the advantages and disadvantages of SMAW, GMAW, GTAW and OAW weldingmethods.

c.

Evaluate equipment and materials as to their best use, value and cost. d.

1.


REQUIRED OBJECTIVES:1. Use welding, brazing, and hard facing procedures on various metal services.

2. Evaluate the different welding procedures and electrodes.

3. Perform welds on materials in any weld position, which meet industry specifications.

2.

A.

III.


Various welds will be completed throughout the course and performance will be judged to industrystandards

1.


Practical examinations to include measured performance in a given time interval3.

A.


Written final examination to include essay questions1.

Both written and practical midterms and final exams2.

B.

IV.




AGM - 211: Advanced Agricultural WeldingCourse Learning Outcomes


Identify samples of different metals commonly used in agriculture welding applications.1.

Demonstrate proper welding methods used to join various metals used in agriculture welding applications.2.






AGM 212—MECHANICAL SYSTEMS DESIGN & EVALUATION 1 3 UNITS


Introduction to elements of agriculture mechanical system design and evaluation. Mechanical systemsinclude fluid power and mechanical drive systems, structural design as well as development of evaluationprocedures to ensure optimum performance. Introduction to computer evaluation and 3D modelingsoftware will also be included. Two completions allowed. Field trips might be required. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Introduction to mechanical drive systems

System TypesA.

Mechanical drives1.

Chainsa.

Beltsb.

V belti.

Timing beltii.

Continuously variable transmissioniii.

Shaft and gear transmissionc.

Hydraulic drives2.

Straight hydraulica.

Hydrostaticb.

Hydro mechanical c.

1.

A.

II.




Parts of a drive systemB.

Power source1.

Clutching2.

Drive reduction and ratios3.

Final drives4.

Hydraulic drives5.

Pumpsa.

Valvesb.

Linear and rotational power sourcec.

Plumbingd.

Drive system selectionC.

Drive efficiency1.

Cost comparisons2.

Maintenance requirements3.

Installation ease4.

Material availability5.

Ergonomics6.

Safety7.

Component Selection and sizingD.

Horse power requirements1.

Ratio selection2.

Final speeda.

torque requirementsb.

Cost effectivenessc.


Tractor fabrication and construction

2.




Part ordering and vendor contactA.

Drive system constructionB.

Layout1.

Tolerances2.

Fabrication3.

Weldinga.

GMAWi.

GTAWii.

SMAWiii.

Press brake operationb.

CNC plasma operationc.

Shear and ironworker operationd.

Runout and alignment4.

Clean up and finishing5.

Paintinga.

Powder Coating b.

Platingc.

HOURS AND UNITS


B.


Classroom instruction1.

Supervision of students during the fabrication and construction phases and other lab activities2.

Field trips when necessary3.

Teacher demonstration of key skills4.

C.




Guest speakers5.



Weekly lab projects and reportsA.

Written and oral presentation of mechanical system evaluation and designB.

Semester design project involving equipment constructionC.

Prepare for midterm and final examsD.

1.


Design mechanical systems that fulfill the design criteria in a cost effective manner.A.

Demonstrate effective construction skills that are completed in a safe and quality manner.B.

Identify various drive systems and their components.C.

Troubleshoot and resolve a drive system problem.D.

Sample questions:E.

Calculate the final drive ratio in order to provide a final speed of 10 mph with a engine rpm of3400 and a wheel size of 26 inches.

1.

Given a system drawing, identify hydraulic components and their functions.2.

2.

D.


Other: No text book required1.

E.



Name the major components of various mechanical drive systems and identify their functions. a.

Identify differences between fluid powered systems and mechanical systems. b.

List several advantages and disadvantages of specific drive systems. c.

Select components to ensure ease of construction, cost effectiveness and overall performance. d.

Give written and oral evaluation of system effectiveness. e.

Take a drive system from the design phase to construction. f.

Calculate system drive gear ratio and determine final speeds in relation to the ratio. g.

1.

A.

III.





REQUIRED OBJECTIVES:1. Construct and fabricate in a safe and effective manner.

2. Install drive system components.

3. Fabricate and evaluate system braking components.

4. Fabricate and install steering systems.

2.


Weekly evaluation of student performance in classroom and shop settings.1.

Weekly fabrication and construction evaluation.2.

Evaluation of written and oral presentations.3.

A.


Semester project report.1.

Both written and physical midterms and final exams.2.

Written final examinations to include essay questions and short answer.3.

B.

IV.




AGM - 212: Mechanical Systems Design & Evaluation 1Course Learning Outcomes


Analyze and select a proper drive system for a variety of equipment situations.1.

Design and assemble an off-highway vehicle.2.






AGM 213—MECHANICAL SYSTEMS DESIGN & EVALUATION 2 3 UNITS

Formerly listed as: AGM - 213: Mech. Systems Design & Evaluation 2 36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours

Advanced elements of agriculture mechanical system design and evaluation. Emphasis will be placed onmechanical and electronic data acquisition and evaluation of performance. The use of data loggingequipment and computer analysis will be included. Two completions allowed. Field trips might berequired. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

This course is designed to prepare students to develop and construct a 1/4-scale tractor. Each yearstudents will use knowledge and skills developed in this class to construct a tractor. The design ofthe tractor will change from year-to-year allowing students to explore different drive systems and theireffectiveness

Drive system identificationA.

Drive components1.

Power source 2.

Clutching 3.

Reversing systems4.

Drive reduction and ratios5.

Final drives6.

Hydraulic drives7.

Pumpsa.

Valvesb.

Linear and rotational power systemsc.

Plumbingd.

Meteringe.

1.

A.

II.




System testingB.

Mechanical systems1.

Drive unita.

Speedi.

Torqueii.

Temperatureiii.

Oil pressureiv.

Air flowv.

Horse powervi.

Durabilityvii.

Hydraulic systems2.

Fluid flowa.

Pressureb.

Temperaturec.

Durabilityd.

Overall system performance3.

Ground speeda.

Wheel speedb.

Wheel slippagec.

Pulling forced.

Component strengthe.

System data evaluation4.

Data logginga.

Data analysisb.

Component comparison c.


Lab portion includes testing the equipment setup.

2.




Lab portion includes testing the equipment setup.

Engine evaluationA.

RPM 1.

Temperature2.

Oil Pressure3.

Torque 4.

Horse power5.

Sound level6.

Drive evaluationB.

Temperature 1.

Sound level2.

Ease of operation3.

Frame evaluationC.

Strain gauges1.

Material strength and flexure2.

Failure analysis3.

Data logging and analysisD.

Equipment setup 1.

Analysis2.

Component changes to enhance system performance3.

HOURS AND UNITS


B.


Classroom instruction1.

C.




Supervision of students during the data acquisition and evaluation process and other lab activities2.

Field trips when necessary3.

Teacher demonstration of key skills4.

Guest speakers5.



Weekly lab projects and reportsA.Written and oral presentation of testing methodsB.Evaluate tractor using various testing methodsC.Prepare for midterm and final examD.

1.


Evaluate mechanical drive systems for optimum performance and cost effectiveness.A.

Setup and analyze testing methods.B.

Identify system problems and develop solutions.C.

Troubleshoot and resolve a drive system problem.D.

Sample questions:E.

Evaluate the given computer data and suggest component adjustments and/or changes toenhance system performance.

1.

Using strain gauge data, design frame material and size in order to provide a cost effectiveand durable component.

2.

2.

D.


Other: No text book is required1.

E.



Name the major components of various drive systems. a.

List the methods used to evaluate performance. b.

Compare and contrast various testing methods used in the power equipment industry. c.

List areas where system performance can be enhanced. d.

Design changes in a cost-effective manner. e.

Test equipment for its greatest performance in a given situation. f.

1.

A.

III.




Data collection equipment and graph results. g.


REQUIRED OBJECTIVES:1. Setup and test strain gauges, pressure transducers, tachometers, decibel meters, infraredthermometers and other various evaluation equipment.

2. Setup and test data collection software.

3. Evaluate system performance.

4. Modify tractor components in order to enhance performance.

2.


Evaluation of system performance1.

Demonstrate testing methods2.

Troubleshoot and resolve drive system problems3.

A.


Written and oral presentations of mechanical system testing and evaluation.1.

Weekly observation and lab reports2.

Semester project report3.

B.

IV.




AGM - 213: Mechanical Systems Design & Evaluation 2Course Learning Outcomes


Describe various methods used in agriculture equipment testing and evaluation.1.

Set up and analyze appropriate evaluation equipment for off-highway vehicles’ performance.2.






AGM 235—IRRIGATION AND DRAINAGE 3 UNITS


Irrigation and drainage problems that focus on soil-plant-water relationships, application scheduling,evapotranspiration, and efficiency. Introduction to irrigation equipment and technology to include watermeasurement, soil moisture measurement, pumping and delivery systems, and various irrigation methods.California water infrastructure, water budget, water rights and legislation. Field trips are required. Notrepeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

California WaterA.

State water budget 1.

Water supply origins and governmental projectsa.

Water storage and deliveryb.

Water usagec.

Water Rights2.

Riparian rightsa.

Appropriate rightsb.

Water legislation3.

Irrigation Systems B.

Surface irrigation1.

Border strip and flooda.

Furrowb.

1.

A.

II.




Sprinkler Irrigation2.

Permanent seta.

Movable linesb.

Wheel linesc.

Center pivotd.

Water canone.

Micro Irrigation3.

Dripa.

Micro sprinklersb.

Sub Irrigation 4.

Underground emitters and tubing.a.

Water table manipulationb.

Water MeasurementC.

Water meters1.

Propeller metera.

Electronic meterb.

Magnetic meterc.

Velocity methods2.

Floata.

Pilot tubeb.

Formed construction3.

Flumea.

Weirb.

Soil Moisture MeasurementD.

Feel method1.




Sampling and drying2.

Electrical resistance blocks3.

Tensiometers4.

Portable probes5.

Neutron probes6.

Time domain reflectometry 7.

Capacitance probe8.

Irrigation SchedulingE.

Plant requirements 1.

CIMISa.

Evapotranspirationb.

Soil capacity2.

Application rate and infiltration relationship3.

Pumping Systems F.

Terms and mathematical basics1.

Pump curves2.

Types of pumps3.

Centrifugala.

Deep well turbineb.

Submersiblec.

Propellerd.

System EvaluationG.

Determining uniformity1.

System improvement2.


System OperationA.

2.




System start-up 1.

Volume measurement 2.

Timing 3.

Application rate4.

System Evaluation B.

Uniformity evaluation 1.

Uniformity improvement 2.

system repairs and modificationa.

soil improvementb.

Application adjustment3.

System MaintenanceC.

Sprinkler and emitter repair1.

Piping repairs2.

Filter maintenance3.

System Installation D.

Soil preparation and trenching1.

Piping installation 2.

Riser and sprinkler/emitter installation3.

System start up and testing4.


System InstallationA.

Equipment operation1.

Backhoea.

Trencherb.

System Installation2.

Filter setupa.

3.




Concrete setupi.

Piping installationb.

Sprinkler or emitter c.

System Start-up3.

HOURS AND UNITS


B.


Subject matter will be presented through class lectures, field labs, and shop labs1.

Demonstration of operation of irrigation equipment2.

Instructor-led discussion and elaboration on appropriate conclusions regarding water use3.

Use of audio-visual materials4.

Guest speakers5.

Field trips6.

C.



Weekly lab reportA.

Given in class scenarios, students are required to develop an irrigation plan that meets theirrigation situation.

B.

Students will complete an irrigation project from design through installation. C.

Weekly homework assignments that develop an understanding of the material taught during thelecture

D.

1.


Sample assignments:A.

Develop irrigation schedules for a given situation, keeping in mind uniformity, crop needs,system type and application rates.

1.

2.

D.




I need to apply 2 inches of water using a furrow irrigation system with a DU of 86%. Howmuch water do I need to apply and how long should I run the 500 GPM pump in order toapply the 2 inches over 10 acres?

2.

Identify the following irrigation methods and provide two advantages and two disadvantagesof each method.

3.

Discuss all the factors that make up a water budget for the state of California. 4.


Book: Dr. Charles M. Burt (2004). Ag-Irrigation Management (First/e). San Luis Obispo, CA IrrigationTraining and Research Center.

1.

E.



Identify irrigation system components and discuss their purposes and functions. a.

Summarize the principles involved in the procurement, distribution, application, andmanagement of water in agriculture.

b.

Explain why water conservation is important for agriculture and the environment. c.

Demonstrate the ability to effectively setup an irrigation schedule in order to efficiently use waterto meet specific crop needs.

d.

Identify various irrigation systems and be able to discuss advantages and disadvantages of each.e.

Analyze a current irrigation system and make recommendations in order to improve irrigationefficiency.

f.

1.


REQUIRED OBJECTIVES:1. Analyze various irrigation systems and make changes to improve irrigation efficiency.

2. Measure irrigation flow and determine the amount of water applied.

3. Identify various irrigation systems and discuss how their uses differ with crop type and locationin the state.

4. Analyze soil moisture content and develop an irrigation schedule to bring soil moisture back tofield capacity.

5. Develop a preventative maintenance schedule for irrigation components which include pumps,filters, valves, sprinklers and emitters.

6. Analyze CIMIS data and develop a crop specific irrigation schedule.

2.

Recommended Objectives Upon satisfactory completion of the course (when the related recommended content is covered) the student will

3.

A.

III.




be able to:

Identify various irrigation equipment manufacturers and describe the products they provide. a.


Group discussion and project analysis using question and answer sessions1.

Laboratory reports2.

Irrigation design projects that meet industry standards3.

Irrigation system use and scheduling projects for various crops4.

A.


Midterm and final examinations1.

Completion of design and scheduling projects2.

B.

IV.




AGM - 235: Irrigation and DrainageCourse Learning Outcomes


Recommend improvements for various irrigation situations.1.

Develop irrigation schedules for specific situations using crop evapotranspiration rates, soil moisture content, andirrigation method.

2.






AGM 236—ADVANCED IRRIGATION AND DRAINAGE 3 UNITS

36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours Prerequisite: Satisfactory completion of AGM 235.

Advanced management of irrigation systems. Emphasis placed on plant-soil-water relationships inreference to application, scheduling, water infiltration rates and depth, drainage, salinity measurement andmanagement, chemigation, and climate control. Field trips are required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Advanced irrigation system evaluation and schedulingA.

Plant water use1.

CIMISa.


Non plant water use 2.

Evaporation a.

Runoffb.

Weed coverc.

Soil moisture measurement3.

Moisture probe installation and maintenance a.

Real time data collection and monitoringb.

Irrigation efficiency evaluation 4.

Distribution uniformity a.

1.

A.

II.


Meeting Date: 03/26/2019 AGM 236EFFECTIVE: Summer 2020 Discipline(s)

ACTIVE COURSE Agricultural engineering (NM)

Scheduling and application timing efficiencyb.

Plant stress monitoring5.

Leaf bomb a.

Infrared photographyb.

Thermal imaging c.

Application timing and rate6.

Scheduling for Maximum soil moisture depletion and available water a.

Application rateb.

infiltration rate i.

minimize runoffii.

Salinity in irrigationB.

Salinity terms1.

Salinity measurement2.

Electronic conductivitya.

Parts per millionb.

Milliequivalents per literc.

Salinity management 3.

Germination and seedling managementa.

Reclamation irrigationsb.

MAD (Management Allowable Depletion) and salinityc.

Root zone salt profilesd.

Leaching requirement computationse.

Drainage C.

Introduction 1.

Surface drainage a.

Subsurface drainage b.




Drainage design 2.

Drainage evaluationa.

Drain spacing and depthb.

Chemical and fertilizer application through irrigation D.

Introduction 1.

Terms a.

Advantages and disadvantagesb.

System application specifics2.

Sprinklersa.

Permanent set i.

Movable linesii.

Water cannon iii.

Surface b.

Flood or border stripi.

Furrowii.

Subsurface c.

Micro irrigation d.

Dripi.

Micro sprinklersii.

System operation and maintenance 3.

Fertilizer application a.

Calculationsi.

Water qualityii.

Nutrient consumption iii.

Equipment setup and calibrationiv.




System Maintenanceb.

Cleaning and storage i.

System repairsii.

Climate control through irrigationE.

Frost control 1.

Application timing and schedulinga.

Application rateb.

Evaporative cooling2.

Application timing and scheduling a.

Application rate b.


Soil moisture measurementA.

Installation1.

Calibration 2.

Monitoring 3.

Plant stress testingB.

Drone programing and operation1.

Thermal imaging2.

Infrared photography3.

Leaf bomb testing4.

Irrigation efficiency evaluationC.

Distribution uniformity calculations1.

Scheduling for uniformity2.

Salinity testingD.

2.




Water quality testing1.

Soil testing2.

Drainage system installation and maintenanceE.

Equipment operation1.

Excavatora.

Trencherb.

Backhoec.

Piping installation2.

Maintenance and repairs3.

Chemical and fertilizer applicationF.

Equipment installation and setup1.

Equipment operation and maintenance2.


Irrigation system design fundamentalsA.

Field layout1.

Survey system location a.

GPS measurement fundamentalsi.

Surveying fundamentalsii.

AutoCAD layoutiii.

Water supply determination b.

Surface water i.

Well water ii.

Introduction to hydraulics2.

Pressure / flow calculationsa.

3.




Friction lossb.

Surface water lossi.

Pressure piping losses ii.


Prerequisites

Satisfactory completion of AGM 235.

1.


Demonstrate the ability to effectively setup an irrigation schedule in order to efficiently use waterto meet specific crop needs.

A.

Analyze a current irrigation system and make recommendations in order to improve irrigationefficiency.

B.

2.

B.

HOURS AND UNITS


C.


Course material will be presented through lectures, field labs, and shop labs1.


Instructor-led discussions3.

Guest speakers4.

Field trips5.

Use of videos6.

D.



Weekly lab reportsA.

Given in class scenarios, students are required to develop a management plan for an irrigationsituation.

B.

Students will complete various irrigation projects from design through implementation. C.

1.

E.




Weekly homework assignments that develop an understanding of the material taught during thelecture

D.


Perform a salinity test on irrigation water and soil for a respective field, then using that data,develop an irrigation schedule and management plan for the specific location.

1.

List 6 types of soil moisture measurement devices and give 2 advantages and 2disadvantages of each.

2.

Explain the importance of soil drainage and give 4 methods commonly used to makeimprovements in poor draining soils.

3.

Perform a distribution uniformity study on a specific irrigation system and providerecommendations to improve system efficiency. Provide a cost estimate for both material andlabor to implement the recommendations.

4.

2.


Book: Dr. Charles M. Burt (2004). Ag-Irrigation Management (First/e). San Luis Obispo, CA IrrigationTraining and Research Center.

1.

F.



Compare and contrast irrigation systems and discuss their advantages and disadvantages in agiven situation.

a.

Identify various components of an agriculture chemigation / fertigation systems and discuss theirfunction.

b.

Measure salinity in irrigation water and use the measurement to develop an irrigation plan inorder to optimize plant production.

c.

Analyze an irrigation system for efficiency and distribution uniformity, and recommend systemimprovements in order to optimize water use.

d.

Identify various pump parts and discuss their purpose. e.

Analyze the effectiveness of different irrigation systems as they are used in frost protection. f.

Identify drainage problems and develop management plans to minimize negative effects. g.

1.


REQUIRED OBJECTIVES:1. Measure soil and water salinity.

2. Design a drainage system using parameters for a given scenario.

3. Perform various routine maintenance actions on irrigation pumps, filters, and both chemicaland fertilizer injectors.

2.

A.

III.




4. Utilize drone technology to identify irrigation problems and evaluate irrigation effectiveness.

5. Analyze real time soil moisture data and develop irrigation schedules using the data collected.

Recommended Objectives Upon satisfactory completion of the course (when the related recommended content is covered) the student willbe able to:

Discuss the importance of professional organizations and their role in the irrigation industry. a.

3.


Group discussion with question and answer sessions.1.

Descriptive laboratory reports.2.

Complete various drainage design projects meeting industry level standards.3.

Develop an irrigation plan that addresses a salinization problem.4.

Using evapotranspiration, soil moisture, and plant stress data, develop an irrigation schedule tominimize water use and maximize crop production.

5.

A.


Written midterm and final examinations to include essay and short answer questions.1.

Completion of design and management projects.2.

B.

IV.




AGM - 236: Advanced Irrigation and DrainageCourse Learning Outcomes


Evaluate an irrigation drainage problem and design a drainage system and irrigation management plan tooptimize agriculture production.

1.

Identify characteristics of salinization in the top California crops and recommend changes in irrigation andcultural practices to remedy the problem.

2.






AGM 237—IRRIGATION WELLS, PUMPS, AND DRIVE SYSTEMS 3 UNITS


Management and evaluation of irrigation wells, pumps and their drive systems. Emphasis is placed onsystem hydraulics, pump curves and selection, efficient operation, management, energy conservation,setup, maintenance and repair. Field trips are required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Pump system types and componentsA.

Pump types1.

Radial flow pumpsa.

Axial flow pumpsb.

Mixed flow pumpsc.

System components2.

Drive units a.

Electric motorsi.

Gasoline and diesel enginesii.

Pump componentsb.

Discharge headi.

Shaftii.

Bearingsiii.

Columniv.

Bowlv.

1.

A.

II.




Impellersvi.

Typesi.

Closed i.

Open ii.

Semi-open iii.

Material ii.

Cast iron i.

Steel ii.

Stainless steel iii.

Bronze iv.

Aluminum bronzev.

Oil lubrication systemsvii.

Strainersviii.

Pumping hydraulics and measurementB.

Friction loss 1.

Pipe lossa.

fitting lossb.

Total dynamic head and pressure2.

Flow 3.

Net positive suction head4.

Static water level and suction lift5.

Drawdown6.

Drive units and measurementC.

Electric motors1.

Voltage and amperage a.

Wattage and Horsepowerb.




Single phase and 3 phasec.

Engine driven units2.

horsepowera.

Pump curves and pump selectionD.

Pressure vs flow1.

Pump efficiency2.

Impeller and bowl selection3.

NPSH factors and cavitation4.

Horsepower requirements5.

Drive unit selection6.

Pump evaluation E.

Data collection 1.

Flowa.

Pressureb.

Horsepowerc.

Calculations and data evaluation 2.

pressure and flow vs efficiency a.

Well evaluation3.

Improvement recommendations4.

Pump installation5.

Infield maintenance and adjustments6.

Trouble shooting 7.

Variable speed operationF.

Affinity laws1.

Variable frequency drives2.

Selection and operationa.




Sump design G.


Pump, water, sump, and reservoir safetyA.

Pump and well data acquisitionB.

Flow measurement and meters1.

Propeller metersa.

Magnetic metersb.

Ultrasonic metersc.

Pressure measurement 2.

Net positive suction head3.

Wattage and horsepower data4.

Wattage metersa.

Amp Probeb.

Data loggers 5.

Well depth and drawdown measurement6.

Pump evaluationC.

Pump curve development1.

System curve development2.

Efficiency Determination3.

Pump improvementD.

Impeller adjustment and replacement 1.

Flow and pressure adjustment2.

Pump installationE.

Crane operation1.

Piping installation 2.

Startup3.

2.




Power unit installation 4.

Electrical connections5.

Pump maintenanceF.

Oilers1.

Motor2.

Strainers3.

Electrical cabinets4.

Reservoir and sump maintenance5.

Well maintenance G.

Screen cleaning1.


Pumps in series and pressure multiplicationA.

Pumps in parallel and flow multiplicationB.

3.

HOURS AND UNITS


B.


Lecture, field labs, and shop labs1.



Guest speakers4.

Field trips5.

Use of videos6.

C.







Term project -- students will design, select, and install a pumping system and then complete asystem evaluation to ensure proper operation.

B.

Students will complete various irrigation pump projects from design and selection throughimplementation.

C.

Weekly homework assignments that develop an understanding of the material taught during thelecture.

D.

1.


Perform a pump evaluation study on a specific irrigation system and provide recommendationsto improve system efficiency. Provide a cost estimate for both material and labor to implementthe recommendations.

A.

Label the parts of a pump and determine their function as part of the system.B.

List the advantages and disadvantages of different pump types and tell where they arecommonly used in industry.

C.

Give three reasons for pump cavitation and provide a solution for improvement.D.

2.

D.


Manual: Dr. Charles Burt. Pumps. Irrigation and Training Research Center 1.

E.



Compare and contrast different pumping systems and discuss the advantages anddisadvantages of each.

a.

Identify various impeller styles and materials and discuss the advantages and disadvantages ofeach; select the best impeller for a given situation.

b.

Analyze a specific pumping situation and specify an appropriate pump to meet crop needs. c.

Discuss the advantages and disadvantages of electrical frequency drives and specify anappropriate unit for a given scenario.

d.

Identify different pump components and discuss their functions. e.

Use a manufacturer's pump curve to identify specific pump parameters and explain how each ofthe parameters affect overall pumping efficiency.

f.

Use crop water requirement, pump efficiency, and energy cost data, to calculate yearly pumpingcosts for both electric motor and engine driven units.

g.

1.

A.

III.




Provide a detailed estimate for an entire pumping station and include both equipment andinstallation costs.

h.

Complete the required documents required to obtain a government permit for the installation of anew well.

i.


REQUIRED OBJECTIVES:1. Measure pump flow, pressure and electrical usage.

2. Calculate water horsepower, brake horsepower, and electric motor horsepower.

3. Analyze a system and determine overall pump plant performance and efficiency.

4. Analyze pump and well performance and make written recommendations for improvement.

5. Troubleshoot pump problems and make system repairs.

6. Adjust pump components to optimize performance.

2.


Group discussion with question and answer sessions1.

Descriptive laboratory reports2.

Evaluation of pump performance and recommended repairs and improvements to optimize energyconservation and efficiency

3.

Evaluation of pump scenarios and discussion of possible solutions to irrigation problems4.

Identification of various pump types, impeller styles and materials and discussion of advantages anddisadvantages of each

5.

A.


Written midterm and final examinations to include essay and short answer questions1.

Completion of pump design, evaluation and management projects2.

B.

IV.




AGM - 237: Irrigation Wells, Pumps, and Drive SystemsCourse Learning Outcomes


Design and evaluate an agriculture pumping system to meet the irrigation requirement for optimum plant growthand crop yield.

1.

Perform a pump evaluation test and develop a plan for optimizing pump efficiency. 2.






AGM 238—IRRIGATION SYSTEM DESIGN 3 UNITS


Irrigation system design fundamentals covering micro, sprinkler, surface and sub-surface applications.Topics include on-farm supply systems, piping and discharge as well as system efficiency and cost.AutoCAD and other common design software will be introduced and utilized. Course will include asemester design project. Field trips are required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Introduction to AutoCADA.

Program startup 1.

Basic functions2.

Scale and setting up a drawinga.

Basic drawing techniquesb.

Drawing in layersc.

Creating geometryd.

Editing drawinge.

Irrigation system drawings3.

Printing and presenting drawings4.

Irrigation and water hydraulics calculationsB.

Flow1.

Pressure2.

Velocity 3.

Friction 4.

1.

A.

II.

Division: Agriculture & Environmental Sciences 1 of 8 Printed on: 06/25/2020 12:00 PM



Field and crop evaluation C.

Land measurements 1.

Areaa.

Elevationb.

Shapec.

Water source 2.

Flow rate a.

Qualityb.

Soil evaluation3.

Texture and infiltration ratea.

Water holding capacityb.

Crop requirements 4.

Evaporation a.


System efficiency and uniformityc.

System design D.

Pumping plant design1.

Pump selection a.

Drive unit selection b.

Electrical demandsc.

Filters2.

Filter typesa.

Sand media i.

Plate filtersii.

Cartridge filtersiii.




Screensiv.

Filter sizing and selectionb.

Field components and delivery3.

Surface irrigationa.

Flow and pressure requirementsi.

Piping, and valve selectionii.

Sprinkler irrigationb.

System typesi.

Moveable lines and wheel linesi.

Permanent setii.

Center pivot and linear move iii.

Sprinkler selection ii.

Flow and pressure requirementsiii.

Piping layout, sizing and designiv.

Micro irrigationc.

Emitter or micro sprinkler selection i.

Flow and pressure requirements ii.

Piping layout, sizing and designiii.

Pressure regulationiv.

Subsurface irrigationd.

Depth and spacing vs soil typei.

Miscellaneous equipment4.

Chemigationa.

Flow and pressure metersb.

Air vents c.

Computer and automatic controlsd.




System pricing and cost analysis5.

Developing a bill of materialsa.

The bid processb.

Vendor selectionc.


AutoCAD fundamentals and practiceA.

File setup1.

Drawing basics2.

Drawing in layers3.

Printing and presentations4.

Field and crop evaluationB.

GPS and land measurement1.

Soil analysis2.

Supply flow measurement3.

Supply pressure measurement4.

System designC.

Pumping plant 1.

Filters2.

Surface irrigation 3.

Sprinkler irrigation 4.

Micro irrigation 5.

Subsurface irrigation 6.

Cost determinationsD.

Bill of materials1.

2.


Government tax incentives and assistance for system improvementA.

3.




Electrical savings 1.

Water savings2.

District water and regulationsB.

Water allotment1.

District facilities and equipment usage 2.

Water scheduling3.

HOURS AND UNITS


B.


Lecture1.


Field trips3.

Use of videos4.

Guest speakers5.

C.




Weekly, completion of small design problemsB.

Weekly, homework that develops the understanding of material taught during the lectureC.

Completion of a large semester project of a complete irrigation system designD.

1.


List the 4 general types of irrigation systems and list the advantage and disadvantages of each. In your answer be sure to include efficiency, distribution uniformity, cost of installation and costof operation.

A.

What size of schedule 40 steel pipe is required for a flow of 20 GPM (assume a velocity noB.

2.

D.




greater than 5 feet per second)? If we changed the pipe to PVC would the size change?

What type of filter should be used for water supply from a surface reservoir supplying a microirrigation system? How about a surface system?

C.


Book: Irrigation Association (2011). Irrigation (6th/e). Fairfax VA Irrigation Association. 1.

E.



Analyze a given situation and determine crop water needs, soil type, plot area, elevationchanges and current water source.

a.

Use AutoCAD to complete a set of working drawings of a proposed irrigation system. b.

Calculate required system flow, pressure, water velocity, and friction loss. c.

Identify various irrigation system components and the material used in their construction. d.

Specify irrigation components in order to deliver the required water in a cost effective manner.e.

Specify the appropriate irrigation filter for a specific water source and water quality. f.

Develop a complete cost estimate for system material. g.

Specify appropriate piping material and size in order to minimize friction and cost. h.

1.


REQUIRED OBJECTIVES:1. Use portable GPS equipment to measure field area and elevation, and compare it to internetbased information.

2. Perform a soil analysis and determine infiltration rate and water holding capacity so data canbe used when performing system design.

3. Complete a field layout drawing and irrigation system drawing to scale using AutoCAD.

4. Draw required system components using AutoCAD.

5. Contact irrigation vendors to present drawings and a bill of materials in order to obtain a pricingbid.

2.


Develop an Excel spread sheet to aid in friction loss/pipe sizing calculations. a.

3.

A.

III.






Irrigation system layout to include crop needs, soil type, water source, and size of area to be irrigated2.


Irrigation system design projects that meet industry standards4.

A.



Completion of irrigation system design projects and evaluations2.

B.

IV.




AGM - 238: Irrigation System DesignCourse Learning Outcomes


Analyze a given agriculture crop situation and design an irrigation system that includes system layout, materialneeded and cost.

1.

Use AutoCAD to develop a set of working drawings for an entire irrigation system. 2.






AGM 239—IRRIGATION SYSTEM INSTALLATION AND MAINTENANCE 3 UNITS


Fundamentals of irrigation system installation and maintenance to include sprinkler, micro, surface andsub-surface applications. Topics include pumping and delivery systems, piping, flow control, equipmentsetup and testing. Emphasis will be placed on cost effective installation and maintenance requirements forefficient operation. Course will include a semester installation project. Field trips are required. Notrepeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Project setupA.

Blueprint reading 1.

Bill of material (BOM) development2.

Material acquisition 3.

Material ordering a.

Bidding processb.

Material and component identificationc.

Cost estimating 4.

Material estimatesa.

Labor needs and estimating b.

Permits and governmental requirements c.

Site preparation B.

Equipment use and operation 1.

Safety requirementsa.

1.

A.

II.




Safety requirementsa.

Operation b.

Maintenance and basic repair c.

Maintenance scheduling i.

Daily checks i.

Seasonal maintenance ii.

Long term storage iii.

Land leveling and grading 2.

Surveying and measurement fundamentalsa.

Cut/fill requirements b.

Land plane operation and usec.

Laser leveling and gradingd.

Trenching 3.

Mainline and lateral requirementsa.

Preexisting utilitiesb.

Backhoe and trencher operation c.

Open ditch safetyi.

Operation ii.

Digging speed i.

Depth and accuracy ii.

Back fill requirementsd.

Pump and water delivery setup C.

Pump installation 1.

Sump installation and usea.

Piping b.

Steel pipingi.




Gaskets and flanges i.

Cutting and fitting ii.

Welding requirementsiii.

PVC pipingii.

Cutting and fitting i.

Glue in PVC ii.

Gaskets and flangesiii.

Slab preparation c.

Concrete requirementsi.

Anchors and fastenersii.

Pouring and finishingiii.

Equipment installation d.

Crane operation i.

Lift fundamentalsi.

Safety ii.

Main and lateral installation2.

Piping installation a.

Sprinkler/emitter setup 3.

System setup D.

Flushing 1.

Inspection 2.

System initial evaluation3.

System maintenance and repair E.

Pump maintenance 1.

Oiler operation a.




Impeller adjustmentb.

Filter maintenance 2.

Cleaning and adjustmenta.

Media replacementb.

Piping repair3.

Concrete a.

PVC b.

Steel c.

Aluminumd.

Sprinkler/emitter care 4.

Cleaning a.

Chemical injection i.

Mechanical maintenanceii.


Blueprint reading and material ordering A.

Blueprint reading 1.

Bill of material generation 2.

Cost estimating3.

Material costs a.

Labor estimating b.

Bidding process4.

Equipment operation B.

Equipment safety 1.

Tractor fundamentals2.

Driving and operation a.

2.




Leveling equipment 3.

Setup and measurementa.

Operation b.

Laser levelingc.

Backhoes, excavators and trenchers4.

Transport a.

Setup b.

Operationc.

Equipment maintenance 5.

Concrete slabs and structuresC.

Site setup and leveling 1.

Reinforcement requirements 2.

Concrete pouring and finishing 3.

Pumping station setupD.

Pump installation1.

Filter installation 2.

Pipe fitting and installation 3.

Steel piping a.

PVC piping b.

Field piping and placementE.

PVC gluing 1.

Flange and gasket installation 2.

Sprinkler/emitter installationF.

System startup G.

Flushing 1.




Testing and setup2.

System maintenance and repairH.

Pump and filter maintenance 1.

Chemical treatment a.

Media replacement b.

Piping maintenance 2.


Contractor licensing A.

Testing and educational requirements1.

Continuing education2.

Licensing 3.

Insurance, bonds and liability 4.

3.

HOURS AND UNITS


B.


Lecture1.


Use of videos3.

Guest speakers4.

Field trips5.

C.




1.

D.




Weekly, completion of small installation problemsB.

Weekly, homework that develops the understanding of material taught during the lectureC.

Completion of a large semester project of a complete irrigation system installation from costestimate to setup and operation

D.


List and explain three different joining methods for PVC piping and discuss the advantages anddisadvantages of each method.

A.

What are the factors that make up concrete strength, and how can we as installers ensureproper construction techniques are used for equipment installation?

B.

What factors need to be considered when developing an irrigation system maintenanceschedule? Explain how proper maintenance has an impact on overall system efficiency.

C.

2.


Book: Irrigation Association (2011). Irrigation (6th/e). Fairfax VA Irrigation Association. 1.

E.



Read a set of design blueprints and develop an accurate bill of materials and cost estimate. a.

Develop a list of appropriate vendors for irrigation supplies and work with the vendors in a bidprocess for supplies.

b.

Analyze a given irrigation project and develop a labor estimate required for the installation. c.

Develop a maintenance schedule for specific irrigation systems in order to maintain propersystem efficiency.

d.

Effectively specify the equipment and tools required to install irrigation systems. e.

Discuss the requirements in starting an installation contractor business in terms of licensing,insurance, and capital outlay.

f.

1.


REQUIRED OBJECTIVES:1. Install piping using an appropriate method for various pipe types.

2. Construct required concrete support for irrigation system components such as filters andchemigation.

3. Operate various equipment required for proper system installation.

4. Develop cut/fill requirements for land leveling of a specific irrigated field.

5. Properly start up a newly installed system and make appropriate adjustments to insure efficient

2.

A.

III.




operation.

6. Perform routine maintenance on various irrigation components.


Analyze the pros and cons of renting installation equipment vs. leasing and vs. purchase. a.

3.




Irrigation installation projects that meet industry standards3.

Safe operation of common installation equipment to include, but not limited to, trenchers, backhoes,tractors and excavators

4.

A.



Completion of irrigation system installation projects2.

B.

IV.




AGM - 239: Irrigation System Installation and MaintenanceCourse Learning Outcomes


Effectively estimate both material and labor costs associated with the installation and setup of an irrigationsystem.

1.

Develop a routine maintenance schedule for an existing irrigation system in order to keep the system operatingefficiently.

2.






AGM 251—FARM CONSTRUCTION AND MATERIALS 3 UNITS

36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete AGM 210.

Types, costs and characteristics of construction materials; their use in farm equipment, and buildings.Structural requirements, cost factors, safe loads, animal and equipment requirements, operation and laborefficiency, adaptability to the community. Designing and building projects in the shop and group field work.Field trips might be required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Plan Development and ReadingA.

Drafting Basics1.

Use of scalea.

Linesb.

Symbolsc.

Bill of Material 2.

Charting required partsa.

Developing a cut listb.

Cost Estimates3.

Material Selection B.

Strength and Loads1.

Levers and loadsa.

Moment diagramsb.

1.

A.

II.




Moment diagramsb.

Shear diagramsc.

Material Strength2.

Material characteristicsa.

Woodi.

Ferrous metalsii.

Non-ferrous metalsiii.

Material shape b.

Material sizingc.

Tool Identification and SelectionC.

Cutting Methods1.

Fastening2.

Weldinga.

Bolt b.

Rivets and miscellaneous fastenersc.

Finishing and Painting Tools3.

Concrete Tools4.

Project ConstructionD.

Cutting 1.

Pre Assembly2.

Layout a.

Tackingb.

Welding3.

Cleanup4.

Painting5.

Required Lab Content: 2.




Plan Development and ReadingA.

Drafting1.

Blue print readinga.

Drawing developmentb.

Bill of Material2.

Cost Estimates3.

Project ConstructionB.

Cutting1.

Pre Assembly2.

Layouta.

Tackingb.

Weldingc.

Cleanupd.

Paintinge.

Project Wrap up ReportC.


Power Transmission A.

Drive Selection1.

Gear ratiosa.

Chain drivesb.

Beltsc.

V beltsi.

Timing beltsii.

Gear boxes d.

Final drivese.

3.




Drive Installation2.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete AGM 210.

1.


Select the proper method of joining metals and materials. A.

Identify the tools, materials, and machines found in the agriculture shop. B.

Demonstrate the correct use, care, and maintenance of the tools, materials, and machinescommonly found in the agriculture shop.

C.

Compute common shop problems regarding measuring and ordering supplies and equipment forgiven applications.

D.

Identify safety hazards and eliminate them before accidents occur. E.

Prepare a simple three-dimension drawing showing top, end, and side views. F.

Explain the methods of painting, types of paints, their preferred uses, and cleanup procedures. G.

Select the most adequate (cost and quality) supplies (lumber, steel, materials) for a givensituation—fence, building, etc.

H.

Identify types of threads and properly use taps, dies, and tap drills. I.

Measure and thread pipe, and correctly identify the more commonly used fittings. J.

Operate GMAW, SMAW and GTAW welders. K.

Perform welds on materials in any weld position (flat, overhead, vertical or horizontal). L.

2.

B.

HOURS AND UNITS


C.


Lecture and class discussion1.

Supervision of laboratory exercises2.


Class demonstrations4.

Use of audiovisual aids5.

D.






Weekly project updatesA.

Drawing, bill of materials, and cost estimate 1.

Fabrication updates 2.

Project summary3.

Semester project report B.

Compile weekly updates into one final project report1.

Weekly home work to include:C.

Practice drawings1.

Sample BOM worksheets2.

Shear and moment calculations3.

Strength calculations 4.

DMV on highway research 5.

1.


Given specific design requirements:A.

Provide a working drawing of the project to be fabricated.1.

Develop a bill of materials and cut list for the project.2.

Price a cost estimate and labor estimate to build the required project.3.

A 30-foot semi trailer will be hauling 50 bales of hay. Draw a shear and moment diagramshowing the load on the trailer and the required material size required for its construction.

B.

You would like to start a fabrication shop in a rented 40' x 60' shop. Provide a list of equipmentyou would need in order to be competitive in the workplace. You have a limit of $50,000.

C.

We are building a 20-foot trailer that has a GVW of 20,000 pounds. Where would we place theaxle so that 10% of the trailer weight is placed on the hitch?

D.

2.

E.


Other: No text is required1.

F.






Identify the different methods of building farm equipment and structures. a.

Estimate the amount of materials needed and cost of building an agriculture shop project. b.

Evaluate and select the most adequate and cost efficient means of construction. c.

Examine commercially constructed equipment and offer suggestions that will improve theequipment’s performance and efficiency of operation.

d.

Select proper material that is both cost effective and of adequate strength. e.

Draw and interpret working drawings in order to effectively communicate the desired outcome ona given project.

f.

Calculate given loads in various equipment situations and scenarios. g.

1.


REQUIRED OBJECTIVES:1. Join steel members by using appropriate fastening methods.

2. Develop a working drawing, bill of materials, and cost estimate for a given shop project.

3. Demonstrate the safe and effective use of common shop equipment.

4. Construct a shop project to be judged by industry standards; one that is square, straight, andaccurately constructed.

2.

A.

III.


Written analysis and class discussion of laboratory drawings.1.

Group discussion2.

Written assignments3.

Written examination to include essay questions4.

Practical examination to include measurable performance in a given time interval5.

A.


Successful completion of shop project(s)1.

Final exam2.

Project report3.

B.

IV.




AGM - 251: Farm Construction and MaterialsCourse Learning Outcomes


Create a plan for common agriculture shop projects that includes a bill of materials and working drawings.1.

Construct a common agriculture shop project.2.






AGM 262—HYDRAULICS/PNEUMATICS 3 UNITS


Principles and practices of hydraulics/pneumatics as used in industry. Study of the different applicationsand management of hydraulics/pneumatics systems for efficient and cost effective use. Field trips mightbe required. Not repeatable. (A-F or P/NP) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

History of fluid powerA.

Hydraulics in industry1.

Pneumatics in industry2.

Specific uses and needs of agriculture3.

Use of power/energy in equipment design4.

Fluid power basicsB.

Force/pressure relationship1.

Flow/speed relationship2.

Boyle's Law3.

System componentsC.

Pumps1.

Valves2.

Directional controla.

Flow controlb.

Pressure Controlc.

1.

A.

II.




Cylinders and motors3.

Reservoirs4.

Filtering and oil5.

Controls6.

Associated equipment7.

Heat exchangersa.

Accumulatorsb.

System design and layoutD.

Component specification1.

Price estimate2.

System troubleshooting and repairE.


Component workings and identificationA.

Pumps1.

Valves2.

Directional controla.

Flow controlb.

Pressure Controlc.

Cylinders and motors3.

Reservoirs4.

Filtering and oil5.

Controls6.

Associated equipment7.

Heat exchangersa.

Accumulatorsb.

TroubleshootingB.

2.




System analyzation1.

Repair recommendation2.

Repair and maintenance C.

Seal replacement1.

Bearing replacement 2.

Oil filtration3.

Hose fabrication4.

System designD.

Layout and component specification1.

Pricing 2.

Installation3.

HOURS AND UNITS


B.


Lecture and discussion 1.

Instructor-led discussion of projects 2.


Supervision of design projects4.

Sample troubleshooting problems and discussion5.

C.



Weekly lab report.A.

Prepare for in-class scenarios which might require students to troubleshoot and repair ahydraulic / pneumatic situation.

B.

1.

D.




Per term, students will complete an hydraulic / pneumatic project from design throughinstallation.

C.

Weekly homework assignments that develop an understanding of the material taught during thelecture.

D.

Prepare for midterm and final exams.E.


Sample assignments:

Label the following pump types and give 2 advantages and 2 disadvantages of using this type ofpump.

A.

Design a hydraulic system that will drive a golf cart to a given scenario, draw the system, label allthe components, and provide a cost estimate for the system.

B.

Calculate the force applied by a 2024DA cylinder with a system pressure of 2000 psi. In additioncalculate the speed of the above cylinder when a flow of 10 GPM is applied.

C.

While looking at the given pneumatic system, design an air compressor that will be required tooperate it at full capacity.

D.

2.


Book: James L Johnson (2001). Introduction to Fluid Power (1st/e). Delmar Cengage Learning. 1.

E.



Identify the components which make up common industry hydraulic and pneumatic systems. a.

Explain common terms and identify problems related to pneumatics and hydraulics. b.

Apply basic hydraulic and pneumatic design concepts to stationary and mobile equipment. c.

Analyze and test fluid systems for failures. d.

Develop good service procedures to prolong system life. e.

Match fluids to appropriate hydraulic systems. f.

Examine each of the five main system components. g.

Test for and diagnose common hydraulic system and preventive system problems. h.

Outline the development history, technical applications, and limitations of hydraulic andpneumatic systems.

i.

1.


REQUIRED OBJECTIVES:

2.

A.

III.




REQUIRED OBJECTIVES:1. Trouble shoot hydraulic systems and recommend appropriate repairs.

2. Fabricate appropriate hydraulic hoses using bulk hose and fittings.

3. Repair and replace seals and bearings in common hydraulic equipment.

4. Assemble a given hydraulic system.

5. Specify, price, and purchase hydraulic components for a given situation.

6. Analyze oil for contaminates and specify improvements that can be made to improve systemlife.


Group discussions1.

Problem-solving/trouble shooting exercises2.

Various system design projects will be completed throughout the course and will be judged as toindustry standards

3.


A.



Completion of design projects2.

B.

IV.




AGM - 262: Hydraulics/PneumaticsCourse Learning Outcomes


Identify and explain the various components and functions of a complete hydraulic system. 1.

Calculate hydraulic cylinder speeds and forces.2.





CMPET 214 OVERVIEW The following information will appear in the 2018 - 2019 catalog

CMPET 214—MICROPROCESSOR PROGRAMMING & INTERFACING 3 UNITS

36 Lecture Hours, 54 Lab Hours , 72 Outside-of-Class Hours = 162 Total StudentLearning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete ELTEC 208 and/or satisfactorily complete ELTEC 212.

Introduction to the microprocessor and micro controller. Topics include tri-state buses, memory,input/output (I/O) ports, address decoding, assembly, and high-level language programming, addressingmodes, logical and mathematical operations, branching, loops, subroutines, interfacing, interrupts, andtroubleshooting techniques. Students design hardware, software, and interfacing circuitry for microcontrollers. Emphasis on interfacing to electronic hardware and software simulation and development onpersonal computers. Materials fee required. Field trips are not required. Not repeatable. (A-F Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Microprocessor architectureA.

Memory technologyB.

Introduction to programmingC.

Algorithms and flowchartingD.

Microprocessor programming toolsE.

Debugging tools and techniquesF.

Interfacing techniquesG.

Practical microprocessor applicationsH.

Serial and parallel communicationI.

Timing and CountingJ.

Interrupts and pollingK.

Analog/Digital and Digital/Analog convertersL.

Pulse width modulationM.

Signal ProcessingN.

Networking and multiprocessingO.

1.

A.

II.

Division: Technical Education 1 of 6 Printed on: 05/19/2020 10:08 AM

Meeting Date: 03/14/2017 CMPET 214EFFECTIVE: Summer 2018 Discipline(s)

ACTIVE COURSE Computer information systems (NM)

Reliability and error detectionP.


Introduction to embedded systemsA.

Embedded microcontroller architectureB.

Basic Interface and I/O FundamentalsC.

Microprocessor programming toolsD.

Digital Inputs, Switches, KeypadsE.

Digital OutputF.

DisplaysG.

Timers and Event CountersH.

InterruptsI.

Pulse Width Modulation & ApplicationsJ.

Serial communicationK.

Analog-to-digital and Digital-to-Analog convertersL.

Standard Bus SystemsM.

MemoriesN.

DMA ControllersO.

Student ProjectsP.

2.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete ELTEC 208and/or satisfactorily complete ELTEC 212.

1.


Manipulate and convert numbers in binary, BCD, and hexadecimal. A.

Correctly identify the six basic gates used in combinational logic circuits. B.

Formulate and simplify a Boolean algebra expression from a truth table. C.

Diagram a combinational logic circuit from either a truth table or a Boolean expression. D.

Properly construct output display circuits for TTL and CMOS IC’s using appropriate encoders. E.

Diagram the four basic flip-flops and their corresponding truth tables. F.

2.

B.




Differentiate between the two basic counter types used in digital systems and designate thespecific application of each. Design and construct shift registers for parallel and serialinput/output.

G.

Utilize basic gates to perform arithmetic operations using binary numbers. H.

HOURS AND UNITS


C.


Lecture1.

Discussion2.

Demonstration3.

Instructor supervision of laboratory exercises4.

D.



Daily reading assignments from the text and handouts.A.

Weekly homework problems and research from the text and handouts.B.

Design projects that are completed in and outside of class to be demonstrated and tested in lab.C.

1.


Typical Assignments:A.

Design an operational traffic light system with two different street directions, 30 seconds of"on" time for the green lights and 5 seconds for the yellow lights.

1.

Demonstrate an operational LED lighting display controlled by Pulse Width Modulation(PWM).

2.

Design the electronic interface and software for the control of a servo motor.3.

Typical Exam Questions:B.

Write a short program that will flash an LED 100 times.1.

Write a short program that will select from a list of 5 different tasks, based on incomingcharacters from a serial communication link.

2.

2.

E.




Draw a diagram of a circuit that will produce a varying voltage from 0 to 5 volts beingproportional to the intensity of light received by a photoresistor.

3.


Book: John Boxall (2013). Arduino Workshop (1/e). San Francisco, California no starch press. 1.

Book: Michael Margolis (2011). Arduino Cookbook (2/e). Sebastopol, CA O'Reilly. 2.

Book: Jeremy Blum (2013). Exploring Arduino: Tools and Techniques for Engineering Wizardry(1st/e). Indianapolis, Indiana John Wiley and Sons Inc..

3.

F.



Identify and describe the basic architecture of a microprocessor. a.

Identify and explain the operation of A/D and D/A converters. b.

Generate and debug programs utilizing the specific instruction set of the microprocessor beingemployed.

c.

Interface digital devices to microprocessors. d.

Identify control system structure. e.

Simulate processor activity on PC. f.

Design and construct a control system. g.

1.


REQUIRED OBJECTIVES:1. Program and setup with micro controller systems.

2. Design work where there is several competing solutions rather than a single correct solution toa given application or problem.

3. Effectively communicate, organize responsibilities, and work in teams.

2.

A.

III.


Practical laboratories and/or written exercises that demonstrate and reinforce the fundamentalprinciples of each course topic

1.

Practical laboratories and/or written exercises that require the students to demonstrate mastery of theelectronic principles

2.

Reports that describe and evaluate the laboratory exercises3.

A.

IV.




Reports that describe and evaluate the laboratory exercises3.


Lab performance evaluations1.

Final Exam2.

B.




CMPET - 214: Microprocessor Programming & InterfacingCourse Learning Outcomes


Write and demonstrate a microprocessor program to accomplish a given logic task.1.

Interface a simple microprocessor system to a standard microprocessor-driven LCD character display.2.





CMPET 269 OVERVIEW The following information will appear in the 2016 - 2017 catalog

CMPET 269—NETWORKING DEVICES & SYSTEMS 1 UNITS

Formerly listed as: CMPET - 269: Network + Certification Training Laboratory 54 Lab Hours , 0 Outside-of-Class Hours = 54 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto complete any introductory computer course.

This course employs hands-on laboratory activities to explore computer networks, network devices, andthe "Internet of Things". Materials fee required. Field trips might be required. Not repeatable. (A-F orP/NP) Transfer: (CSU)

I.


COURSE CONTENT

Required Content: 1.


Basic networking conceptsA.

Network access methods1.

Protocols2.

Network Interface Controller (NIC)3.

Half and full duplex4.

LAN5.

WAN6.

Hubs7.

Switches8.

Routers9.

Basic class identification10.

Types of NetworksB.

Cable1.

DSL2.

2.

A.

II.



ACTIVE COURSE Computer service technology (NM) Electricity (NM)

Satellite

Network cables & connectorsC.

Twisted pair1.

Plenum / PVCa.

UTP (e.g. CAT3, CAT5 / 5e, CAT6)b.

Connectors RJ11, RJ45c.

Coaxial2.

Fiber optic3.

Multimodea.

Single modeb.

Connectors: ST, SC, LC, FC, etc.c.

Wireless networking technologiesD.

FM1.

ODFM2.

WiFi3.

NFC4.

ZigBee5.

Flutter6.

Cell Radios7.

Ramifications of repairs on a networkE.

Reduced bandwidth1.

Loss of data2.

Network slowdown3.

Linux and Windows Network Capability and Network ProceduresF.

Operating tools network setup and internet access.1.

Selection of proper software tools for troubleshooting2.

Network & Internet ServicesG.




Basic ISP Setup1.

TCP/IP2.

E-mail3.

HTML4.

HTTP5.

FTP and file sharing6.

Printer Access and Configuration7.

Remote Access8.

Domain Names9.

DNS10.

DHCP11.

IP Telephony12.

Teleconferencing13.

IOT Device Control14.

Virtual Private Networks (VPN)15.

Cloud Services16.

Virtualization17.

Basics of workgroups and domainsH.

Common PortsI.

HTTP1.

FTP2.

POP3.

SMTP4.

TELNET5.

HTTPS6.


Advisories

Before enrolling in this course, students are strongly advised to complete any introductory computercourse.

1.


2.

B.




Describe the fundamental characteristics of local and wide area networks. A.

Compare and contrast networking media and explain the function of network protocols. B.

Describe and demonstrate simple network operations. C.

HOURS AND UNITS

1 UnitsINST METHOD TERM HOURS UNITSLecture 0 0Lab 54 1.00Discussion 0 0Activity 0

C.


Current networking topics will be discussed in class.1.

Network laboratory projects will be assigned implement related topics.2.

Guest speakers from the networking industry will make class presentations.3.

Instructor supervision of critical systems analysis and network systems troubleshooting projects4.


D.



LAB ONLY COURSE: Design projects that are demonstrated and tested in lab.

1.


Assignments:

Install a typical network like you would find in a home or office including at least two personalcomputers, a router connected to an ISP, a switch, and a network printer.

A.

Program a Cisco/Linksys router to port forward traffic to an internal PC running a web server.B.

Exam Questions:

Which command would you use to verify your IP address?A.

What network service provides lookup of domain names?B.

2.

E.

TEXTS AND OTHER READINGS (TYPICAL) F.




Book: Roberts (2012). Networking Fundamentals (2nd/e). Tinley Park, Ill Course Technology. 1.



1.


REQUIRED OBJECTIVES:1. Explain basic concepts of computer networking.

2. Assemble a typical home or office network from components.

3. Describe practical notions of protocols with the emphasis on TCP/IP.

4. Assemble, interface, and program network device including routers, switches, and other"smart" network devices.

5. Install, configure and set binding order for multiple network protocols.

6. Evaluate network media and create various types of connections.

7. Design and implement multiple network architectures.

8. Install and troubleshoot multiple network operating systems.

9. Configure Internet gateway systems.

10. Diagnose network problems using hardware and software network tools.

11. Implement network integrity measures.

12. Design and manage a network security plan.

2.

A.

III.


Evaluation of student network implementation and configuration skills1.

Quizzes2.

Individual and group project participation during lab time3.

A.


Completion of network projects1.

Evaluation of student network troubleshooting skills2.

B.

IV.




CMPET - 269: Networking Devices & SystemsCourse Learning Outcomes


Design and assemble a small computer network.1.

Diagnose, troubleshoot, and repair a computer network.2.





ELIC 910 OVERVIEW The following information will appear in the 2020 - 2021 catalog

ELIC 910—ACADEMIC LANGUAGE SKILLS: SENTENCE STRUCTURE 0 UNITS

9 Lecture Hours = 9 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto demonstrate a high-beginning level of academic English language proficiency and havebasic computer literacy to complete follow-up course activities and assessments in an onlineenvironment.

This course provides academic English language instruction in the area of English sentence structure.The course is designed for English language learners who need an overview and/or review of basicconcepts related to sentence types, connectors, common errors in sentence boundaries, and sentencepunctuation. Native English speakers may also benefit from the instruction and are welcome to take thecourse as well. Course is repeatable. Field trips are not required. (Non-Graded course)

I.


COURSE CONTENT

Required Content:

Instruction on form, function, and meaning of language structures should be taught in the context of atopic or theme that is engaging to students.

Sentence Parts and TypesA.

Subject, verb, and object1.

Sentences and clauses2.

Dependent and independent clauses3.

Simple4.

Complex 5.

Compound6.

Sentence ConnectorsB.

Coordinating conjunctions (with emphasis on so, or, but, and)1.

Subordinating conjunctions (with emphasis on use of common subordinators: conditional,adverb, and noun clauses)

2.

Conjunctive Adverbs (transitions)3.

1.

A.

II.

Division: Literature & Language Arts 1 of 5 Printed on: 05/19/2020 10:10 AM

Meeting Date: 10/22/2019 ELIC 910EFFECTIVE: Summer 2020 Discipline(s)

ACTIVE COURSE ESL: Noncredit (NM)

Sentence Boundary ErrorsC.

Run-ons1.

Comma splices2.

Fragments3.

Comma UsageD.

With introductory elements1.

In a series2.

In compound sentences3.

In complex sentences4.

Common errors5.


Sentence Parts and TypesA.

Compound-complex sentences1.

Prepositional phrases vs. clauses2.

Comma UsageB.

In adjective clauses1.

In appositives2.

With locations, dates, and interjections3.

2.


Advisories

Before enrolling in this course, students are strongly advised to demonstrate a high-beginning level ofacademic English language proficiency and have basic computer literacy to complete follow-upcourse activities and assessments in an online environment.

1.


Demonstrate basic intermediate-level English vocabulary knowledge and reading proficiency inEnglish.

A.

Demonstrate basic computer skills. B.

2.

B.

HOURS AND UNITS C.




0 Units

INST METHOD TERM HOURS UNITSLecture 9Lab 0Discussion 0Activity 0


Modeling of and feedback on spoken, written, and editing activities1.

Instructor-facilitated small group and pair practice2.

Presentation of material in multiple media including computer projection, audio and video,PowerPoint, pictures, and whiteboard

3.

Computer-assisted language skills activities4.

D.



Note to Instructors: Follow-up activities and assessments to in-class work may be available to becompleted by students in a Canvas course shell.

Participation in pair and small group activitiesA.

Completion of handout and editing activities in class sessionsB.

Viewing of tutorials and video lessonsC.

Completion of at least five quizzes and practice activities D.

Completion of at least one summative assessment E.

1.


Work in pairs to identify the various parts of the sentences on the screen (e.g. underline thesubject(s), circle the verb(s), put a box around the independent clause(s), and double-underlinethe dependent clause(s). Then identify the sentence as simple, complex, or compound. Identifyany connectors as subordinators, coordinators, or transitions.

A.

Work with a partner to identify the sentences in the paragraph as correct, fragments, run-ons, orcomma splices. Explain what the error is to a partner and why it is an error using terms relatedto dependent and independent clauses. Discuss how to correct any errors and suggestappropriate connectors and/or punctuation if needed.

B.

After studying subordinate clauses with "wh-words," work with a partner to examine a set ofsentences which include the subordinate clause in sentence-initial and sentence-finalposition. Work with a partner to discuss the use of the commas in these sentences and create arule for when a comma should be used.

C.

2.

E.


Other: Instructors will provide handouts and materials to students. Materials will also be provided by1.

F.




the department on a Canvas course shell.



Recognize and identify the basic parts of a sentence (subject, verb, object, independent anddependent clauses).

a.

Recognize and identify basic sentence types in English. b.

Identify and edit comma splices, fragments, and run-ons. c.

Identify and edit misused commas in sentences. d.

Identify and apply the use of a variety of sentence connectors (i.e. coordinating andsubordinating conjunctions, and conjunctive adverbs/transitions).

e.

Identify and edit problems in the use of a variety of sentence connectors. f.

1.


Identify compound/complex sentences and apply rules of punctuation. a.

Identify and edit use of commas in adjective clauses, dates, locations, and appositives. b.

2.

A.

III.


Editing exercises1.

Workshop activities (teacher-observed student participation)2.

Practice activities/quizzes3.

A.


Test(s)1.

B.

IV.




ELIC - 910: Academic Language Skills: Sentence StructureCourse Learning Outcomes


Identify and edit errors in sentence connectors, structure, and punctuation. 1.

Identify and explain the use of basic English sentence types, punctuation, and connectors. 2.

Demonstrate communicative use of correct sentence structure and connectors. 3.






ELIC 911—ACADEMIC LANGUAGE SKILLS: VERB TENSES 0 UNITS


This course provides academic English language instruction in the English verb tense system. Thecourse is designed for English language learners who need an overview and/or review of simple tenses,progressive tenses, perfect tenses, and tense shifts. Native English speakers may also benefit from theinstruction and are welcome to take the course as well. Course is repeatable. Field trips are not required. (Non-Graded course)

I.


COURSE CONTENT

Required Content:


Simple Tenses OverviewA.

simple past1.

simple present2.

future forms (emphasis on will and be going to)3.

time expressions commonly associated with the various tenses4.

common errors5.

Progressive Tenses OverviewB.

past progressive1.

present progressive2.

future progressive3.


common errors5.

1.

A.

II.




Perfect Aspect OverviewC.

present perfect1.

action begun in the past and continuing to the presenta.

indefinite pastb.

past perfect2.

future perfect3.


common errors5.

Verb Tense ShiftsD.

guidelines for tense shifts1.

overview of time expressions commonly associated with the various tenses2.

common errors3.


Use of punctuation associated with the various verb tensesA.

Use of connectors commonly used with various verb tensesB.

2.


Advisories


1.



A.


2.

B.

HOURS AND UNITS

0 UnitsINST METHOD TERM HOURS UNITSLecture 9Lab 0

C.




Discussion 0Activity 0



Instructor-facilitated small group and pair practice 2.


3.


D.







Completion of at least four quizzes and practice activitiesD.

Completion of at least one summative assessmentE.

1.


Work in pairs to identify errors in the various verb tenses used in the paragraph and correctthem. Explain why the verb tenses are used. Choose four verb tense examples to diagram ordraw using a timeline format. Where there are shifts in tense usage, explain in your group whythe tenses in the paragraph shift.

A.

Work in pairs to finish the sentences that begin typical time expressions often used with presentperfect. Use your own ideas to make true statements about yourself or others you know. Besure to monitor your partner's and your own correct usage of present perfect forms.

B.

Read the paragraph together with a partner and highlight all the progressive tenses. Why doesthe writer use progressive tenses in the sentences? Choose reasons from the list on the screen.Then circle all the time expressions used with progressive tenses. Use these time expressionsin sentences of your own. Share your sentences with a partner.

C.

2.

E.


Other: Instructors will provide handouts and materials to students. Materials will also be provided bythe department on a Canvas course shell.

1.

F.

DESIRED LEARNING OBJECTIVES A.

III.





Recognize and identify simple, progressive, and perfect verb tenses. a.

Explain the meaning, form, and function of simple, progressive, and perfect verb tenses. b.

Demonstrate use of simple, progressive, and perfect verb tenses. c.

Identify and edit problems in simple, progressive, and perfect tenses as well as verb tense shifts. d.

Identify and demonstrate use of time expressions common to the various verb tenses. e.

1.


Identify and demonstrate use of appropriate punctuation in simple, progressive, and perfect verbtenses.

a.

Identify and demonstrate use of appropriate connectors in simple, progressive, and perfecttenses.

b.

2.



Editing exercises2.

Quizzes and practice activities3.

A.


Test(s)1.

B.

IV.




ELIC - 911: Academic Language Skills: Verb TensesCourse Learning Outcomes


Identify and edit errors in simple verb tenses, progressive verb tenses, perfect forms, and verb tense shifts. 1.

Identify and explain the use of simple tenses, progressive tenses, and perfect tenses in past, present, and futureforms.

2.

Demonstrate communicative use of simple, progressive, and perfect verb tenses. 3.






ELIC 912—ACADEMIC LANGUAGE SKILLS: VERB FORMS 0 UNITS


This course provides academic English language instruction in the area of English verb forms. Thecourse is designed for English language learners who need an overview and/or review of basic conceptsrelated to the English verb form system including gerunds and infinitives, passive and active voice,subject-verb agreement, and an overview of the uses of past forms, base forms, -ing, -s ending, and pastparticiple verb forms in English. Native English speakers may also benefit from the instruction and arewelcome to take the course. Course is repeatable. Field trips are not required. (Non-Graded course)

I.


COURSE CONTENT

Required Content:


Gerunds and InfinitivesA.

gerunds as objects after certain verbs1.

infinitives as objects after certain verbs2.

infinitives of purpose3.

common error patterns in verb forms4.

strategies for editing error patterns5.

Passive and Active VoiceB.

use of passive voice in past and present1.

contrast with active voice2.


strategies for editing error patterns4.

1.

A.

II.




Subject-Verb AgreementC.

guidelines for subject-verb agreement1.

compound and collective noun subjectsa.

singular vs. plural pronoun agreementb.

non-count vs. count nouns as subjectsc.

there + be as subjectd.

quantifying words and phrases as subjectse.

common error patterns2.

strategies for editing subject-verb agreement problems3.

Verb Forms OverviewD.

overview and review of gerund and -ing verb form usage1.

overview and review of infinitive verb form usage2.

overview of base form usage3.

overview of -s ending verb form usage4.

overview of past participle verb form usage5.


strategies for editing verb form errors7.


Gerunds and InfinitivesA.

infinitives as subjects1.

infinitives after certain adjectives2.

gerunds as subjects3.

gerunds after prepositions4.

Passive and Active VoiceB.

passive voice in present perfect, past perfect, and future forms1.

participial (-ed/-ing adjectives)2.

Subject-Verb AgreementC.

2.




reporting numbers and data1.

correlative conjunctions (e.g. neither...nor, either...or, both... and2.


Advisories


1.



A.


2.

B.

HOURS AND UNITS

0 UnitsINST METHOD TERM HOURS UNITSLecture 9Lab 0Discussion 0Activity 0

C.





3.


D.







Completion of at least four quizzes and practice activities D.

1.

E.




Completion of at least one summative assessment E.


Work in pairs to read the paragraph and highlight all the verbs. Highlight base form, pastparticiple, past, -s ending, progressive forms, and gerund and infinitive forms with differentcolors. Discuss why the verb form is used based on the guidelines given during the classsession.

A.

Work with a partner to read the paragraph. Highlight all the verb forms. Find the six errors inverb forms and discuss how to edit the problems based on verb form usage guidelines.

B.

Watch the video about how something is made. Afterward, discuss why the passive verb formwas used to describe the process rather than active voice. Take turns retelling the process ofhow the thing in the video is made using passive voice and the verbs provided. Be careful touse the correct verb forms. Monitor your and your partner's use of the verbs in your discussion.

C.

2.



1.

F.



Recognize and identify basic concepts related to the English verb form system: base form verbs,gerunds and infinitives, passive and active forms, subject-verb agreement, past participles, pastforms, progressive forms, and -s ending forms.

a.

Explain the meaning, form, and function of verb forms studied. b.

Demonstrate use of verb forms studied. c.

Identify and use strategies to edit problems in verb forms studied. d.

1.


Identify, edit, and demonstrate use of gerunds and infinitives as subjects, gerunds afterprepositions, and infinitives after certain adjectives.

a.

Identify, edit, and demonstrate use of passive voice verb forms in present perfect, past perfect,and future forms and participial (-ed/-ing) adjectives.

b.

Identify, edit, and demonstrate use of subject-verb agreement with numbers, data, andcorrelative conjunctions (e.g. neither... nor, either...or, both...and).

c.

2.

A.

III.

METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION A.

IV.




FORMATIVE EVALUATION


Editing exercises2.


A.


Test(s)1.

B.




ELIC - 912: Academic Language Skills: Verb FormsCourse Learning Outcomes


Identify and edit errors in a variety of verb forms. 1.

Identify and explain the use of past participle, past, present, infinitive, progressive, gerund, passive, and baseform verbs.

2.

Demonstrate communicative use of a variety of verb forms. 3.






ELIC 913—ACADEMIC LANGUAGE SKILLS: NOUNS, PRONOUNS, ARTICLES 0 UNITS


This course provides academic English language instruction in the area of pronouns, articles, and countand non-count nouns in English. The course is designed for English language learners who need anoverview and/or review of basic concepts related to these structures. Native English speakers may alsobenefit from the instruction and are welcome to take the course. Course is repeatable. Field trips are notrequired. (Non-Graded course)

I.


COURSE CONTENT

Required Content:


Count and Non-Count NounsA.

contrast of count and non-count nouns1.

nouns that are both count and non-count2.

quantifying words and expressions3.

common error patterns in count and non-count nouns4.

strategies for editing errors5.

Article UsageB.

definite article usage1.

indefinite article usage2.

zero article usage3.

common error patterns in article usage4.

strategies for editing errors in articles5.

1.

A.

II.




PronounsC.

subject pronouns1.

object pronouns- direct and indirect2.

possessive pronouns and adjectives3.

use of possessive apostrophes4.

common error patterns in pronoun usage5.

strategies for editing pronoun problems6.

Pronoun Reference and AgreementD.

antecedent agreement in number and gender1.

antecedent agreement with which, that, and this2.

vague pronouns (e.g. it, they, and you)3.

pronoun reference with relative pronouns (who, which, and that)4.

common errors in pronoun reference5.

strategies for editing errors in pronoun reference and agreement6.


Advisories


1.



A.


2.

B.

HOURS AND UNITS

0 UnitsINST METHOD TERM HOURS UNITSLecture 9Lab 0Discussion 0

C.




Activity 0





3.


D.




Participation in pair and small group activities A.

Completion of handout and editing activities in class sessions B.

Viewing of tutorials and video lessons C.

Completion of at least four quizzes and practice activities D.


1.


With a partner, read the paragraph and highlight all the pronouns in the paragraph. Discuss witha partner whether or not the pronouns are used correctly or incorrectly. Try to find as manyerrors as you can. Then listen to the lesson on pronoun reference and agreement. Go back tothe paragraph and discuss any other errors that you find and how you might correct them basedon the guidelines for pronoun reference and agreement. Edit the errors in the paragraph andexplain the corrections.

A.

Watch the short video clip. Then retell what happens in the video clip using the nouns provided.In your narrative with a partner, focus on using correct articles or no articles in front of thenouns. Write four example sentences from your narrative on a poster and explain to anothergroup why you used definite, indefinite, or no article in the sentences based on the guidelinesfor article usage presented in class.

B.

Look at the list of count and non-count nouns often used to discuss the environment. Categorizethe nouns as countable, uncountable, or possibly both. Then look at the list of quantifying wordsand categorize them as countable, uncountable, or possibly both. Discuss an importantenvironmental issue (see list of topics on the screen) using count and non-count nouns andquantifying words. Write five sentences from your discussion on a poster and explain to anothergroup how you used the nouns and quantifying words based on the guidelines presented inclass.

C.

2.

E.



1.

F.






Recognize and identify count and non-count nouns, quantifier words, definite and indefinitearticles, and a variety of pronouns and possessives.

a.

Explain the meaning, form, and function of articles, count and non-count nouns, pronouns, andpossessive forms.

b.

Demonstrate use of pronouns, possessive forms, count and non-count nouns, and articles. c.

Identify and edit problems in count and non-count nouns, use of quantifiers, pronouns,possessive forms, and articles.

d.

1.

A.

III.



Editing exercises2.


A.


Test(s)1.

B.

IV.




ELIC - 913: Academic Language Skills: Nouns, Pronouns, ArticlesCourse Learning Outcomes


Identify and edit errors in noun, pronoun, and article usage. 1.

Identify and explain the use of count and non-count nouns, quantifying words, definite and indefinite articles, andno article, as well as subject, object, and possessive pronouns and adjectives.

2.

Demonstrate communicative use of nouns, quantifiers, articles, and pronouns. 3.






ELIC 914—ACADEMIC LANGUAGE SKILLS: READING 0 UNITS


This course provides academic English language instruction in the area of academic reading skills andstrategies with emphasis on active reading and annotating, understanding text structure and organizingtext information, summarizing and attributing text, and reading for test-taking. Native English speakersmay also benefit from the instruction and are welcome to take the course. Course is repeatable. Field tripsare not required. (Non-Graded course)

I.


COURSE CONTENT

Required Content:

Instruction on strategies and skills should be taught in the context of a topic or theme that is engagingto students.

Active Reading and AnnotatingA.

the importance of reading closely and actively1.

text previewing strategies2.

text marking strategies for comprehension of:3.

main ideas a.

author's purposeb.

major pointsc.

important detailsd.

text marking, annotation, and questioning strategies for analysis of text 4.

Understanding Text Structure and Organizing InformationB.

distinguishing between: 1.

1.

A.

II.




main idea/claima.

major pointsb.

supporting details/specific evidencec.

distinguishing various rhetorical modes:2.

compare/contrasta.

cause/effectb.

listing/informationalc.

problem/solutiond.

narrativee.

exploration of the benefits of using graphic organizers 3.

examples of various types of graphic organizers for use in taking notes4.

Summarizing and Attributing TextC.

the role of summarizing text for comprehension and use in college assignments1.

strategies for summarizing text2.

the importance of attribution of others' ideas3.

summary language and use of sentence frames for attribution4.

Reading for Test-TakingD.

review of reading strategies for comprehension1.

overview of sample reading test items2.

identifying the purpose and language of a variety of reading test prompts3.

strategies for working under timed conditions4.

strategies for overcoming confusion about a text5.


Advisories


1.


2.

B.





A.


HOURS AND UNITS


C.



Instructor-facilitated small group and pair practice 2.


3.


D.









1.


Look at the large poster of academic text posted on the wall. Work in your group to do thefollowing: 1) highlight the main idea and author's purpose in yellow, 2) circle important keywords, 3) put a box around major points, 4) put stars next to any important examples, quotes,information, and 5) draw arrows to show any connections between ideas in the text. Then take agallery walk of two other posters and compare similarities and differences in the marking of text.Discuss the differences or similarities as a class. Then go back to your text and make analysisnotes in margins. Try to choose four to five analysis questions about the text to respond andmake notes. Look at the analysis questions related to text evaluation, questioning, expansion,and connection on your handout for ideas.

A.

Look at the text that your instructor has given you. Work in your group to mark the text for mainideas, author's purpose, major points, and support. Decide what rhetorical mode the text is in.

B.

2.

E.




Then choose a graphic organizer from the examples the instructor presented. Draw a graphicorganizer on a large poster and work together to complete it with ideas from the text. Oncefinished, take a gallery walk of several other posters and discuss differences and similarities intext organization and note-taking. Discuss responses with the class.

Look at the information that the instructor has given you for the various outside text sources ofinformation as well as the different sentence frame patterns presented during the class session.Discuss with a partner which sentence frame is best for introducing the text source information.Write three different introductions for three different sources on the whiteboard around the room.Then look at the other examples from other pairs. Take a red marker to suggest any changes orpunctuation to the text attributions. Discuss the attributions as a class.

C.



1.

F.



Apply previewing, annotating, questioning, and marking strategies for the comprehension andanalysis of text.

a.

Identify structural elements of a reading and demonstrate use of graphic organizers to organizeimportant information from a text.

b.

Apply reading strategies in test-taking situations. c.

Summarize and attribute information from a text. d.

1.

A.

III.


Class session activities (teacher-observed student participation)1.

Editing exercises2.


A.


Test(s)1.

B.

IV.




ELIC - 914: Academic Language Skills: ReadingCourse Learning Outcomes


Apply active/close reading strategies to reading and annotating academic text and responding to commonreading test items.

1.

Identify common rhetorical modes and elements of academic text and apply appropriate strategies for organizinginformation from texts.

2.

Apply strategies for summarizing important information from text and correctly attributing text to a source. 3.






ELIC 915—ACADEMIC LANGUAGE SKILLS: WRITING 0 UNITS


This course provides academic English language instruction in the area of academic writing skills andstrategies with emphasis on an overview of paragraph organization and development, essay organization,and use of outside sources. Native English speakers may also benefit from the instruction and arewelcome to take the course. Course is repeatable. Field trips are not required. (Non-Graded course)

I.


COURSE CONTENT

Required Content:

Instruction on skills, strategies, and language content should be taught in the context of a topic ortheme that is engaging to students.

ParagraphsA.

Paragraph elements and organization1.

Paragraph topic development, expansion, and explanation2.

Language for moving from one paragraph element to another3.

Paragraph unity and coherence4.

Essay Organization and DevelopmentB.

Essay elements and organization1.

Idea development strategies2.

Language for moving from one essay element to another3.

Information flow principles4.

Quoting and Citing SourcesC.

Reasons for using quotations and in-text citations1.

1.

A.

II.




Language, punctuation, and format for quotations and in-text citations2.

Works Cited entry elements3.

In-Class Writing ExamsD.

Analyzing prompts1.

Strategies for organizing and writing under time pressure2.

Strategies for editing under time pressure3.


Advisories


1.



A.


2.

B.

HOURS AND UNITS


C.





3.


D.




1.

E.










Work with a partner to discuss the topic for a paragraph with a list of supporting ideas andevidence. Discuss which ideas are not relevant to the paragraph topic and why.

A.

Work with a partner to mark and identify the various parts of two essays. Evaluate theeffectiveness of the introductory material, body material, and concluding material in each byanswering the discussion questions with your partner. Use rubrics that the instructor gives youand discuss why one might be passing and another not passing.

B.

2.



1.

F.



Identify and evaluate paragraph and essay elements, organization, development, unity, andcoherence.

a.

Demonstrate use of academic language for quoting outside sources and connecting informationin essays and paragraphs.

b.

Apply writing strategies for development and organization of ideas on out-of-class and in-classwriting tasks.

c.

1.

A.

III.


Class session activities (teacher-observed student participation)1.

Editing exercises2.


A.

SUMMATIVE EVALUATION B.

IV.




Test(s)1.




ELIC - 915: Academic Language Skills: WritingCourse Learning Outcomes


Identify and evaluate common elements in paragraphs and essays. 1.

Apply strategies for writing in test-taking situations. 2.

Demonstrate use of academic language to quote outside sources in text and create a Works Cited page. 3.





ELW 901 OVERVIEW The following information will appear in the 2020 - 2021 catalog

ELW 901—BEGINNING ENGLISH FOR LIFE AND WORK 0 UNITS

Formerly listed as: ESL - 901: ESL: Beginning,ESL - 901: ESL: Beginning English for Lifeand Work 90 Lecture Hours = 90 Total Student Learning Hours

Beginning English for non-English speakers. Emphasis on beginning spoken English and basic literacy.Course is repeatable. Field trips might be required. (P/NP or SP)

I.


COURSE CONTENT

Required Content:

I. Life and Workskills Competencies: Course work is organized around practical survivalsituations. Language skills and lexical and structural knowledge are introduced and developed withinthe context of these situations. Sequence and emphasis are to be determined by instructoraccording to needs of students.

Identification and Personal InformationA.

introductions1.

names2.

addresses3.

countries of origin4.

telephone numbers5.

basic personal information statements and questions 6.

SchoolB.

common vocabulary and expressions related to classroom objects1.

instructions2.

school procedures 3.

Social InteractionC.

common vocabulary and expressions related to greetings1.

1.

A.

II.


Meeting Date: 10/22/2019 ELW 901EFFECTIVE: Summer 2020 Discipline(s)

ACTIVE COURSE ESL (M) ESL: Noncredit (NM)

family2.

personal feelings and emotional states3.

preferences, agreement/disagreement, and likes/dislikes4.

common courtesy expressions5.

free-time activities6.

workplace activities7.

telephone messages8.

HomeD.

vocabulary of rooms1.

common home furnishings and appliances2.

terms and expressions related to renting an apartment/house3.

household chores4.

FoodE.

vocabulary for common fruits and vegetables1.

breakfast, lunch, dinner, and menu items2.

basic quantifier and container terms3.

OtherF.

some colors (10) and shape (6) names1.

vocabulary related to clock time, days of week, months, and dates 2.

II. Language Skills: Skill development to be promoted within the context of practical survivalsituations. It should be noted that there are no pre-requisite skills assigned to this course. Therefore,instructors should not assume even basic literacy skills in English on the part of students. Emphasison phonics and literacy skills should be part of the course content if the teacher determines the classwould benefit from such instruction.

ReadingA.

Roman alphabet1.

letter recognition and alphabetical order2.

elementary phonics, words and brief paragraphs3.

interpreting maps, telephone messages, store receipts, ads, menus, personal informationforms, schedules, and signs

4.




WritingB.

writing of Roman alphabet, upper and lower case1.

spelling of some words used in reading and speaking exercises demonstrating:2.

spatial conventions and word separationa.

elementary conventions of punctuation and capitalization in lists and sentences, dictations,simplified personal information forms, simplified applications, directions, telephonemessages, and schedules

b.

Oral/Aural SkillsC.

English sounds and listening discrimination1.

understandable pronunciation of classroom vocabulary, names and vocabulary used in givingpersonal information, letters of alphabet, numbers, and words

2.

development of general spoken skills in and comprehension of personal information,directions, dictations, messages, brief conversations, and items related to basic literacy andnumeracy

3.

Grammar (instruction of grammatical structures may be non-sequential and all content shouldbe considered introductory)

D.

explicit and comprehensive instruction resulting in student-generated usage of:1.

simple present of the be verba.

statements in full forms and contractionsi.

yes/no and Wh- questionsii.

subject pronounsb.

imperativesc.

simple presentd.

affirmative and negative statementsi.


prepositions of time (in, at, on, from, to)e.

singular and plural nounsf.

present continuousg.


yes/no questionsii.




short answersiii.

there + be statements and questions in simple presenth.

prepositions of place (in, across from, next to, on, between)i.

Note: additional grammar instruction and supplemental activities are often necessary for sufficientacquisition of structures.


Health and EmergencyA.

common vocabulary and expressions related to body parts, basic medical instructions,common health problems, medicine and dosages, and emergency situations

1.

Shopping and Money

common vocabulary for American currency1.

making change2.

counting of money3.

clothing names, shopping places, and sizes4.

basic terms related to weights and measures5.

B.

OccupationsC.

vocabulary for common occupational names and job skills1.

Community and TransportationD.

vocabulary and simple expressions related to places in the community, modes oftransportation, and simple directions

1.

2.

HOURS AND UNITS

0 UnitsINST METHOD TERM HOURS UNITSLecture 90Lab 0Discussion 0

B.




Activity 0


Presentation of material in multiple media formats including computer projection, audio and video,PowerPoint, pictures, realia, and whiteboard

1.

Modeling of target language in controlled and communicative contexts2.

Instructor-facilitated use of aural comprehension and listening discrimination drills and exercises3.

Instructor-facilitated choral, small group, and pair practice with dialogues, brief role-plays andmini-presentations, and other language improvisation and structured language invention exercises

4.

Modeling of and feedback on word and sentence level dictation and editing type activities5.

Computer-assisted language learning activities6.

Field trips to workplaces, other locations on campus, and locations in the community7.

C.



Daily individual, pair, and small group speaking and listening practice and discussion of contenttopics to develop fluency and pronunciation

A.

Daily reading exercisesB.

letters, words, lists, sentences, dialogues, phonics exercises1.

brief paragraphs and stories2.

simplified maps, telephone messages, store receipts, advertisements, menus, personalinformation forms, schedules, etc.

3.

Daily writing practice demonstrating basic competency in spelling, capitalization, punctuation,and spatial conventions in

C.

dictation activities, including letter-by-letter word dictation and simple sentence dictation1.

completion of personal information forms, directions, telephone messages, schedules, etc. 2.

error correction based on instructor feedback3.

Daily comprehension and practice activities from student book and work book completed inclass and as homework

D.

Two graded oral activities (e.g. brief interviews, role-plays, recorded voicemails to instructor,mini-presentations, etc.)

E.

Multiple times per week quizzesF.

Weekly testsG.

1.


2.

D.




Your group is moving to a town or city. You want to be near places in the community that areimportant to you. Look in your picture dictionary. Write one list with five of these places. Putthem in order of importance, with the first place being the most important. Ask a volunteer fromyour group to write the list on the board. Discuss and compare the lists as a class. Do any havea similar order?

A.

For homework, write five sentences about the place where you live using simple presenttense, prepositions, and there is/there are. Also, draw or find a photo of your neighborhood.Be prepared to show a picture or drawing of your neighborhood to a group or the class.Practice describing the place where you live using the sentences you wrote but withoutreading them. Your instructor will grade your presentation and written work for yourpronunciation, grammar usage, spelling, capitalization, punctuation, fluency, and physicalpresentation. You will edit and revise any errors on your sentences for a final grade.

1.

Read the short paragraph about Marta's personal information and her family. Answer thecomprehension/interview questions about Marta using the information from the paragraph with apartner.

B.

For homework, look at the application form requesting personal and family information.Complete the form based on the information that you read about Marta. Also, complete thesame form with your own personal and family information. Be prepared to ask and respond toquestions about personal and family information with a partner in class.

1.

Listen and repeat the words and phrases of daily activities on the page in your student book.Then do the following:

C.

Circle three free-time activities. Write the words. Underline three workplace activities. Writethe words. Check three household chores. Write the words. Then walk around the class andask your classmates what free-time activities, workplace activities, and household choresthey like or dislike doing using the grammar from the unit. Write their names next to theactivities. When the activity is finished, talk with your partner using complete sentences to tellwhich classmates like or dislike certain activities.

1.

For homework, study the vocabulary for a quiz and dictation the following day.2.

Activities adapted from Future Intro Student Book by Pearson/Longman. Please note that the activitydirections are for the instructor's use and will likely need to be adapted for the ELW 901 level.


Book: Saslow, J. (2003). Literacy Plus B (1st/e). White Plains, NY Pearson/Longman. 1.

Book: Jayme Adelson-Goldstein (1998). The Oxford Picture Dictionary (1st/e). Boston, MA OxfordUniversity Press.

2.

Book: Lynn, Sarah et al. (2020). Future Intro - Student Book with Pearson Practice App &MyEnglishLab (2nd/e). Hoboken, NJ Pearson Education.

3.

Book: Gramer, M. (2002). The Basic Oxford Picture Dictionary (2nd/e). Boston, MA OxfordUniversity Press.

4.

Book: Heyer, S. (2005). All New Very Easy True Stories (1st/e). White Plains, NY Pearson/Longman. 5.

Book: Wiley, K. (2001). FastTrack Phonics (1st/e). White Plains, NY Pearson/Longman. 6.

Book: Bliss, B. and Molinsky, S. (2007). Word by Word Picture Dictionary (2nd/e). White Plains, NY7.

E.




Pearson/Longman.

Other: IMPORTANT NOTE: It should be noted that the Future Intro student book and MyEnglishLabbundle is to be used as the core text for the class along with a reading text (e.g. All New Very EasyTrue Stories).

All other texts listed in addition are for supplemental use. Class sets of some of the additionally listedtexts are available to instructors - thus the reason for sometimes older editions.

ISBN for Book 3, Future Intro: 978-0-13-527830-7.

8.



Respond understandably in oral or written English to spoken or written questions regardingpersonal identification (name [stating name and spelling name orally], address, phone, familymembers, etc.).

a.

Respond to common directions and requests encountered in typical classroom activities; namecommon classroom objects; demonstrate use of vocabulary related to clock time, days of week,months, and dates.

b.

Express everyday greetings, courtesy expressions, statements of preference, feelings,agreement, and other common expressions useful in social interaction including discussion offree-time and workplace activities and use of language in telephone messages.

c.

Name common home furnishings, appliances, and rooms; name everyday objects and householdactivities and chores related to renting an apartment/house.

d.

Name common fruits, vegetables, and other food items and use terms related to basic quantifiersand containers.

e.

Use expressions and vocabulary related to content items with understandable pronunciation;give increasingly accurate pronunciation to most English vowel and consonant sounds (inresponse to teacher/speaker model).

f.

Name in random order and recite in order the letters of the Roman alphabet; read orally simplewords and sentences; read and interpret brief paragraphs, maps, telephone messages, storereceipts, ads, menus, personal information forms, schedules, and signs.

g.

Write from dictation in random order upper and lower case forms of letters of the Romanalphabet; write from memory or dictation some words and short sentences; show understandingof spatial conventions, word separation, and elementary punctuation and capitalization used inEnglish writing; write basic directions, telephone messages, and schedules; complete simplifiedpersonal information forms and job applications.

h.

Demonstrate accurate use of basic and introductory grammatical structures studied at thebeginning level and apply to speaking, writing, and editing of work: simple present of the BEverb, subject pronouns, simple present tense including information (Wh-) and yes/no questionsin simple present, imperatives, prepositions of place and time, singular/plural nouns, presentcontinuous in affirmative and negative statements, yes/no questions, and short answers, andthere + be in statements and questions in simple present.

i.

Count and read in random order cardinal numbers to 100 and ordinal numbers from 1st - 31st;write numbers from slow dictation including dates, clock time, addresses, prices, etc.

j.

Give and comprehend basic directions using prepositions of place. k.

Identify, recognize, and differentiate using sound and letter correspondence between a numberl.

1.

A.

III.




of consonant and vowel sounds.

State and identify basic colors and shape names. m.


Name major body parts accurately and express statements regarding common health problemsor the more typical kinds of emergency situations.

a.

Name American currency and coins; count money; name common items of clothing, colors, andsizes.

b.

Name (from pictures showing workers' activities) at least 15 common occupations and commonjob skills.

c.

Name (given picture or other cue) most common public services, places in the community, andmodes of transportation.

d.

2.


Regular teacher observation of class activities1.

Quizzes and examinations including but not limited to vocabulary items, student-generated writtenwork, listening and reading comprehension, editing practice, dictation, sentence transformation, andcloze passages

2.

Written homework assignments3.

Student book and workbook assignments4.

Computer-related tasks5.

Feedback on performance in oral tasks including but not limited to pronunciation, fluency, physicaldelivery, and language usage

6.

A.


Pre-and post-testing of specified competencies1.

Comprehensive final exam

Note: Although no grade or course credit is granted, the administration of formal assessment servesseveral important functions: 1) It helps the instructor in planning the sequence and pace ofinstruction. 2) It introduces students to the procedures and formalities of school test situations,preparing them for transfer into credit and vocational classes. 3) Provides a method of accountabilityfor student progress and success.

2.

B.

IV.




ELW - 901: Beginning English for Life and WorkCourse Learning Outcomes


Demonstrate accurate use of English grammar and vocabulary at a beginning level in a variety of commonlife-skill situations.

1.

Read and interpret simplified short reading selections about everyday life and work situations demonstratingbasic literacy and numeracy competence in the English language at the beginning level.

2.

Write sentences with effective support of ideas and utilizing accurate basic punctuation, capitalization, spelling,and spatial conventions at a beginning level.

3.






ELW 902—ELEMENTARY ENGLISH FOR LIFE AND WORK 0 UNITS

Formerly listed as: ESL - 902: ESL: Elementary English for Life and Work,ESL - 902: ESL:Lower Elementary 90 Lecture Hours = 90 Total Student Learning Hours Prerequisite: Satisfactory completion of ELW 901.

Elementary English with emphasis on spoken English for practical needs and preparation for transitioninto academic ESL classes. Course is repeatable. Field trips might be required. (P/NP or SP)

I.


COURSE CONTENT

Required Content:

I. Life and Workskills Competencies: Course work is organized around practical survival andlife situations. Language skills, lexical and structural knowledge are introduced and developed withinthe context of these units. Sequence and emphasis are to be determined by instructor according toneeds of students.

Social InteractionA.

vocabulary, expressions, and use of language related to small talk topics:1.

schoola.

familyb.

daily routinesc.

leisure activitiesd.

use of cardinal and ordinal numbers in everyday conversation for dates, times, and calendarinformation

2.

social functions3.

expressions of personal condition and feelinga.

likes/dislikesb.

wants/preferencesc.

adviced.

directionse.

1.

A.

II.




directionse.

physical descriptions of peoplef.

requests for informationg.

explanation of past and present activitiesh.

HealthB.

vocabulary, expressions, and use of language related to:1.

body partsa.

symptomsb.

illnessesc.

remediesd.

states of healthe.

medical occupationsf.

services, medical appointments, medical exams, and medicine labelsg.

Home and HousingC.


home furnishings and appliancesa.

roomsb.

home safetyc.

housing options, housing advertisements, and rental proceduresd.

OccupationsD.


names of occupationsa.

workplaces, work forms, and work schedulesb.

job duties and skillsc.

FoodE.


common foodsa.




ordering of meals in a restaurantb.

food preparationc.

nutritiond.

food labelse.

weights and measurementsf.

supermarket advertisements g.

Shopping and MoneyF.


American currency and counting moneya.

checksb.

clothing namesc.

colors, shapes, and sizesd.

basic terms and expressions related to returning itemse.

Community and TransportationG.


places in the communitya.

community events and resourcesb.

modes of transportationc.

use of public transportationd.

bus routesi.

directionsii.

schedulesiii.

faresiv.

traffic and transportation signse.

simple directionsf.

within a buildingi.

around campus or townii.

II. Language Skills: Development may be promoted largely within the context of lifeskill situations.Division: Literature & Language Arts 3 of 12 Printed on: 05/19/2020 10:13 AM



II. Language Skills: Development may be promoted largely within the context of lifeskill situations.

ReadingA.

paragraphs and brief articles of 200-300 words1.

reading of schedules, labels, forms, directions, etc. at the elementary level2.

WritingB.

correct spelling of common words occurring in oral practice1.

correct sentences at the elementary level applying basic rules of spelling, capitalization, andpunctuation

2.

Four to six life-style writing tasks such as completing simplified forms and applications, shortnotes, e-mails, and messages

3.

Four to six short or guided compositions on topics related to the content4.

Oral/Aural SkillsC.

English sounds and listening discrimination1.

understandable pronunciation of numbers and personal information2.

development of general spoken skills in and comprehension of:3.

directions, messages, brief dialogues, interviews, and phone messages in a variety of lifeand work situations

a.

Grammar: (instruction of grammatical structures may be non-sequential)D.

review and expansion of previously learned tenses and other grammatical structures1.


simple presenta.

statementsi.


articlesb.

plurals c.

possessive adjectivesd.

present continuouse.

review for current actionsi.




with a future time expression for future timeii.

prepositions of place and timef.

count/non-count nounsg.

simple past (intro)h.

use of should for advicei.

**Note: additional writing instruction and supplemental activities are necessary for sufficientacquisition of writing skills.

**Note: additional grammar instruction and supplemental activities are often necessary for sufficientacquisition of structures.


SchoolA.


the classroom, school personnel, school procedures, notes to school, test-taking andinstructions on tests, school registration forms, study skills, habits, learning strategies, andgoal setting

a.

Job SeekingB.


interviewsa.

job applicationsb.

job advertisements c.

Pronunciation and Aural Comprehension:C.

-s/-es/-ing/-ed endings1.

intonation2.

yes/no questionsa.

Wh- questionsb.

word stress in compound nouns3.

can/can't4.

vocabulary studied5.

2.




aural comprehension6.

major contractionsa.

some reductions and linkingb.

listening discrimination7.


Prerequisites

Satisfactory completion of ELW 901.

1.


Respond to spoken or written questions regarding personal identification (name, address,phone, family members, etc.) and respond understandably in oral or written English; spell nameorally

A.

Respond to common directions and requests encountered in classroom activities; namecommon classroom objects; demonstrate use of vocabulary related to clock time, days of week,months, and dates

B.

Express everyday greetings, courtesy expressions, statements of preference, feelings,agreement, and other common expressions useful in social interaction including discussion offree-time and workplace activities and use of language in telephone messages.

C.

Name common home furnishings, appliances, and rooms; name everyday objects and activitiesrelated to renting an apartment/house

D.

Name common fruits, vegetables, and other food items and use terms related to basicquantifiers and containers

E.

Use expressions and vocabulary encountered in class with understandable pronunciation; giveincreasingly accurate pronunciation to most English vowel and consonant sounds (in responseto teacher model)

F.

Name in random order and recite in order the letters of the Roman alphabet; read orally simplewords and sentences; read and interpret brief paragraphs, maps, telephone messages, storereceipts, ads, menus, personal information forms, schedules, and signs

G.

Write from dictation in random order upper and lower case forms of letters of the Romanalphabet; write from memory or dictation some words and short sentences from oral classroomactivities and reading; show understanding of spatial conventions, word separation, andelementary punctuation and capitalization used in English writing; write basic directions,telephone messages, and schedules; complete simplified personal information forms and jobapplications

H.

Demonstrate accurate use of basic and introductory grammatical structures studied at thebeginning level and apply to speaking, writing, and editing of work: simple present BE verb,subject pronouns, simple present tense including information and yes/no questions in simplepresent, imperatives, prepositions of place and time, singular/plural nouns, present continuousin affirmative and negative statements, yes/no questions, and short answers, and there + be instatements and questions in simple present.

I.

Count and read in random order cardinal numbers to 100 and ordinal numbers from 1st - 31st;write numbers from slow dictation including dates, clock time, addresses, prices, etc

J.

Give and comprehend basic directions using prepositions K.

2.

B.




Identify, recognize, and differentiate using sound and letter correspondence between a numberof consonant and vowel sounds

L.

HOURS AND UNITS


C.


Presentation of material in multiple media including computer projection, audio and video,PowerPoint, pictures, realia, and whiteboard

1.

Instructor-facilitated use and assignment of aural comprehension and listening discrimination drills2.

Instructor-facilitated choral, small group, and pair practice with dialogues, discussion, and otherspeaking activities including role plays, interviews, mini-presentations, and other languageimprovisation and structured language invention activities

3.

Modeling of and feedback on written practice of words, sentences, short paragraphs, and editingactivities

4.

Instruction of grammatical structures inductively through controlled and communicative practice ofdialogues, explanations, written exercises, oral activities, and expressions used in lifeskills contexts

5.


Field trips to workplaces, other locations on campus, and locations in the community7.

D.



Daily individual, pair, and small group discussion of content topics and speaking andlistening practice of dialogues, readings, and vocabulary for memorization, fluency, andpronunciation

A.

Daily reading exercisesB.

paragraphs and brief articles of 200-300 words1.

schedules, labels, forms, directions, etc.2.

Daily writing practice using correct spelling, capitalization, spacing, and punctuationC.

dictations: vocabulary, sentences, dialogues1.

sentence building and completion, dialogue composition2.

error correction based on regular instructor feedback3.

1.

E.




Daily comprehension and practice activities from student book and work book completed inclass and as homework

D.

Four life-skills writing tasks per termE.

completing simplified forms, short notes or messages, emails, or postcards1.

Four multi-draft short or guided passages per term on content topics with effective support ofideas

F.

Two graded oral activities per term (e.g. brief interviews, role-plays, recorded messages, ordialogues)

G.

Multiple times per week quizzesH.

Weekly testsI.


Listen to and read the conversation about family members. Then listen and repeat. Notice thevocabulary words used. Practice the conversation with a partner and substitute new words todescribe your own family.

A.

For homework, read the paragraph about Isaac's family and draw your own family tree usingyour personal information. Write a short paragraph about your own family using Isaac'smodel. Be sure to use correct spelling, possessives, capitalization, punctuation, and spacing.Be prepared to share your family tree and information in a small group the following day andturn in your paragraph to your instructor. You will revise your paragraph based on instructorfeedback for a final grade.

1.

Read the e-mail. Then answer the questions about directions in the e-mail in completesentences. Now, write an e-mail to a friend using the model as an example. In the e-mail, giveyour friend directions to your home. Use true or made-up information. Practice using theprepositions and vocabulary from the unit. Be careful with spelling, capitalization, punctuation,spacing, and formatting. Send your e-mail to the instructor. The instructor will grade your work.Revise your work for this assignment for a final grade.

B.

Listen to the message of a mother calling a school office about a sick child. Listen and repeat.Then practice the message with a partner substituting different words for time, personalinformation, and illness. Be careful with your use of simple present and simple past statements.For homework, leave a message on your instructor's voicemail explaining an imaginaryabsence. Your instructor will grade your message based on your fluency, pronunciation, thecontent of your information, and language usage.

C.

Complete one of the following writing tasks as directed:D.

Write about all your jobs: past, present, and future.1.

Using a photograph of a family member, describe that person's physical characteristics.2.

Given a picture of a group of people, describe the clothing of one person. Exchange yourdescription with classmates. asking them to identify the person described.

3.

Write about the foods your family eats on special occasions.4.

Write about common free-time activities in your home country or in the United States.5.

2.




Given a picture, write about what the person(s) in the picture is/are doing.6.

After reading about or seeing a picture of a health problem, write advice. Next, submit thewriting to the instructor for feedback. Based on the instructor's comments, revise and edityour passage.

7.

Assignments taken and adapted from Future Level 1 Student Book by Pearson/Longman ashomework.


Book: Lynn, Sarah et al. (2020). Future Level 1 - Student Book with Pearson Practice App &MyEnglishLab (2nd/e). Hoboken, NJ Pearson Education.

1.

Book: Heyer, S. (2005). All New Easy True Stories (1st/e). White Plains, NY Pearson/Longman. 2.

Book: Goldstein, J.A. and Shapiro, N. (1998). The Oxford Picture Dictionary (1st/e). Boston, MAOxford University Press.

3.

Book: Bliss, B. and Molinsky, S. (2007). Word by Word Picture Dictionary (2nd/e). White Plains, NYPearson/Longman.

4.

Book: Bliss, B. and Molinsky, S. (2008). Side by Side 1 (3rd/e). White Plains, NY Pearson/Longman. 5.

Other: IMPORTANT NOTE: It should be noted that the Future 1 student book and MyEnglishLabbundle is to be used as the core text for the class along with a reading text (e.g. All New Very EasyTrue Stories).


Full ISBN for Future 1: 978-0-135-27831-4

6.

F.



Use vocabulary and expressions related to small talk (family members, use of cardinal andordinal numbers, dates, times, calendar information, in everyday conversations, holidays, dailyroutines, and description of leisure activities) and major social functions (e.g. expressing advice,like/dislike, requesting information, and describing physical attributes, explaining present andpast activities).

a.

Use vocabulary and expressions regarding health, symptoms of illness, doctor's appointments,and medicine.

b.

Use vocabulary and expressions related to occupations. c.

Use vocabulary and expressions related to family members, school, and physical descriptions. d.

Use vocabulary and expressions related to places in the community, public transportation, andsimple directions for getting around buildings, campus, or community.

e.

Use vocabulary and expressions related to food, food preparation, supermarket shopping, andordering meals in a restaurant.

f.

Use vocabulary and expressions related to shopping, American currency and coins, clothing,g.

1.

A.

III.




Use vocabulary and expressions related to shopping, American currency and coins, clothing,colors, and sizes; compute change.

g.

Read words, sentences, dialogues, paragraphs, and short articles of 200-300 words; understandcommon lifeskill materials such as schedules, labels, forms, and directions at the elementarylevel.

h.

Complete a variety of written tasks: write familiar words, expressions, and sentences frommemory or dictation using correct spelling, capitalization, and conventions of spacing andpunctuation; write original brief paragraphs, short notes, e-mails, and messages following writingmodels; complete simple application forms accurately and legibly.

i.

Demonstrate accurate use of elementary English grammatical structures and apply to speaking,writing, and editing of work: simple present tense, articles, plurals, possessive adjectives,present continuous for the future (intro with review of present continuous for current actions),prepositions of time and place, count and non-count nouns, simple past (intro), and "should" foradvisability.

j.


Pronounce English vowel and consonant sounds with increasing clarity; give understandablepronunciation and stress to words and expressions encountered in class activities; pronounceverb endings studied; use basic rules of intonation in questions.

a.

Use vocabulary and expressions related to job seeking. b.

Use vocabulary and expressions related to school activities. c.

2.


Regular teacher observation of class activities1.

Quizzes and examinations including but not limited to vocabulary items, student-generated writtenwork, listening and reading comprehension, editing practice, dictation, sentence transformation, andcloze passages

2.

Written homework assignments3.

Student book and workbook assignments4.

Computer-related tasks5.

Feedback on performance in oral tasks including but not limited to pronunciation, fluency, physicaldelivery, and language usage

6.

A.


Pre- and post-testing testing of specified competencies1.

Comprehensive final exam

Note: Although no grade or course credit is granted, the administering of some formal assessmentserves several important functions: 1) It helps the instructor in planning the sequence and pace ofinstruction. 2) It introduces students to the procedures and formalities of school test situations,preparing them for transfer into credit classes. 3) It provides a method of accountability for studentprogress and success.

2.

B.

IV.




ELW - 902: Elementary English for Life and WorkCourse Learning Outcomes


Demonstrate accurate use of English word order, grammar, and vocabulary at an elementary level in a variety oflife-skill situations.

1.

Read, interpret and respond to short reading selections about life, social, and work situations demonstratingcompetence in the English language at an elementary level.

2.

Write short passages with effective support of ideas and utilizing accurate word order, punctuation, capitalization,spelling, and spatial conventions at an elementary level.

3.






ELW 903—HIGHER ELEMENTARY ENGLISH FOR LIFE AND WORK 0 UNITS

Formerly listed as: ESL - 903: ESL: Higher Elementary,ESL - 903: ESL: Higher ElementaryEnglish for Life and Work 90 Lecture Hours = 90 Total Student Learning Hours Prerequisite: Satisfactory completion of ELW 902.

High elementary level English for speakers of other languages. Instruction and practice in listening,speaking, and reading and writing. Preparation for transition into academic ESL classes. Course isrepeatable. Field trips might be required. (P/NP or SP)

I.


COURSE CONTENT

Required Content:

I. Life and Workskills Competencies: Coursework is organized around practical life and survivalsituations. Language skills, lexical knowledge, and structural awareness are introduced anddeveloped within the context of these units. Sequence and emphasis are to be determined byinstructor according to needs of students.


vocabulary, expressions, and understanding of language related to small talk topics1.

familya.

friendsb.

past life eventsc.

responsibilitiesd.

free time activitiese.

daily activitiesf.

family activitiesg.

milestonesh.

problems at home, work, and schooli.

major social functions of language including:2.

1.

A.

II.




apologiesa.

likes/dislikesb.

complaintsc.

requestsd.

demandse.

regretsf.

sympathyg.

needs/wantsh.

invitationsi.

Home and HousingB.

vocabulary, expressions, and language related to:1.

home parts and furnishingsa.

housing optionsb.

seeking housing and dealing with landlordsc.

rental/lease agreementsi.

home repair problemsd.

types of repair peoplei.

EducationC.

vocabulary, expressions, and understanding of language related to:1.

American school systema.

school subjectsb.

school eventsc.

parent-teacher conferencesd.

behavioral problems in schoole.

completion of school enrollment formsf.

educational goal-settingg.

learning stylesh.

study skills and habitsi.




school resources j.

Occupations and Job SeekingD.


job responsibilitiesa.

work schedulesb.

work policiesc.

payroll issuesd.

employee manualse.

problems at workf.

occupational names and dutiesg.

Health E.


health problemsa.

symptomsb.

common injuriesc.

medical appointmentsd.

work absence reportse.

employee accident reportsf.

prescription medicine labels and instructionsg.

personal medical historyh.

II. Language Skills: Skill development may be promoted largely within the context of practicalsituations.

ReadingA.

300-400 words in length with a 600-800 word vocabulary level1.

dialoguesa.

signsb.

directionsc.

chartsd.

applicationse.




warningsf.

simplified reportsg.

lettersh.

short storiesi.

short articlesj.

Reading skills2.

topica.

main ideab.

important detailsc.

WritingB.

composition of original sentences1.

notes from texts and aural activities2.

multi-draft formal correspondence3.

note to an instructora.

brief work accident reportb.

directionsc.

paragraphs4.

narrative and descriptive elementsa.

increased accuracy in grammar, punctuation, capitalization, and spellingb.

writing of familiar sentences accurately from dictation5.

completion of accurate and legible information on application forms6.

Oral/Aural SkillsC.

development of spoken skills in and comprehension of conversations1.

brief reportsa.

interviewsb.

phone calls and messagesc.

descriptions/instructions d.







expansion of simple presenta.

adverbs of frequencyb.

review and expansion of simple pastc.

regular and irregular verb formsi.

affirmative and negative statementsii.

yes/no and Wh- questionsiii.

possessivesd.

adjectivesi.

nounsii.

prepositions of timee.

review and expansion of present continuousf.

future formsg.

will + base formi.

be going to + base formii.

object pronounsh.

modalsi.

prohibitioni.

permissionii.

necessityiii.

Note: additional writing instruction and supplemental activities may be necessary for sufficientacquisition of writing skills


Recommended Content: 2.




Vocabulary, Expressions, and Understanding of Language Related to:A.

Food1.

Shopping and Money2.

Emergencies3.

Job Search4.

help-wanted adsa.

job applicationsb.

availabilityi.

work experience/historyii.

interviews c.

Pronunciation/Aural ComprehensionB.

production of English vowel/consonant sounds1.

intonation2.

word and sentence stress of language studied3.

-s and -ed endings4.

listening discrimination5.

aural comprehension of important contractions and reductions (within the scope ofgrammatical structures studied at this level)

6.

GrammarC.

modals of ability1.

like, love, hate + infinitive2.

expansion of there + be 3.

simple present affirmative and negativea.

simple present questionsb.

intro to simple past c.


Prerequisites


1.

B.





Use vocabulary and expressions related to small talk (family members, use of cardinal andordinal numbers, dates, times, calendar information, in everyday conversations, holidays, dailyroutines, and description of leisure activities) and major social functions (e.g. expressing advice,like/dislike, requesting information, and describing physical attributes, explaining present andpast activities)

A.

Use vocabulary and expressions regarding health, symptoms of illness, doctor's appointments,and medicine

B.

Use vocabulary and expressions related to occupations C.

Use vocabulary and expressions related to family members, school, and physical descriptions D.

Use vocabulary and expressions related to food, food preparation, supermarket shopping, andordering meals in a restaurant

E.

Use vocabulary and expressions related to shopping, American currency and coins, clothing,colors, and sizes; compute change

F.

Read words, sentences, dialogs, paragraphs, and short articles of 200-300 words encountered inclass; demonstrate ability to understand common lifeskill materials such as schedules, labels,forms, and directions at the elementary level

G.

Complete a variety of written tasks: write familiar words, expressions, and sentences frommemory or dictation using correct spelling, capitalization, and conventions of spacing andpunctuation; write original brief paragraphs, short notes, e-mails, and messages following writingmodels; complete simple application forms accurately and legibly

H.

Demonstrate accurate use of elementary English grammatical structures and apply to speaking,writing, and editing of work: simple present tense, articles, plurals, possessive adjectives,present continuous for the future and current actions, prepositions of time and place, count andnon-count nouns, simple past, and "should" for advisability

I.

Use vocabulary and expressions related to places in the community, public transportation, andsimple directions for getting around buildings, campus, or community

J.

2.

HOURS AND UNITS


C.


Presentation of material in multiple media including computer projection, audio and video,PowerPoint, pictures, document camera, realia, and whiteboard

1.

Instructor-facilitated choral, small group, and pair practice with dialogues, discussion, and otherspeaking activities including brief role plays, interviews, mini-presentations, and other languageimprovisation and structured language invention activities

2.

Instructor facilitated listening discrimination or comprehension exercises3.

D.




Instructor facilitated and modeling of reading with comprehension and response exercises4.

Modeling of and feedback on dictation, sentence writing, and multi-draft brief compositionassignments incorporating error pattern analysis and editing

5.


Field trips to workplaces, other locations on campus, and locations of occupational training7.



daily individual, pair, and small group discussion of content topics and speaking and listeningpractice of dialogs and vocabulary for memorization, fluency, and pronunciation

A.

daily reading exercises: B.

dialogues, simplified manual excerpts1.

schedules, advertisements, charts, maps, timelines2.

short stories and articles of increasing complexity and length (300-400 words) 3.

reading skill practice in identifying topic, main idea, and details4.

daily and weekly writing exercises and assignments using increased accuracy in grammar,spelling, capitalization, and punctuation

C.

dictations: sentence building and completion 1.

brief responses to text and guided writing assignments;2.


daily and weekly comprehension and practice activities from student book and work bookcompleted in-class and as homework

D.

four 1-paragraph-multi-draft assignments per term containing narrative and descriptive elementsand effective support of ideas.one multi-draft formal correspondence assignment

E.

two graded oral activities per term (e.g. mini-presentation, role-play, voice recording or message)F.

multiple times per week quizzesG.

weekly testsH.

1.


Review the grammar chart on the use of simple past tense verbs. Complete the letter. Use thesimple past tense of the words in parentheses.

A.

Now read Kathy's to-do list and look at the pictures of the things she did after work today.Check the things Kathy did on the list.

1.

2.

E.




In pairs, talk about what Kathy did and did not do after work. Talk with a partner and tellhim/her five things you did or did not do last week.

2.

Next, write your own letter using the example on this page. Practice using correct spelling,punctuation, formatting, capitalization, and verb forms in writing your letter. Work with a tutoron revising and editing your paragraph before you turn it in to the instructor. You will analyzeyour most common error patterns and edit and revise the language in this assignment multipletimes for a final grade.

3.

Look at the pictures and vocabulary of how students behave in school. Listen to theconversation. Mr. and Mrs. Smith got a call from their son's teacher. What trouble is their sonhaving in school?

B.

Answer the post-listening questions. Listen again and pay special attention to thepronunciation of possessives in the conversation. Underline all the possessive nouns youhear.

1.

Practice the conversation in pairs. Then make new conversations by substituting thevocabulary you learned. Role-play one of your conversations in front of the class. The teacherwill listen and evaluate your fluency and pronunciation of possessives.

2.

Next, discuss in a group of three. What should Mr. and Mrs. Smith do about the problems theirson is having in school?

3.

Have you ever been in an accident at work? What information do you think you should give toyour employer if you are in an accident? Read the form. Find accident, work location, and required medical attention. What do these words mean?

C.

Imagine you had an accident at work. Complete the form with information about the accident.1.

Look at the pictures of everyday objects in the home. Which of these objects can be dangerous? D.

For homework, read the article Accidents Will Happen and complete the questions about thereading. Were your guesses about the dangers of the everyday objects correct? Look atParagraphs 2, 3, and 4. Highlight which sentence in each paragraph gives the main idea.Mark the sentences that contain supporting details. Use these notes to study for a readingquiz.

1.

In class, in pairs, discuss how safe your home is. What can you do to make it safer?2.

For homework, write a paragraph about the safety of your home. Look at the model anddirections at the back of your book. Practice using correct spelling, punctuation, formatting,capitalization, and verb forms in writing your letter. Work with a tutor on revising and editingyour paragraph before you turn it in to the instructor. You will analyze your most commonerror patterns and edit and revise the language in this assignment multiple times for a finalgrade.

3.

Examples of assignments and exercises taken from Future Level 2 by Pearson/Longman.


Book: Lynn, Sarah, Magy, Ronna, & Salas-Isnardi, Federico (2020). Future Level 2 - Student Bookwith Pearson Practice English App & Workbook (2nd/e). Hoboken, NJ Pearson Education.

1.

Book: Sandra Heyer (2007). True Stories in the News (3rd/e). White Plains, NY Pearson/Longman. 2.

Book: Bliss, B. and Molinsky, S. (2006). Word by Word Picture Dictionary (2nd/e). White Plains, NY3.

F.




Pearson/Longman.

Book: Adelson-Goldstein, J. and Shapiro, N. (1998). The Oxford Picture Dictionary (1st/e). Boston,MA Oxford University Press.

4.

Other: IMPORTANT NOTE: It should be noted that the Future 2 student book + workbook + appbundle is to be used as the core text for the class along with a reading text (e.g. True Stories).


ISBN for Future Level 2 Student Book + Workbook + Pearson App bundle: 978-0-13-535828-3

5.



Use vocabulary and expressions related to small talk topics (e.g. family, friends, past life events,responsibilities, free-time activities, daily activities, family activities, milestones, problems athome, work, and school) and major social functions of language (e.g. apology, likes/dislikes,complaint, request, demand, regret, sympathy, needs, wants, invitations, etc.).

a.

Use vocabulary and expressions related to housing options, rental agreements, housingproblems, seeking housing, and dealing with landlords.

b.

Use vocabulary related to the American school system, school subjects, school events,parent-teacher conferences, behavioral problems in school, completion of school enrollmentforms, educational goal setting, learning styles, study skills and habits.

c.

Use vocabulary, expressions, and abbreviations related to job duties, work history, workschedules, payroll issues, work policies, employee manuals, and problems at work.

d.

Use vocabulary and expressions related to health problems, symptoms, common injuries,medical appointments, work absence reports, employee accident reports, prescription medicinelabels and instructions, and personal medical history.

e.

Read dialogues, signs, directions, warnings, applications, simplified reports, letters, short stories,and short articles up to a 600-800 vocabulary word level and 300-400 words in length identifyingtopic, main idea, and important details.

f.

Complete a variety of written tasks: original sentences; notes from texts and aural activities;multi-draft formal correspondence and paragraphs with narrative and descriptive elements, usingincreased accuracy in grammar, punctuation, capitalization, and spelling; write familiarsentences accurately from dictation; complete information on application forms accurately andlegibly.

g.

Demonstrate accurate use of grammatical structures studied at the high-elementary level andapply to individual error analysis activities and editing of student writing: review and expansion ofsimple present, adverbs of frequency, there + be in simple present, simple past, possessives,wh-questions, prepositions of time, present continuous, future forms, and introduction of modalsof necessity, prohibition, and permission, and object pronouns.

h.

1.


Use vocabulary related to alternative methods of purchase (cash, check, credit, debit); use basicvocabulary related to credit purchase agreements, comparative shopping; use vocabulary forclothing, materials, types of store sales, sale prices, discounts, sales receipts, and problems with

a.

2.

A.

III.




purchases.

Use vocabulary and expressions related to food containers and quantities, types of food stores,food on restaurant menus, nutrition, and food labels.

b.

Pronounce English vowel and consonant sounds, -s and -ed endings; use intonation inquestions; pronounce familiar words and expressions with increasing clarity using correct wordand sentence stress; interpret common contractions and reductions encountered in grammaticalstructures used at this level.

c.

Use vocabulary and expressions related to medical emergencies, dangerous situations, andhome safety.

d.

Use vocabulary and expressions related to work job applications, work experience/history, jobinterviews, and classified ads.

e.


regular teacher observation of class activities1.

quizzes and examinations including but not limited to vocabulary items, student-generated writtenwork, listening and reading comprehension, error analysis, editing exercises, dictation, sentencetransformation, and cloze passages

2.

written homework assignments3.

student book and workbook assignments4.

computer-related tasks5.

feedback on performance in oral tasks in areas including but not limited to fluency, physical delivery,content, and organization

6.

A.


pre-and post-testing of specified competencies1.

comprehensive final exam

Note: Although no grade or course credit is granted, the administering of some formal assessmentserves several important functions. 1) It helps the instructor in planning the sequence and pace ofinstruction. 2) It introduces students to the procedures and formalities of school test situations,preparing them for transfer into credit classes. 3) It provides a method of accountability for studentprogress and success.

2.

B.

IV.




ELW - 903: Higher Elementary English for Life and WorkCourse Learning Outcomes


Demonstrate accurate use of English word order, grammar, and vocabulary at a higher-elementary level in avariety of life-skill situations.

1.

Read, interpret, and respond to reading selections about everyday life, social, and work situations demonstratingcompetence in the English language at a higher-elementary level.

2.

Compose one-paragraph compositions with appropriate narrative and descriptive elements, effective support ofideas, and utilizing accurate word order, punctuation, capitalization, spelling, and spatial conventions at ahigher-elementary level.

3.






ELW 904—INTERMEDIATE ENGLISH FOR LIFE AND WORK 0 UNITS

Formerly listed as: ESL - 904: ESL: Intermediate,ESL - 904: ESL: Intermediate English forLife and Work 90 Lecture Hours = 90 Total Student Learning Hours Prerequisite: Satisfactory completion of ELW 903.

Intermediate level English for speakers of other languages. Instruction and practice in listening, speaking,reading, and writing with a greater emphasis on academic preparation. Course is repeatable. Field tripsmight be required. (P/NP or SP)

I.


COURSE CONTENT

Required Content:

I. Life and Workskills Competencies: Coursework is organized around practical life and survivalsituations. Language skills, lexical knowledge, and structural awareness are introduced anddeveloped within the context of these units. Sequence and emphasis are to be determined byinstructor according to the needs of students.


vocabulary, expressions, and understanding of language related to engaging in a variety ofconversational and social situations

1.

life in the United Statesa.

hopes and goalsb.

future plansc.

holidays and celebrationsd.

past life eventse.

accomplishmentsf.

problems at work, home, and schoolg.

educational and employment backgroundh.

national origini.

etc.j.

1.

A.

II.




vocabulary and expressions with alternative forms for major social functions of language2.

requesta.

permissionb.

advicec.

complaintd.

instructionse.

etc.f.

greetings and introductions3.

SchoolB.


school activitiesa.

library servicesb.

problems children have at schoolc.

educational goalsd.

resources for learning Englishe.

grading systemsf.

report cardsg.

parent-teacher meetingsh.

school correspondencei.

HomeC.


phone servicea.

utility billsb.

purchasesc.

directions and warnings related to household productsd.

product defectse.

comparative shoppingf.

exchangesi.




rebatesii.

Occupations and Job SeekingD.

vocabulary, expressions, and understanding of language for:1.

discussing occupational or career choicesa.

past work experienceb.

positive work behaviorc.

career goalsd.

letters of recommendatione.

job expectationsf.

job qualificationsg.

help-wanted ads and job announcements/job descriptionsh.

job application formsi.

job interviews j.

Travel SafetyE.


traffic reportsa.

car maintenanceb.

traffic accidentsc.

drivingd.

II. Language Skills: Skill development may be promoted largely within the context of practicalsituations.

ReadingA.

400-500 words in length with a 1200-1500 word vocabulary level1.

dialoguesa.

notesb.

formal documentsc.

short storiesd.

articlese.




Reading Skills2.

identification of main ideaa.

making inferencesb.

understanding of facts and opinionc.

understanding of meaning from contextd.

basic summary of important information for comprehension of texte.

WritingB.

composition of notes from text and aural activities1.

formal correspondence letters2.

problem/solutiona.

thanksb.

complaint/requestc.

one-two-paragraph compositions paragraphs incorporating3.

narrative and chronological cohesive elementsa.

logical grouping of ideasb.

topic sentencesc.

graphic organizersd.

other pre-writing strategies to plan writinge.

Oral/Aural SkillsC.

development of comprehension to conversations1.

announcements2.

radio programs3.

brief reports4.




review and expansion of simple present tensea.




review and expansion of nouns and quantifiersb.

review and expansion of simple pastc.

regular and irregular verb formsi.

affirmative and negative statementsii.

yes/no and Wh- questionsiii.

used to + base form verbd.

phrasal verbse.

noun clausesf.

reported speechi.

review and expansion of future formsg.

will + base formi.

be going to + base formii.

present continuous + future time expressioniii.

introduction to articlesh.

introduction to past continuousi.


yes/no questionsii.

Wh-questionsiii.

adjective + be + infinitive patternj.

introduction to comparative and equative forms of adjectivesk.

introduction to present perfectl.


past participle forms of irregular verbsii.

indefinite past eventsiii.

actions continuing to the present with 'since' or 'for'iv.


Recommended Content: 2.




Shopping and MoneyA.


alternative methods of purchase (cash, check, credit)a.

budgetingb.

opening a bank accountc.

common bank forms and credit applicationsd.

purchase agreementse.

advertisementsf.

bank statementsg.

HealthB.


eating habitsa.

family healthb.

dental healthi.

making, canceling, and rescheduling appointmentsc.

parts of the body and major internal organsd.

symptomse.

medical procedures and concernsf.

hospital facilitiesg.

immunizationsh.

common health problemsi.

interpretation and completion of a medical history formj.

On the JobC.


job safety hazards and health in the workplacea.

employee evaluationsb.





Prerequisites


1.


Use vocabulary and expressions related to small talk topics (e.g. family, friends, past life events,responsibilities, free-time activities, daily activities, family activities, milestones, problems athome, work, and school) and major social functions of language (e.g. apology, likes/dislikes,complaint, request, demand, regret, sympathy, needs, wants, invitations, etc)

A.

Use vocabulary and expressions related to housing options, rental agreements, housingproblems, seeking housing, and dealing with landlords

B.

Use vocabulary related to the American school system, school subjects, school events,parent-teacher conferences, behavioral problems in school, completion of school enrollmentforms, educational goal setting, learning styles, study skills and habits

C.

Use vocabulary, expressions, and abbreviations related to job duties, work history, workschedules, payroll issues, work policies, employee manuals, and problems at work.

D.

Use vocabulary and expressions related to health problems, symptoms, common injuries,medical appointments, work absence reports, employee accident reports, prescription medicinelabels and instructions, medical emergencies, dangerous situations, home safety, and personalmedical history

E.

Read dialogues, signs, directions, warnings, applications, simplified reports, letters, shortstories, and short articles up to a 600-800 vocabulary word level and 300-400 words in lengthidentifying topic, main idea, and important details

F.

Complete a variety of written tasks: original sentences; notes from texts and aural activities;multi-draft formal correspondence and paragraphs with narrative and descriptive elements,using increased accuracy in grammar, punctuation, capitalization, and spelling; write familiarsentences accurately from dictation; complete information on application forms accurately andlegibly

G.

Demonstrate accurate use of grammatical structures studied at the high-elementary level andapply to individual error analysis activities and editing of student writing: review and expansion ofsimple present, adverbs of frequency, there is/are, simple past, possessives, wh-questions,prepositions of time, and introduction to present continuous, future forms, modals of necessity,prohibition, and permission, and object pronouns

H.

2.

B.

HOURS AND UNITS


C.


Presentation of material in multiple media including overhead projection, audio and video,PowerPoint, pictures, realia, and whiteboard

1.

Instructor-facilitated choral, small group, and pair practice with dialogues, discussion, and other2.

D.




speaking activities include brief oral presentations

Instructor-directed role-playing, dramatizing, interviewing, and other language improvisation andstructured language invention exercises

3.

Modeling of and feedback on dictation, writing exercises, and multi-draft composition assignmentsincorporating error pattern analysis and editing

4.

Modeling of reading with comprehension and response exercises5.

Guest presentations that are adapted for language learners6.


Field trips to workplaces, other locations on campus, and locations of occupational training8.



daily individual, pair, and small group speaking and listening practice and discussion of contenttopics to develop oral/aural fluency and pronunciation

A.

daily reading exercisesB.

dialogues, advertisements, labels, schedules, notes, forms, 1.

formal correspondence, instructions, short stories, and articles of 400-500 words2.

developing reading skills3.

deducting meaning from contexta.

identifying main idea, making inferencesb.

understanding facts and opinionsc.

basic summarizing of important information demonstrating comprehension of the text4.

daily and weekly writing exercises and assignments using increased accuracy in grammar,spelling, and punctuation in

C.

dictations: sentence building and completion1.

guided writing assignments2.

utilizing graphic organizers and other pre-writing strategies to plan writing 3.


two graded oral activities/presentationsD.

daily/weekly comprehension and practice activities from student book and work book completedas homework for further interaction in class

E.

four multi-draft 1-3-paragraph compositions for academic, business, or civic purposes per term,including

F.

1.

E.




a formal business lettera.

a letter to an editorb.

at least two compositions utilizing narrative and chronological devices, logical groupingof ideas, topic sentences, effective support of ideas, cohesive devices, level-appropriatevocabulary, and correct formatting

c.

daily/weekly comprehension and practice activities from student book and work book completedas homework for further interaction in class

G.

multiple times per week quizzesH.

weekly/bi-weekly testsI.


Look at the vocabulary. The words describe problems with purchases (things you buy). Whichwords do you know? Look at the pictures of the vocabulary and listen. Listen again and repeatthe words.

A.

For homework, make study cards using the vocabulary phrases that refer to damage orcomplaints to prepare for an oral in-class activity. Write the problem on the front of the card.Write two things that you buy that can have the problem on the back of the card.

1.

In class, be prepared to work with a partner and write a short dialog between a customer andan appliance salesperson. Use the vocabulary you just learned to explain the problems withsomething you recently purchased. Turn in your dialogue to your instructor for grading.Perform your dialogue in front of the class. Your instructor will grade you on your languageuse, physical delivery, and fluency.

2.

In groups, answer the pre-reading discussion questions and practice using the key vocabularyfrom the article about job interviews.

B.

For homework, read the article. Before you read, look at the titles and headings of the article.These will help you understand the most important ideas before you begin reading. Afterreading, circle the main idea and answer the questions about the details of the article.

1.

Next, look at the article again and pay special attention to the boldfaced vocabulary words.Use these words in sentences of your own. Be prepared to share your example sentences inclass. Then complete the sentences on the following with the correct information from thearticle. Study your notes on this page in preparation for a reading quiz in class on main ideasand your own inferences about the article. Be prepared to discuss in groups your responsesto the opinion questions about the article.

2.

Look at the paragraph below about Jorge's past job experiences. What issues does he mentionin his paragraph (e.g. hours, job duties, manager, pay, pressure, safety/work conditions)?

C.

Next, talk with a partner about a job. It could be your job now, a job you had in the past, or thejob of a family member. What is good or bad about the job? Talk about the issues alreadymentioned or your own ideas.

1.

Write a paragraph about the job you discussed. Use Jorge's paragraph as an example. Whatis good or bad about the job? Check your writing using the checklist (Did you tell what the jobis? Did you explain what is good or bad about the job? Did you write your feelings about thejob? Did you check spelling, grammar, and format?). Work with a tutor on revising and editing

2.

2.




your paragraph before you type and turn it in to the instructor. You will analyze your mostcommon error patterns and edit and revise content, organization, and language in thisassignment multiple times for a final grade.

Example assignments taken and adapted from Future Level 3.


Book: Adelson-Goldstein, J. and Shapiro, N. (1998). The Oxford Picture Dictionary (1st/e). WhitePlains, NY Oxford University Press.

1.

Book: Bliss, B. and Molinsky, S. (2007). Word by Word Picture Dictionary (2nd/e). White Plains, NYPearson/Longman.

2.

Book: Heyer, S. (2009). More True Stories (3rd/e). White Plains, NY Pearson/Longman. 3.

Book: Lynn, Sarah, Magy, Ronna, & Salas-Isnardi, Federico (2020). Future Level 3 - Student Bookwith Pearson Practice English App & Workbook (2nd/e). Hoboken, NJ Pearson Education.

4.

Other: IMPORTANT NOTE: It should be noted that the Future 3 student book and workbook bundleis to be used as the core text for the class along with a reading text (e.g. More True Stories).


ISBN for Future 3 Student Book + Workbook + Pearson App: 978-0-13-535845-0

5.

F.



Use vocabulary, expressions, and language to engage in a variety of conversational and socialsituations (current and past events, goals, plans, difficulties, routines, requests for information,advice, instructions, and comparisons) with some ease in use of vocabulary and languagefluency.

a.

Use vocabulary and expressions related to school activities, library services, problems childrenhave at school, educational goals, resources for learning English, grading systems, report cards,parent-teacher meetings, and school correspondence.

b.

Use vocabulary and expressions related to phone service, utility bills, purchases, directions andwarnings for household products, product defects, comparative shopping, exchanges andrebates.

c.

Use vocabulary and expressions related to occupational or career choices, past workexperience, positive work behavior, career goals, letters of recommendation, job expectations,common job interview questions, job announcements, and job descriptions.

d.

Use vocabulary and expressions related to driving, traffic reports, car maintenance, and trafficaccidents.

e.

Read dialogs, formal documents, short stories, and articles of 400-500 words in length with a1200-1500 word vocabulary level identifying main idea, making inferences, distinguishingbetween facts and opinions, understanding meaning from context, and summarizing of importantinformation demonstrating comprehension of the text.

f.

1.

A.

III.




Complete a variety of academic and context-specific written tasks: notes from texts and auralactivities, formal correspondence (letters involving problem/solution, thanks, complaint/request)and one-two paragraph multi-draft compositions using narrative, comparative, and chronologicalcohesive elements, logical grouping of ideas, topic sentences, and pre-writing techniques andorganizers.

g.

Demonstrate accurate use of grammatical structures studied at the intermediate level and applyto individual error analysis activities and editing of student writing: introduction to article usage,past continuous, and adjective + be + infinitive pattern; review and expansion of simple present,nouns and quantifiers, future forms, simple past tense and used to, and phrasal verbs;introduction and focus on present perfect, noun clauses, comparatives and equatives.

h.


Use vocabulary and expressions related to eating habits, family health, dental health, making,canceling, and rescheduling appointments, parts of the body and major internal organs,symptoms, medical procedures and concerns, hospital facilities, immunizations, common healthproblems, and medical history forms.

a.

Use vocabulary and expressions related to job safety hazards and health in the workplace,employee evaluations, and employee training.

b.

Use vocabulary and expressions related to shopping, budgeting, purchase agreements, money,and banking.

c.

2.


regular teacher observation of class activities1.

quizzes and examinations including but not limited to vocabulary items, student-generated writtenpassages, listening and reading comprehension, error analysis, editing exercises, dictation, sentencetransformation, and cloze passages

2.

computer-related tasks3.

written homework assignments4.

student book and workbook assignments5.

feedback on performance in oral tasks in areas including but not limited to fluency, physical delivery,content, and organization

6.

A.


pre-and post-testing of specified competencies1.

comprehensive final exam

Note: Although no grade or course credit is granted, the administering of some formal quizzes servesseveral important functions. 1) It helps the instructor in planning the sequence and pace ofinstruction. 2) It introduces students to the procedures and formalities of school test situations,preparing them for transfer into credit classes. 3) It provides a method of accountability for studentprogress and success.

2.

B.

IV.




ELW - 904: Intermediate English for Life and WorkCourse Learning Outcomes


Demonstrate accurate use of English syntax, a variety of verb tenses and grammatical structures, and vocabularyat an intermediate level in a variety of social, community, and workplace situations.

1.

Read, interpret, and respond to reading passages in a variety of documents about everyday life, social, and worksituations demonstrating competence in the English language at an intermediate level.

2.

Compose one-to-three-paragraph compositions using basic paragraph form, topic sentences, effective support ofideas, cohesive devices, level-appropriate vocabulary, and accurate use of grammar at an intermediate level.

3.





EMS 311 OVERVIEW The following information will appear in the 2018 - 2019 catalog

EMS 311—PARAMEDIC THEORY 1 6 UNITS

108 Lecture Hours , 216 Outside-of-Class Hours = 324 Total Student Learning Hours Prerequisite: Satisfactory completion of ANAT 125 or PHYSO 101. Corequisite: Concurrent enrollment in EMS 312. Recommended for Success: Before enrolling in this course, students are strongly advisedto have at least one year full-time EMT work experience or equivalent, complete a collegelevel Medical terminology course,satisfactorily complete ENGL 101 or qualification by theMJC assessment process and satisfactorily complete MATH 89 or satisfactorily completeMATH 90 or qualification by the MJC assessment process and complete offered Paramedicpreparatory course(s) when available. Limitations on Enrollment: Enrollment limited to students who have a)Current EMTCertification or NREMT registration b)Possess a current basic cardiac life support (CPR) cardequivalent to the current American Heart Association's Guidelines for cardiopulmonaryresuscitation and Emergency Cardiovascular Care at the healthcare provider level. c)Possessa high school diploma or general education equivalent d)Complete a pre-enrollment EMSwritten and skills assessment test.

Offers general paramedic didactic education and training following the current Department ofTransportation National Emergency Services Education Standards(NEMSES) and California Code ofRegulations, Title 22. Includes cognitive content associated with: preparatory, anatomy and physiology,pharmacology, airway management, patient assessment and trauma patient management. Materials feerequired. Field trips might be required. Not repeatable. (A-F or P/NP) (C-ID: EMS-PM 100X)

I.


COURSE CONTENT

Required Content:

PreparatoryA.

EMS Systems1.

Research2.

Workforce Safety and Wellness3.

Documentation4.

EMS System Communication5.

Therapeutic Communication6.

Medical/Legal and Ethics7.

Anatomy and PhysiologyB.

1.

A.

II.

Division: Community Service/Public Safety 1 of 8 Printed on: 05/19/2020 10:15 AM

Meeting Date: 04/11/2017 EMS 311EFFECTIVE: Summer 2018 Discipline(s)

ACTIVE COURSE Emergency medical technologies (NM)

Medical Terminology1.

Pathophysiology2.

Life span DevelopmentC.

Pediatric1.

Adult2.

Geriatric3.

End of Life Issues4.

Public HealthD.

PharmacologyE.

Principles of Pharmacology1.

Medication Administration2.

Emergency Medications3.

Airway management, Respirations and Artificial VentilationF.

Basic and Advanced Airway Management1.

Respiration2.

Artificial Ventilation3.

Patient AssessmentG.

Scene Size-up1.

Primary Assessment2.

History Taking3.

Secondary Assessment4.

Monitoring Devices5.

Reassessment6.

Diagnosis and treatment of traumatic disordersH.

Trauma Overview1.

Bleeding2.

Chest Trauma3.




Abdominal and Genitourinary Trauma4.

Orthopedic Trauma5.

Soft Tissue Trauma6.

Head, Face, Neck and Spinal Trauma7.

Nervous System Trauma8.

Special Considerations in Trauma9.

Environmental Emergencies10.

Multi-System Trauma11.

Shock and ResuscitationI.


Prerequisites

Satisfactory completion of ANAT 125 or PHYSO 101.

1.

Co-requisites

Concurrent enrollment in EMS 312.

2.

Advisories

Before enrolling in this course, students are strongly advised to have at least one year full-time EMTwork experience or equivalent, complete a college level Medical terminology course,satisfactorilycomplete ENGL 101 or qualification by the MJC assessment process and satisfactorily completeMATH 89 or satisfactorily complete MATH 90 or qualification by the MJC assessment process andcomplete offered Paramedic preparatory course(s) when available.

3.

Limitations on Enrollment

Enrollment limited to students who have a)Current EMT Certification or NREMT registrationb)Possess a current basic cardiac life support (CPR) card equivalent to the current American HeartAssociation's Guidelines for cardiopulmonary resuscitation and Emergency Cardiovascular Care atthe healthcare provider level. c)Possess a high school diploma or general education equivalentd)Complete a pre-enrollment EMS written and skills assessment test.

4.


Describe the structure and function of cells. A.

Understand the clinical applications of anatomical structures. B.

Understand and describe membrane transfer mechanisms. C.

Evaluate sensory and motor pathways. D.

Formulate a field impression based on an analysis of comprehensive assessment findings,anatomy, physiology, pathophysiology, and epidemiology.

E.

Write essays in class and out of class that demonstrate competent control over writtenlanguage, including syntax, punctuation, grammar, and spelling.

F.

5.

B.




Add, subtract, multiply, and divide rational expressions. G.

Add, subtract, multiply, divide, or compose two given functions. H.

Health and Safety Skills/Restrictions Before entering the course, the student must demonstrate the following skill or condition:

Pass required Live scan background clearance. A.

Pass required Health screen clearance. B.

Pass required drug screen. C.

6.

HOURS AND UNITS

6 UnitsINST METHOD TERM HOURS UNITSLecture 108 6.00Lab 0 0Discussion 0 0Activity 0

C.


Lecture, as related to application of textbook material1.

Lecture by experts or leaders in specific fields relating to their area of expertise 2.

Use of audio-visual materials (photographic slides, videos, tapes, actual equipment, etc.)3.

Demonstration of skills by instructor followed by student practice of same and previously learned skillsunder supervision

4.

Problem-solving simulations. Table top and actual simulations which present the student with specificproblems, fixed or flexible resources, and require appropriate judgment and management. Theprogress of the simulation is dependent upon the students’ management divisions.

5.

Orchestrate simulation scenarios. In simulation scenarios, students have the opportunity to act asmedical provider, patient, and allied agency / bystanders.

6.

D.



Weekly reading assignmentsA.

Average of three chapters1.

Completion of the workbook activities for each chapter.2.

Per term, two papers are assignedB.

Weekly skills practice to ensure proficiencyC.

1.

E.




Vital Signs1.

Patient Assessment (medical)2.

Patient Assessment (trauma)3.


Students are placed in situational scenarios where they are expected to demonstrate their ability todiagnose and treat both medical and trauma patients.

Medical situationsA.

Respiratory distress, i.e., COPD, asthma, obstructed airway etc.1.

Cardiovascular Compromise, i.e., Congestive Heart Failure, Myocardial Infarction, Shock2.

Diabetes, both hyper and hypoglycemia3.

Childbirth4.

Cerebral Vascular Compromise and associated peripheral nervous system dysfunction5.

Traumatic situationsB.

Falls1.

Vehicle accidents2.

Blunt trauma3.

Penetrating trauma4.

Fractures5.

Organ injuries6.

2.


Book: Bryan Bledsoe (2017). Paramedic Care Principles & Practice, Vol. 1 (5th/e). Upper SaddleRiver, New Jersey Pearson.

1.

Book: Bryan Bledsoe (2017). Paramedic Care Principles & Practice, Vol. 2 (5th /e). Upper SaddleRiver, New Jersey Pearson.

2.


3.


4.


5.

F.

DESIRED LEARNING III.




OBJECTIVES


Integrate comprehensive knowledge of EMS systems, the safety/well-being of the paramedic,and medical/legal and ethical issues which is intended to improve the health of EMS personnel,patients, and the community.

a.

Integrate a complex depth and comprehensive breadth of knowledge of the anatomy andphysiology of all human systems.

b.

Integrate comprehensive anatomical and medical terminology and abbreviations into the writtenand oral communication with colleagues and other health care professionals.

c.

Integrate comprehensive knowledge of pathophysiology of major human systems. d.

Integrate comprehensive knowledge of life span development. e.

Apply fundamental knowledge of principles of public health and epidemiology including publichealth emergencies, health promotion, and illness and injury prevention.

f.

Integrate comprehensive knowledge of pharmacology to formulate a treatment plan intended tomitigate emergencies and improve the overall health of the patient.

g.

Integrate complex knowledge of anatomy, physiology, and pathophysiology into the assessmentto develop and implement a treatment plan with the goal of assuring a patent airway, adequatemechanical ventilation, and respiration for patients of all ages.

h.

Integrate scene and patient assessment findings with knowledge of epidemiology andpathophysiology to form a field impression. This includes developing a list of differentialdiagnoses through clinical reasoning to modify the assessment and formulate a treatment plan.

i.

Integrate assessment findings with principles of epidemiology and pathophysiology to formulatea field impression to implement a comprehensive treatment/disposition plan for an acutelyinjured patient.

j.

Integrate comprehensive knowledge of causes and pathophysiology into the management ofcardiac arrest and peri-arrest states.

k.

Integrate a comprehensive knowledge of the causes and pathophysiology into the managementof shock, respiratory failure or arrest with an emphasis on early intervention to prevent arrest.

l.

1.

A.


Weekly quizzes on assigned reading1.

Weekly skills testing2.

Weekly classroom topic discussion participation3.

A.


Written final examination1.

Required skills performance evaluation2.

B.

IV.




EMS - 311: Paramedic Theory 1Course Learning Outcomes


Identify signs and symptoms from patients complaints, evaluate them to concluded a probable diagnosis ofpatient's problem, and decide a course of action for treatment.

1.

Differentiate and assess patient for BLS (Basic Life Support) and ALS (Advanced Life Support) needs. 2.






EMS 313—PARAMEDIC THEORY 2 6 UNITS

108 Lecture Hours , 216 Outside-of-Class Hours = 324 Total Student Learning Hours Prerequisite: Satisfactory completion of EMS 311. Corequisite: Concurrent enrollment in EMS 314.

This course provides didactic education and training following the current Department of TransportationNational Emergency Services Education Standards (NEMSES) and California Code of Regulations, Title22. Includes cognitive associated with: Medical emergencies, special patient populations, and EMSoperations. Field trips might be required. Not repeatable. (A-F or P/NP) (C-ID: EMS-PM 101X)

I.


COURSE CONTENT

Required Content:

MedicineA.

Medical Overview1.

Neurology2.

Abdominal and Gastrointestinal Disorders3.

Immunology4.

Infectious Diseases5.

Endocrine Disorders6.

Psychiatric7.

Cardiovascular8.

Toxicology9.

Respiratory10.

Hematology11.

Genitourinary/Renal12.

Gynecology13.

Non-Traumatic Musculoskeletal Disorders14.

Diseases of the Eyes, Ears, Nose, and Throat15.

1.

A.

II.




Special PopulationsB.

Obstetrics1.

Neonatal Care2.

Pediatrics3.

Geriatrics4.

Patients with Special Challenges5.

EMS OperationsC.

Principles of Safely Operating a Ground Ambulance1.

Incident Management2.

Multiple Casualty Incidents3.

Air Medical4.

Vehicle Extrication5.

Hazardous Materials Awareness6.

Mass Casualty Incidents due to Terrorism and Disaster7.


Prerequisites

Satisfactory completion of EMS 311.

1.

Co-requisites

Concurrent enrollment in EMS 314.

2.


Students have a solid base of understanding of Paramedic Theory. A.

Students can identify signs and symptoms from patients complaints, evaluate them to concludeda probable diagnosis of patient's problem, and decide a course of action for treatment.

B.

Students can differentiate and assess patient for BLS (Basic Life Support) and ALS (AdvancedLife Support) needs.

C.

Integrate comprehensive knowledge of EMS systems, the safety/well-being of the paramedic,and medical/legal and ethical issues which is intended to improve the health of EMS personnel,patients, and the community.

D.

3.

B.

HOURS AND UNITS

6 Units

C.




INST METHOD TERM HOURS UNITSLecture 108 6.00Lab 0 0Discussion 0 0Activity 0


Lecture, as related to application of textbook material 1.

Lecture by experts or leaders in specific fields relating to their area of expertise2.

Use of audio-visual materials (photographic slides, videos, tapes, actual equipment, etc.)3.

Demonstration of skills by instructor followed by student practice of same and previously learned skillsunder supervision

4.

Problem-solving simulations. Table top and actual simulations which present the student with specificproblems, fixed or flexible resources, and require appropriate judgment and management. Theprogress of the simulation is dependent upon the students’ management divisions.

5.

Prospective-specific observation. In simulation scenarios, students have the opportunity to act asmedical provider, patient, and allied agency / bystanders. This provides perspective not only from themedical provider point of view, but from other parties normally associated with emergency incidents.Understanding of roles and needs, and teamwork is achieved.

6.


D.



Weekly reading assignmentsA.

Average of three chapters1.

Completion of the workbook activities for each chapter2.

Per term, two papers are assigned3.

Weekly skills practice to ensure proficiencyB.

Vital Signs1.

Patient Assessment (medical)2.

Patient Assessment (trauma)3.

1.


Students are placed in situational scenariors where they are expected to demonstrate thier ability todiagnose and treat both medical and trauma patients.

Medical SituationsA.

2.

E.




Respiratory distress, e.g., COPD, asthma, obstructed airway, etc.1.

Cardiovascular Compromise, e.g., Congestive Heart Failure, Myocardial Infaction, Shock2.

Diabetes, both hyper and hypoglycemia3.

Childbirth4.

Cerebral Vascular Compromise and associated peripheral nervous system dysfunction5.

Traumatic SituationsB.

Falls1.

Vehicle accidents2.

Blunt trauma3.

Penetrating trauma4.

Fractures5.

Organ injuries6.



1.


2.


3.


4.


5.

F.



Integrate assessment findings with principles of epidemiology and pathophysiology to formulatea field impression and implement a comprehensive treatment/disposition plan for a patient with amedical complaint.

a.

Integrate comprehensive knowledge of causes and the pathophysiology into the management ofcardiac arrest and peri-arrest states.

b.

Integrate a comprehensive knowledge of the causes and pathophysiology into the managementof shock, respiratory failure or arrest with an emphasis on early intervention to prevent arrest.

c.

1.

A.

III.




Integrate assessment findings with principles of pathophysiology and knowledge of psychosocialneeds to formulate a field impression and implement a comprehensive treatment/disposition planfor patients with special needs.

d.

Demonstrate knowledge of operational roles and responsibilities to ensure safe patient, public,and personnel safety.

e.


Weekly quizzes on assigned reading1.

Weekly skills testing2.

Weekly classroom topic discussion participation3.

A.


Written final examination1.

Required skills performance evaluation2.

B.

IV.




EMS - 313: Paramedic Theory 2Course Learning Outcomes


Identify signs and symptoms from patients complaints, evaluate them to concluded a probable diagnosis ofpatient's problem, and decide a course of action for treatment.

1.

Differentiate and assess patient for BLS (Basic Life Support) and ALS (Advanced Life Support) needs. 2.

Explain safe scene measures. 3.






EMS 380—BASIC ECG INTERP/INTRO TO CARDIAC CARE 3 UNITS

54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto possess an understanding of basic medical terminology.

Designed for students who have had little or no formal training in arrhythmia diagnosis. Emphasis ondiagnosing the major and life threatening arrhythmias incorporating patient assessment and treatment. Field trips might be required. Not repeatable. (A-F or P/NP)

I.


COURSE CONTENT

Required Content:

The course is designed as a review of information relevant to the Basic ECG Interpretation andIntroduction to Cardiac Care as follows:

Anatomy and physiology of the heartA.

Drug terminologyB.

Acquired cardiac conditionsC.

History-taking from the cardiac patient including some cultural factors leading to cardiac diseaseD.

Physical assessment of the cardiac patientE.

ECG waveforms and the 12 lead ECGF.

Cardiac arrhythmia interpretation including common causesG.

Current drug and/or electrical management of the symptomatic cardiac patient with anarrhythmia to include the following:

Cardiac and extra-cardiac effects1.

Indications2.

Contraindications3.

Adverse effects4.

Routs5.

Dosages6.

Drug interactions7.

H.

1.

A.

II.





Parts of the conduction system of the heartA.

Dysrhythmias of the AVNode

First degree AV Block1.

Second degree AV Block

Mobitz type Ia.

Mobitz type IIb.

2.

Third degree (complete) heart block3.

B.

Ventricular dysrhythmias

Ventricular premature contraction

Unifocala.

Multifocalb.

Bigeminyc.

Trigeminyd.

Couplinge.

R-on-Tf.

1.

C.

2.


Advisories

Before enrolling in this course, students are strongly advised to possess an understanding of basicmedical terminology.

1.


Demonstrate an understanding of medical terminology. A.

Describe the basic anatomy of the human body and the heart. B.

2.

B.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 0 0Discussion 0 0

C.




Activity 0


Lecture1.

Use of PowerPoint, videos, and overhead transparency presentations2.

Guest speakers3.


D.



Study for weekly in-class ECG rhythm interpretations which include the following: patientassessment, potential causes of arrhythm, and current therapy for the symptomatic patient withthe particular arrhythmia.

A.

Study for weekly quizzes on terminology, signs and symptoms of congestive heart failure,hypertension, and angina vs. myocardial infarction.

B.

Study for weekly in-class discussion of atrial rhythms, including the signs, symptoms, andtreatments (drugs vs. shock).

C.

Study for weekly in-class discussion of the anatomy of the EKG, including the following:determining the rhythm, rate, and measurements.

D.

Per term, prepare for oral presentation of assigned EKG rhythm and treatments.E.

1.


Typical quiz question: Describe AV Blocks/AV nodes, including causes, diagnosis, andtreatment.

A.

Typical discussion question: Explain the 12 lead EKG, including the following:

Interpretation of 12 lead EKG1.

Indications for prehospital 12 Lead2.

Placement of Leads (unipolar vs. bipolar leads).3.

B.

Typical discussion question: Describe electrical therapy and the use of pacemakers, defibrillators(monophasic, biphasic, and automatic).

C.

Prepare an oral presentation based on your assigned EKG rhythm and its respective treatments.D.

2.

E.


Book: Barbara Aehlert, RN (2012). ECGs Made Easy (5th/e). Mosby/JEMS. 1.

Book: Jane Huff, RN, CCRN (2011). ECG Workout (6th/e). NY Lippincott. 2.

Book: Ginger Murphy Ochs, RN and Melvin A. Ochs, MD (1997). Recognition & Interpretation of theECG Rhythms (3rd /e). Appleton & Lange.

3.

F.




Other: ECG calipers (optional)4.



Describe the physical assessment of the cardiac patient. a.

Explain concepts of various cardiac conditions. b.

Identify the electrocardiograph (ECG) rhythms covered in class. c.

Describe potential causes and consequences of certain ECG rhythms, if any. d.

Describe current drug and/or electrical management for symptomatic patients with certain ECGrhythms, including indications, cardiac and extra-cardiac effects, side effects, contraindicationsand serious drug interactions.

e.

Define atrial dysrhythmias. f.

Describe the indications, contraindications, side effects, drug interactions and recommendeddosages for the following drugs: Dopamine, Morphine, Epinephrine.

g.

1.

A.

III.


Weekly written quizzes1.

Evaluation of in-class "round robin" arrhythmia interpretation to include patient assessment, potentialcauses and current management

2.

A.


Comprehensive final examination1.

B.

IV.




EMS - 380: Basic ECG Interp/Intro to Cardiac CareCourse Learning Outcomes


Describe the physical assessment of the cardiac patient. 1.

Compare and assess electrocardiograph (ECG) rhythms covered in class with various cardiac conditions. 2.






EMS 391—EMT 1 - REFRESHER COURSE 1.50UNITS

27 Lecture Hours , 54 Outside-of-Class Hours = 81 Total Student Learning Hours Prerequisite: Satisfactory completion of EMS 390. Limitations on Enrollment: Enrollment limited to students who possess an EMT-1certification.

Provides new and updated information for the Emergency Medical Technician, as well as reinforcement ofbasic knowledge and skills. Meets requirements for re-certification as an EMT in California. Materials feerequired. Field trips might be required. Not repeatable. (P/NP Only)

I.


COURSE CONTENT

Required Content:

The course is designed as a review of information relevant to the Emergency Medical Technician andcontains the following topics:

Basic anatomy and physiologyA.

Medical-legal aspects of pre-hospital careB.

Respiratory emergenciesC.

Cardiac disordersD.

Scene safetyE.

Obtaining medical history and physical assessmentF.

Medical emergencies and altered levels of consciousnessG.

Environmental emergenciesH.

Obstetrical emergenciesI.

Behavioral emergenciesJ.

Burns and soft-tissue injuriesK.

Bleeding and shockL.

Orthopedic traumaM.

Pneumatic anti-shock garmentsN.

Pediatric emergenciesO.

1.

A.

II.




Geriatric emergenciesP.

Multiple casualty incidentsQ.


Prerequisites

Satisfactory completion of EMS 390.

1.


Enrollment limited to students who possess an EMT-1 certification.

2.


Student must possess an EMT-1 certification recognized by the State of California that is eithervalid or expired by less than one year.

A.

Demonstrate appropriate and accurate patient assessment techniques by consistentlyperforming each step in consecutive order.

B.

Perform each basic life support skill as defined by the California Code of Regulations, Title 22,Division 9 consistently during skill testing stations.

C.

3.

B.

HOURS AND UNITS

1.50 UnitsINST METHOD TERM HOURS UNITSLecture 27 1.50Lab 0 0Discussion 0 0Activity 0

C.


Lecture1.

Guest lecture by experts and/or leaders in specific fields relating to their area of expertise2.

Audio-visual materials including, but not limited to: computer projection, overhead transparencies,videotape, slides, equipment specific to pre-hospital care

3.

Demonstration of skills by instructor and instructional aides4.

Orchestrate simulation scenarios. In simulation scenarios, students have the opportunity to role-playas medical providers, patients, allied agency representatives, and bystanders.

5.


D.



1.

E.




Reading as assigned by instructor, followed by in class discussionsA.

Skills practice to ensure proficiencyB.

Vital signs1.

Medical patient assessments2.

Trauma patient assessments3.


Students placed in situational scenarios are expected to demonstrate their ability to diagnoseand treat both medical and trauma patients

A.

Medical situations1.

Respiratory distressa.

Cardiovascular compromiseb.

Childbirthc.

Cerebral vascular compromise and associated peripheral nervous system dysfunctiond.

Traumatic situations2.

Fallsa.

Vehicle accidentsb.

Blunt traumac.

Penetrating trauma / organ injuriesd.

2.


Other: Mountain Valley Emergency Medical Services EMT Skills Textbook (required)1.

Other: Students will be encouraged to use texts from their initial EMT training as references.Instructor will cover essential content in lecture.

2.

F.



Explain and perform appropriate and accurate patient assessment techniques. a.

Describe management of life threatening illnesses and injuries consistent with the scope ofpractice of Emergency Medical Technicians.

b.

1.

A.

III.




Identify management of hazardous scenes and situations including multi-casualty incidents. c.

Demonstrate airway management using positional techniques and airway adjuncts includingoxygen administration.

d.

Explain and demonstrate bleeding control and bandaging techniques. e.

Demonstrate management of fractures using simple splinting and traction techniques. f.

Demonstrate management of spinal injuries using various devices. g.

Demonstrate management of unscheduled childbirth. h.


Weekly quizzes1.

Weekly EMS skills demonstration by students2.

A.


Examination1.

Class participation2.

Assignments as deemed necessary by instructor3.

Student demonstration of skills4.

B.

IV.




EMS - 391: EMT 1 - Refresher CourseCourse Learning Outcomes


Satisfactorily complete all required skills for EMT-1 recertification recognized by the State of California. 1.

Perform patient assessments consistent with the scope of practice of Emergency Medical Technicians. 2.





READ 40 OVERVIEW The following information will appear in the 2016 - 2017 catalog

READ 40—READING COMPREHENSION 3 UNITS

54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours

Designed to improve reading skills by focusing on comprehension strategies, vocabulary development,and analysis of various reading selections. Field trips are not required. Not repeatable. (A-F Only)

I.


COURSE CONTENT

Required Content:

Utilization of context clues to identify word meanings

Example1.

Synonym2.

Antonym3.

General sense4.

A.

Determination of central focus

Distinguish between general and specific ideas1.

Identify topic2.

Identify main idea3.

Infer unstated main idea4.

Identify supporting details5.

B.

Determination of organization

Identify major and minor supporting details1.

Outline reading selection to reflect structure2.

C.

Identification of organizational patterns in writing

List of items1.

Time order2.

Definition and example3.

D.

1.

A.

II.


Meeting Date: 01/26/2016 READ 40EFFECTIVE: Spring 2017 Discipline(s)

ACTIVE COURSE Reading (M)

Cause and effect4.

Comparison and contrast5.

Evaluation of reading material

Determine author's purpose1.

Determine author's point of view2.

E.

Development of vocabulary

Understand word meanings1.

Utilize words in appropriate contexts2.

F.

Exposure to a variety of reading selections

Selections reflecting different cultures1.

Selections written by diverse authors2.

G.

HOURS AND UNITS


B.


Presentation of material through lecture and discussion.1.

Supervision of student application of strategies in classroom activities.2.

Preparation and presentation of problem-solving activities.3.

Monitoring of written exercises.4.

Facilitation of in-class analysis of a variety of readings (individually or in small groups).5.

C.



Preparation for vocabulary quizzes (weekly) and vocabulary unit exams (approximately five perterm).

A.

Homework for each class meeting.B.

Reading selections for each class meeting.C.

1.

D.




Preparation activities for major exams (approximately five per term).D.


A. Typical in-class/homework assignments:

Determine the structure of a paragraph by creating an outline or map.1.

Engage with the reading material by journaling reactions, questions, predictions, inferences,etc.

2.

Write or state the implied main idea in expository paragraphs; use inferential skills todetermine meaning in imaginative literature.

3.

Typical exam questions:A.

Outline or map the structure of the following expository paragraphs.1.

Identify the pattern of organization of the following expository paragraphs.2.

Distinguish between fact and opinion in the following statements.3.

Distinguish between relevant and irrelevant supporting information in the list of items below.4.

Use context clues to determine word meanings in the following sentences.5.

Write an essay in which you outline the plot for a potential sequel to the novel, Homeless Bird.6.

2.


Book: Scheg, L. (2015). Building Necessary Reading and Study Skills with CD Rom (2/e). SouthLake Tahoe, CA Sierra Publishing.

1.

Book: Nist, S., & Mohr, C. (2010). Building Vocabulary Skills, Short Version (4/e). West Berlin, NJTownsend Press.

2.

Book: Scheg, L. (2015). Building Necessary Vocabulary and Spelling Skills with CD Rom (1/e).South Lake Tahoe, CA Sierra Publishing.

3.

Book: Langan, J. (2015). Ten Steps to Building College Reading Skills (6/e). West Berlin, NJTownsend Press.

4.

Book: Whelan,G. (2001). Homeless Bird New York, NY HarperCollins. 5.

Book: Gardner, C. (2006). The Pursuit of Happyness New York, NY Amistad. 6.

E.



Identify context clues to define unknown words. a.

Distinguish between general and specific ideas. b.

1.

A.

III.




Identify the main idea/topic sentence of a paragraph. c.

Infer unstated main ideas. d.

Distinguish between major and minor supporting details. e.

Outline reading selection to show its organization. f.

Make inferences based upon supporting evidence. g.

Determine author's point of view. h.

Read increasingly more sophisticated material. i.

Self-report reading as a recreational activity with increasing frequency. j.

Identify meanings of assigned vocabulary words and utilize the words appropriately insentences.

k.

Read materials reflecting a variety of cultures. l.


Quizzes1.

Homework2.

Unit exams (objective)3.

Unit exams (essay/short answer)4.

Pre-tests5.

A.


Final examination1.

Post-tests2.

B.

IV.




READ - 40: Reading ComprehensionCourse Learning Outcomes


Apply contextual information to determine the definitions of unfamiliar words; 1.

Analyze reading passages for implied main idea, patterns of organization, and contextual inferences; 2.

Analyze paragraph structure for main idea and major and minor supporting details. 3.





READ 901 OVERVIEW The following information will appear in the 2019 - 2020 catalog

READ 901—READING SUPPORT FOR COMPOSITION 0 UNITS

36 Lecture Hours = 36 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto read and generally understand popular texts as well as write using conventional StandardEnglish without severe errors that impede meaning..

Providing instruction in active reading and critical thinking skills, this course provides a structured andsupportive learning framework to help students develop fluency, comprehension, and metacognition withcollege-level texts for the purpose of composition. Content includes vocabulary study, guided practice ofreading strategies, and opportunities for extended reading. Course is repeatable. Field trips are notrequired. (P/NP or SP)

I.


COURSE CONTENT

Required Content:

Word StudyA.

Utilizing context clues to identify word meanings1.

Examplea.

Synonymb.

Antonymc.

General Sensed.

Applying structural analysis to unfamiliar vocabulary2.

Rootsa.

Prefixesb.

Affixesc.

Syllabicationd.

Identifying meanings and correctly using assigned vocabulary words (taken from acceleratedor transfer-level course content or equivalent texts)

3.

Utilizing word attack skills to improve reading fluency4.

1.

A.

II.


Meeting Date: 12/06/2018 READ 901EFFECTIVE: Summer 2019 Discipline(s)


Reading ComprehensionB.

Identifying strategies for approaching academic texts, including book-length texts:1.

previewinga.

annotatingb.

reviewingc.

metacognitiond.

Building and applying background knowledge to support comprehension2.

Utilizing various reading strategies flexibly to fit the reader's need and purpose3.

questioninga.

chunkingb.

summarizing/paraphrasingc.

outlining/concept-mappingd.

clarifyinge.

connectingf.

Identifying main idea, thesis, or unifying theme of a reading selection4.

Determining general versus specific ideasa.

Identifying topicb.

Utilizing transition devices to differentiate between main ideas and supporting detailsc.

Identifying techniques by which writers fulfill their purposes in various modes of discourse5.

organizing principles in descriptiona.

effective diction in narrationb.

identifying organizational patterns in expositionc.

list of itemsi.

chronological orderii.

definition and exampleiii.

comparison and/or contrastiv.

cause and effectv.




problem and solutionvi.

Reading inferentially6.

author's implied main ideaa.

author's purposeb.

author's diction and tonec.

figurative languaged.

Critical Thinking and ReadingC.

Evaluating reading material1.

differentiating between fact and opiniona.

judging relevancy and adequacy of supportb.

Integrating textual evidence and original ideas2.

Metacognition and reflection3.

articulating various reading process strategies and techniques that support comprehensiona.

Student Success SkillsD.

Acknowledging the complexities of academic reading tasks to foster a growth mindset inresponse to these challenges

1.

Acknowledging and understanding academic policies and procedures to promote studentresponsibility

2.

Recognizing the value of and utilizing student support services3.

Library and Learning Centera.

Instructor Office Hoursb.

Disabled Student Programs and Servicesc.

Counselors and Success Specialistsd.

Computer Labse.

Online Learning Platformsf.

Tutoring and/or Supplemental Instructiong.

Adopting behavioral strategies for student success in a college-level course4.

understanding the importance of attendance for academic successa.




managing time wisely to complete homeworkb.

recognizing the value of collaboration toward comprehension and analysis of challengingtexts

c.

developing peer support networksd.

Developing metacognition about academic challenges5.

developing awareness of the learning process to promote self-interventiona.

engaging with faculty to determine need for remediationb.

responding to interventions appropriatelyc.


Reading Comprehension (Additional)A.

Improving fundamentals of summarizing1.

objectivitya.

concisionb.

completenessc.

signal phrasesd.

Critical Thinking and Reading (Additional)B.

Metacognition and reflection1.

Conducting Reading Process Analyses such as think aloudsa.

2.


Advisories

Before enrolling in this course, students are strongly advised to read and generally understandpopular texts as well as write using conventional Standard English without severe errors that impedemeaning..

1.


Read and generally understand selections from a college-level reader and an entire novel. A.

Summarize and analyze brief and popular texts. B.

Write complete sentences that are most often clear and correct. C.

Apply the basic conventions of Standard English. D.

2.

B.




Use conventional English without severe errors that impede meaning. (For example, a studentmay have problems with idioms or "s" endings, but the writing is generally clear andunderstandable.)

E.

HOURS AND UNITS


C.


Model reading strategies, such as think alouds, annotations, and graphic organizers.1.

Provide direct instruction regarding context clues, word attack skills, etc.2.

Direct small-group discussions and activities.3.

Facilitate metacognitive learning activities.4.

Facilitate in-class guided reading or shared reading opportunities.5.

Provide step-by-step guidance on a variety of assignments such as written summaries.6.

D.



Students will complete work that supplements instruction in an accelerated or transfer-levelcourse and helps them develop college-level reading skills. This course requires students toengage in extended analysis another course's texts and/or supplemental readings.

A.

Students are typically assigned between 10-35 pages of reading per week, including readingprocess assignments and activities such as annotations, graphic organizers, and metacognitivelogs.

B.

Students often write reader responses, summaries, and brief analyses of the reading texts.Students also write metacognitive reflections examining their reading processes.

C.

1.


Reading (assignments may include, but are not limited to, the following examples):A.

Read texts, identifying several spots of confusion. Apply various reading strategies(paraphrasing, contextualizing, visualizing, etc.) to clarify the confusion.

1.

Read expository texts for the purpose of identifying the author's purpose, audience, mainidea(s), and key supporting details.

2.

Read and evaluate the supporting details in texts for relevancy, appropriateness, andadequacy.

3.

2.

E.




Writing (assignments may include, but are not limited to, the following examples):B.

Write an original summary of a college-level text including the author's main idea, keysupporting details, and transition devices.

1.

Write a reader response that explores the reader's reactions and thoughts toward a given text.2.

Write a metacognitive reflection in which the reader's process of textual comprehension andinterpretation is examined and explored.

3.


Book: John C. Bean, Virginia A. Chappell, and Alice M. Gillam (2013). Reading Rhetorically (4/e).New York, New York Pearson.

1.

Book: Angela Duckworth (2018). Grit: The Power of Passion and Perseverance (reprint/e). NewYork, New York Scribner.

2.

Other: Novels and other texts supplemental to an established course theme3.

Other: Purdue University Online Writing Lab4.

F.



Utilize context clues and structural analysis to define unknown words. a.

Apply reading transition devices to aid comprehension. b.

Distinguish between main ideas and supporting evidence. c.

Summarize texts including main idea and key supporting details. d.

Apply critical reading skills to the analysis of expository college-level texts from diverse culturalsources and perspectives.

e.

1.

A.

III.


Various reading process assignments (annotations, metacognitive logs, graphic organizers, etc.)1.

In-class writing assignments (journals, summaries, reflections, quizzes, etc.)2.

Contributions to small group work and class discussion3.

Vocabulary and other quizzes4.

A.

SUMMATIVE EVALUATION B.

IV.




In-class exams (midterm, final, etc.)1.




READ - 901: Reading Support for CompositionCourse Learning Outcomes


Engage an academic text by setting a purpose for reading and activating appropriate strategies such aspreviewing, questioning, annotating, chunking, clarifying, paraphrasing, etc.

1.

Summarize an academic text by identifying main ideas and supporting details, recognizing organizationalstructures, reading inferentially, providing appropriate context, etc.

2.





SIGN 125 OVERVIEW The following information will appear in the 2016 - 2017 catalog

SIGN 125—ASL: BEGINNING COMMUNICATION WITH THE DEAF 3 UNITS

Formerly listed as: SIGN - 125: Asl: Beginning Comm With Deaf 54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours Recommended for Success: Before enrolling in this course, students are strongly advisedto satisfactorily complete an MJC English composition course or the equivalent, or to exhibitproficiency in college-level essay writing skills.

Introduction to American Sign Language is designed to provide basic conversational skill in the languageused among Deaf people in the United States. This course is equivalent to the first two years of highschool ASL. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) GeneralEducation: (MJC-GE: C ) (CSU-GE: C2 ) (IGETC: 6A )

I.


COURSE CONTENT

Required Content:

American Manual Alphabet

Fingerspelling for uniform rhythm within and between words1.

Fingerspelling acronyms and proper nouns2.

Fingerspelled loan signs3.

Expressive and receptive fingerspelling4.

A.

Signed numbers

Receptive and expressive signed numbers1.

Non-specific number signs2.

Numbers incorporating sign3.

Pronoun referencing numbers4.

B.

1000 American Sign Language glosses (vocabulary)

Introductions and personal Information1.

Politeness, feelings and emotions2.

Family and friends3.

Requests and Descriptions4.

C.

1.

A.

II.


Meeting Date: 03/17/2015 SIGN 125EFFECTIVE: Summer 2016 Discipline(s)

ACTIVE COURSE Sign language,American (NM)

Daily Living5.

Food and shopping6.

Directions, instructions and asking for help7.

Travel8.

Current events and activites 9.

Sign formation, appropriate use, and origination 10.

Major idiomatic expressions

Common English expressions translated into ASL1.

Common ASL expressions translated into glosses2.

Analysis of idiomatic oral English conversation3.

D.

Important aspects of Deaf culture

Social norms and values1.

Interaction and socialization2.

Folklore3.

Cultural organizations and activities4.

Cultural etiquette5.

E.

Major features of ASL

Pronominalization1.

Tense indicators2.

Conditional statements3.

Interrogatives4.

Non-manual facial grammar5.

Declarative statements6.

Classifiers7.

Structuring space8.

F.

Sign language systems other than ASL

Signing Exact English (SEE)1.

Manually Coded English (MCE)2.

Pidgeon Signed English (PSE)3.

G.

Basic grammatical differences between ASL and oral EnglishH.




Verb usage for subjects, objects and location1.

Adjective usage 2.

Question formation including rhetorical questions3.

Use of inflection4.

Mouthing and voicing5.

History and development of ASL and Deaf culture

French educators' influence on ASL1.

Deaf community at Martha's Vineyard2.

First educational institutions in America3.

Development and significance of residential schools4.

Laws affecting Deaf education and Deaf culture5.

Technological developments for the Deaf6.

I.


Advisories

Before enrolling in this course, students are strongly advised to satisfactorily complete an MJCEnglish composition course or the equivalent, or to exhibit proficiency in college-level essay writingskills.

1.


Read and generally understand selections from a college-level reader and an entire novel. A.

Compose a clear, focused five-paragraph essay to be used as a tool for in-class writing and/orwriting in other courses.

B.

2.

B.

HOURS AND UNITS


C.


Demonstrate ASL drills of grammatical structures1.

Model receptive ASL sign comprehension exercises2.

D.




Facilitate communication activities with members of the Deaf community3.

Present aspects of Deaf culture and contrast with hearing culture4.

Model and explain written exercises for translating English into ASL5.

Model translating oral English exercises into ASL6.

Facilitate discussions on signed presentations of cultural and historical significance7.



Daily ASL dialogues, ASL grammar and reading assignmentsA.

Daily memorization of vocabulary and grammar structuresB.

Weekly performances and in-class projectsC.

Preparation for quizzes and exams, such as a grammar midterm and finalD.

Preparation for weekly comprehension examsE.

Preparation for final in-class performanceF.

5 hours per term of Deaf community involvementG.

Out-of-class writing assignmentsH.

1.


Typical out-of-class assignments:1.

A Loss for Words Writing Assignmenta.

Throughout the text, the author finds herself in the role of an interpreter for herparents. Describe in detail two of these situations.

i.

Interview a Deaf person who uses ASL (not a hard of hearing person) and discuss withthem what qualities/qualifications describe an appropriate interpreter.

ii.

In your opinion, are professionally trained interpreters or children of Deaf parents whofunction as interpreters more beneficial for Deaf people and why?

iii.

Communication with a Deaf person Requirementb.

Attend a Deaf Community event and analyze and compare the facial expression,charcterization, signing style/system, and types of signs used.

i.

Typical in-class assignments:2.

Translate the following sentences into ASLa.

2.

E.




After work, I will go out to dinner and then I will go shopping (finish as a conjunction)i.

I will drive to North Dakota next summer. (verb tense, topicalization)ii.

I always eat dinner at Bill's house. (possessive pronoun)iii.

I will go to Mexico six years from now. (incorporation of number with future tense)iv.

Sign an example of each of the following in a sentence.b.

Rhetorical questioni.

Fingerspelled loan signii.

Classifieriii.

Incorporation of number with pronounsiv.

Conditional clausev.


Book: Walker (1986). A Loss for Words Harper and Row. 1.

Book: Humphries and Padden (2004). Learning American Sign Language Levels I and II (second/e).Boston,MA Pearson.

2.

Book: Cheri Smith (2008). Signing Naturally 1 Student Workbook and DVD (Second/e). Dawn SignPress.

3.

F.



Demonstrate receptive and expressive knowledge of the manual alphabet by appropriate use offluency, accuracy and contextual cues.

a.

Demonstrate receptive and expressive knowledge of signed numbers by appropriate use offluency and accuracy.

b.

Demonstrate receptive and expressive knowledge of a minimum of 1,000 ASL signs whenpresented in a conversation or narrative.

c.

Demonstrate at a basic level how to combine finger spelling, lexicon, classifiers, structuringspace and mime when communicating with the Deaf.

d.

Demonstrate at a basic level ASL grammar and syntax. e.

Translate basic written/oral English sentences into ASL. f.

Identify people and events of historical and cultural importance to the Deaf. g.

Identify the unique and distinctive components of Deaf culture. h.

Describe educational philosophies for the Deaf. i.

1.

A.

III.





Sign proficiency demonstrated in class exercises1.

Proficiency in communication as observed by the instructor in the course of class demonstration orother exercises

2.

Quizzes testing comprehension of American Sign Language3.

Written quizzes and examinations of student's command of ASL grammatical structures andvocabulary

4.

Signed quizzes and examinations of ASL grammatical structures and vocabulary5.

Midterm exam on ASL grammar and syntax6.

A.


Essays on sign language systems1.

Written critiques of readings on Deaf Culture and ASL2.

Final written exam covering ASL syntax and grammar3.

Final performance demonstrating command of ASL vocabulary, syntax, grammar,rate, fluency, andfacial grammar at a basic level

4.

Essay documenting interaction with/and understanding of members of the Deaf community5.

B.

IV.




SIGN - 125: ASL: Beginning Communication With the DeafCourse Learning Outcomes


Identify the unique characteristics of Deaf Culture. 1.

Translate the grammar and syntax of ASL at a basic conversational level. 2.

Demonstrate the grammar and syntax of ASL at a basic conversational level. 3.






SIGN 126—ASL: INTERMEDIATE COMMUNICATION WITH THE DEAF 3 UNITS

Formerly listed as: SIGN - 126: Asl: Intermediate Comm With Deaf 54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours Prerequisite: Satisfactory completion of SIGN 125.

Communicating with and interpreting for the Deaf at an intermediate conversational level using AmericanSign Language. Field trips might be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) General Education: (MJC-GE: C ) (CSU-GE: C2 ) (IGETC: 3B, 6A )

I.


COURSE CONTENT

Required Content:

Review of fingerspelling, signed numbers and glosses




Pronoun referencing including numbers4.

Numbers incorporating sign5.

Sign formation, appropriate use, and origination6.


A.

Fingerspelling and number intermediate level concepts

Fingerspelling for importance and emphasis1.

Signed number and fingerspelling use with and without contextual clues2.

Non-specific numbers signs3.

Number referencing for complex number signs including money, finances, age, sports,measurement, and scientific numbers

4.

Number placement and subject referencing to include location and ordination5.

B.

Techniques for increasing speed, accuracy and fluency receptively and expressively

Placement, movement, repetition and duration of signs1.

C.

1.

A.

II.




Handshapes, location and palm orientation2.

Non-manual facial grammar, message agreement and grammatical signals3.

Structuring space and spatial relationships4.

Major linguistic features of ASL in paragraphs and stories

Introduction to conceptually accurate signs1.

Vocabulary choice appropriate for ASL meaning2.

D.

Idiomatic ASL expressionsE.

ASL idioms in conversational context1.

Receptive translation of ASL idioms2.

ASL idioms significance for Deaf culture3.

Deaf poetry, literature, folklore and drama

Native Deaf poetry and English signed poetry1.

Residential schools and Deaf culture stories2.

Theatre and performance groups for the Deaf3.

F.

Roles and responsibilities of signers and interpreters

Introduction to the Registry of Interpreters of the Deaf Code of Ethics1.

Differentiation between signers and interpreters2.

Professional standards and qualifications for interpreters3.

G.

500 ASL glosses beyond the beginning level

Travel-places and experiences1.

Occupations and professions2.

Health and emergencies3.

Attitudes and opinions4.

Measurements5.

Current events, topics and issues6.

H.

Interaction with culturally Deaf adults

Residential school programs and events1.

Deaf Clubs2.

Campus-wide interpreted events and activities3.

I.




Community events for the Deaf4.

Sign to voice and voice to sign translation

Introduction to techniques for using guessing and closure1.

Introduction to techniques for conversational control and situational control2.

Introduction to evaluating and using register in voice interpreting3.

Vocabulary choice appropriate to the setting and the consumer4.

Introduction to ASL pausing and use of appropriate eye contact5.

J.


Prerequisites

Satisfactory completion of SIGN 125.

1.


Demonstrate receptive and expressive knowledge of a minimum of 1,000 ASL signs whenpresented in a conversation or narrative

A.

Demonstrate at a basic level how to combine finger spelling, lexicon, classifiers, structuringspace and mime when communicating with the Deaf

B.

2.

B.

HOURS AND UNITS


C.


Present practice in comprehension of ASL exercises, dictation and audio recordings1.

Present critical identifiers of Deaf culture2.

Present mock interpreter exercises and activities3.

Facilitate communication activities in conjunction with the Deaf community4.

D.



Daily ASL paragraphs, ASL translations and reading assignmentsA.

1.

E.




Daily preparation for in-class ASL demonstrationsB.

Weekly in-class performances and projectsC.

Preparation for quizzes and exams, such as a midterm and a finalD.

Preparation for mock interpreting situationsE.

10 hours per term of Deaf community involvementF.

Out-of-class writing assignmentsG.


Out-of-class assignments:A.

Prepare materials and activities to teach/explain in ASL a common English idiom to a Deafperson. Analyze and incorporate the appropriate language compentency level in yourpresentation.

1.

Humphries analyzes the difference between deaf and Deaf. Discuss those differences andhow they impact stereotyping and discrimination within the deaf/Deaf community.

2.

In-class assignments:B.

Prepare a short paragraph using ASL structure and relating to the chapter. Include at leasteight new glosses (vocabulary words) from the chapter or from new glosses presented inclass. Prepare a question at the end of the paragraph to check your partner's comprehension.

1.

2.


Book: Williard J Madsen (1999). Intermediate Conversational Sign Language Washington, DCGallaudet University Press.

1.

Book: Humphries and Padden (1990). Voices from a Deaf Culture Harvard University Press. 2.

Book: Baker and Cokely (1991). American Sign Language: A Student Text 1-9 Gallaudet UniversityPress.

3.

Book: Ella Mae Lentz,Ken Mikos and Cheri Smith (1998). Signing Naturally Level 2 (Second/e). SanDiego, California Dawn Sign Press.

4.

F.



Demonstrate accuracy, speed and fluency of the manual alphabet both receptively andexpressively.

a.

Demonstrate receptive and expressive signed numbers in and out of context by using fluency,accuracy and appropriate rate.

b.

Demonstrate receptively and expressively 500 additional ASL signs in dialogue, conversation orc.

1.

A.

III.




narrative form.

Demonstrate lexicon, classifiers, structuring space and non-manual facial grammar inconsecutive discourse.

d.

Communicate with culturally Deaf people utilizing appropriate ASL lexicon, grammar and syntax. e.

Translate written/oral English paragraphs into ASL. f.

Critique readings on Deaf culture and ASL. g.

Demonstrate ASL idiomatic expressions. h.

Develop sign to voice and voice to sign translation. i.

Identify the unique and distinctive characteristics of Deaf culture. j.

Identify basic ethical responsibilities of an interpreter. k.

Identify literature, people and events of historical and cultural importance to the Deaf. l.


Written quizzes and examinations of ASL grammatical structures and vocabulary1.

Quizzes testing comprehension of ASL2.

Observation of proficiency in ASL communication in class demonstrations or other activities3.

Signed quizzes and examinations of ASL grammatical structures and vocabulary4.

Observation of proficiency in translating oral English to ASL5.

Observation of proficiency in translating ASL into oral English6.

A.


Final exam of ASL grammatical structures and vocabulary1.

Final exam translating written English into ASL2.

Final observation of proficiency in translating ASL into oral English3.

Written critique of readings on Deaf Culture4.

Essay documenting interaction with/and understanding of members of the Deaf Community5.

Final observation of proficiency in translating oral English into ASL6.

Final performances demonstrating ASL glosses, syntax, grammar, rate, fluency, facial grammar andtranslation.

7.

B.

IV.




SIGN - 126: ASL: Intermediate Communication With the DeafCourse Learning Outcomes


Translate expanded ASL in conversational and narrative form at the intermediate level. 1.

Demonstrate consecutive discourse of expanded ASL at the intermediate level. 2.

Identify major roles and ethical responsibilities of professionals working with the Deaf. 3.






SIGN 127—ASL: ADVANCED COMMUNICATION WITH THE DEAF 3 UNITS

Formerly listed as: SIGN - 127: Asl: Advanced Communication With the Deaf 54 Lecture Hours , 108 Outside-of-Class Hours = 162 Total Student Learning Hours Prerequisite: Satisfactory completion of SIGN 126.

Extensive development of and practice in American Sign Language for those who would like to interpretfor the Deaf or for those who want to become professionals working in the Deaf community. Field tripsmight be required. Not repeatable. (A-F or P/NP) Transfer: (CSU, UC) General Education: (MJC-GE:C ) (CSU-GE: C2 ) (IGETC: 3B, 6A )

I.


COURSE CONTENT

Required Content:

Intense review of fingerspelling, numbers, and glosses

Number placement and subject referencing to include location and ordination1.

Number referencing for complex number signs including money, finances, age, sports,measurement and scientific numbers

2.

Number signs3.

Non-specific number signs4.

Sign formation, appropriate use, and origination5.


Pronoun referencing including numbers7.

Sign number use with and without contextual clues8.


Fingerspelling for importance and emphasis10.



A.

Consecutive signing, simultaneous signing and interpreting

Sign choice to convey meaning of utterance with accurate vocabulary choice1.

Source language interpreted into target language2.

B.

1.

A.

II.




Target language and interference with the source language3.

Reflecting the speaker's intent4.

ASL register reflects English register5.

Techniques for error repair6.

Interpretation of the speaker's perspective7.

Establishing clear referents8.

Use of appropriate eye contact9.

Initialized sign usage rules10.

Compund sign usage and appropriate movement11.

Non-verb pairs differentiation with singular or repeated movement12.

Elimination of extraneous movement within signs13.

Diversity in vocabulary and vocabulary choice appropriate to the setting and the consumer14.

Correct use of statement sentence structures15.

Use of ASL pausing and eye contact16.

National Association of the Deaf (NAD) and the Registry of Interpreters (RID) of the DeafProfessional Standards

Standards of confidential communication1.

Professional skills and knowledge required for the spec ific interpreting situation2.

Conduct appropriate to the specific interpreting situation3.

Respect for consumers4.

Respect for colleagues, interns, and students of the profession5.

Ethical business practices6.

Professional development7.

C.

Techniques for increasing accuracy, fluency, non-manual facial grammar and speed receptivelyand expressively

Non-manual facial grammar and message agreement1.

Accurate movement and handshape2.

Two-handed versus one-handed signs3.

Location of signs and palm orientation4.

Structurally correct classifier usage5.

Pictorial outlining sign size and space specifiers(SASSes)6.

Accurate use of spatial relationships and structuring space7.

D.




Methods for articulating pronouns8.

Modulation of verbs9.

Indexing usage10.

Facial adjectives and adverbs as grammatical signals11.

Use of ASL question structures12.

Accurate conveyance of plurals13.

Duration and temporal aspects14.

Socialization and interaction with members of Deaf culture

Local educational programs for Deaf and hard of hearing students1.

Campus wide interpreted events2.

Local Deaf club sponsored activities3.

Northern California Center on Deafness activities4.

Campus wide socialization activities for Deaf and hard of hearing children and adults5.

E.

Sign to voice and voice to sign practicum

Using guessing and closure effectively1.

Conversational and situational control2.

Establishing signals with a speaker3.

Evaluating and using register in voice interpreting4.

Interpreting the spatial aspects of ASL5.

Visual and gestural modification of signs6.

Simulated classroom and community activities7.

F.

Folklore, poetry and literature from Deal culture

Poetry selections and presentations by Ella Mae Lentz1.

Materials and stories by Patrick Graybill and Gil Eastman2.

English poems translated into ASL3.

Deaf poetry samples4.

Stories about Deaf culture and residential school settings5.

Literature relating to ASL and Deaf culture6.

Culturally significant topics in the Deaf community7.

G.

Development of dialogues and stories incorporating ASL grammar and syntax, ASL and Englishidiomatic expressions

H.




ASL expressions in context1.

ASL vocabulary for situational and character development2.

ASL and English idioms and usage3.

Guided ASL conversations for problem-solving and information/idea exchange4.

Context and non-context specific ASL discussions5.

Taped dialogues and stories by native Deaf signers6.

Deaf culture specific activities, organizations, and programs7.

Simulated ASL conversations and stories8.

Conversational openers, pausing and phrasing, and style variations9.

Techniques to initiate, conduct and terminate conversations10.

Self-generated stories and narratives11.

Techniques for professional interpreting presentations

Appropriate reaction to messages1.

Personal and distracting mannerisms2.

Appropriate appearance and attire3.

ASL interpretation to English message4.

Formal and informal lecture, small group and individual settings5.

I.


Prerequisites

Satisfactory completion of SIGN 126.

1.


Demonstrate lexicon, classifiers, structuring space and non-manual facial grammar inconsecutive discourse

A.

Communicate with culturally Deaf people utilizing appropriate ASL lexicon, grammar and syntax B.

Demonstrate ability to simultaneously use conceptually accurate signs and voice C.

Identify basic ethical responsibilities of an interpreter D.

2.

B.

HOURS AND UNITS

3 UnitsINST METHOD TERM HOURS UNITSLecture 54 3.00Lab 0 0

C.




Discussion 0 0Activity 0


Present written exercises for translating English into ASL and ASL into English1.

Present aspects of Deaf culture and contrast with their own culture2.

Facilitate translation/interpretation of oral English dialogues into ASL3.

Discuss the ethical implications of interpreting for the Deaf4.

Provide sign to voice and voice to sign practicum experience5.

Present practice in ASL grammar structures6.

D.



Daily American Sign Language (ASL) drills and exercisesA.

Daily ASL grammatical structures to be learned or reviewedB.

Daily receptive comprehension of ASL exercises and dictationC.

Daily write exercises for translating English into ASL and ASL into EnglishD.

Daily write and sign original ASL dialogues and/or storiesE.

Daily translate/interpret oral English stories into ASLF.

Weekly practice of ASL memorized dialoguesG.

Weekly practice of ASL short storiesH.

Weekly preparation for discussions of the ethical implications of interpreting for the DeafI.

Weekly sign to voice and voice to sign practicumJ.

Per term: Communication activities to include 15 hours of direct contact with members of theDeaf community

K.

Per term: read a text on Deafness, Deaf culture, and Deaf community appropriate for individualresearch topics/papers

L.

Per term: write a 800 word research paperM.

1.


The following out-of-class assignment demonstrates the appropriate level of critical thinking forthis course:

A.

Prepare a series of questions for an interview with a member of Deaf culture. Uponcompletion of the interview, analyze and evaluate the responses in terms of the identifyingaspects of Deaf culture and ASL.

1.

Observe and evaluate an interpreter in the community. Analyze the interpreter's use of ASL2.

2.

E.




Observe and evaluate an interpreter in the community. Analyze the interpreter's use of ASLversus MCE, voice to sign and sign to voice skills, use of appropriate ASL and non-manualfacial grammar.

2.

The following typical in-class assignment demonstrates the appropriate level of critical thinkingfor this course:

B.

Write a dialogue incorporating 10 different non-manual facial grammatical structures. Analyzeand explain the impact and change on the communication setting.

1.


Book: Padden, Carol & Humphries, Tom (2006). Inside Deaf Culture (1st/e). Cambridge, MassHarvard University Press.

1.

Book: Madsen, Willard (1999). Intermediate Conversational Sign Language (2nd/e). Washington, DCGallaudet University Press.

2.

Book: Smith, Cheri and Ella Mae Lentz (2003). Signing Naturally 3: Level 3 (1st/e). San Diego, CADawn Signs Press.

3.

F.



Demonstrate sign to voice and voice to sign interpreting. a.

Analyze texts on interpreting, Deaf culture/community and ASL. b.

Utilize the R.I.D./NAD Code of Ethics in practical interpreting situations. c.

Differentiate between ASL consecutive signing, simultaneous signing and interpreting. d.

Translate written/oral English stories into ASL. e.

Demonstrate ASL accuracy, fluency and rate equivalent to the pace for average oral English. f.

Communicate with culturally Deaf people using ASL classifiers/SASSes, grammar lexicon,syntax and non-manual facial grammar in consecutive discourse.

g.

Demonstrate poetry and idiomatic expressions utilizing accurate ASL concepts, syntax andgrammar.

h.

Identify the unique and distinctive features of Deaf culture and Deaf community. i.

Create ASL dialogues and stories. j.

Identify literature, people and events of cultural and historical significance for the Deaf. k.

1.

A.

III.

METHODS OF EVALUATION (TYPICAL) FORMATIVE EVALUATION A.

IV.




Quizzes evaluating comprehension of ASL grammatical structures and vocabulary in signed storiesand dialogues.

1.

Observation of proficiency in signing stories and dialogues using appropriate ASL grammaticalstructures and vocabulary.

2.

Observation of proficiency in translating poetry, dialogues, and written English stories into ASL.3.

Observation of proficiency in communicating with members of the Deaf community.4.

Quizzes demonstrating expressive command of ASL.5.


Proficiency in communication as observed and reported by the members of the Deaf community.1.

Proficiency in communication as evidenced by successful communication and interaction at school, inthe community, or in the workplace with Deaf people.

2.

Final exam requiring students to simultaneously listen to short lectures in oral English and translatethem into conceptually and grammatically accurate ASL while demonstrating the interpreter code ofethics.

3.

Final exam exit interview with a member of the Deaf community evaluating both expressive andreceptive ASL abilities.

4.

Final exam translating a 200-word written English text into ASL.5.

B.




SIGN - 127: ASL: Advanced Communication With the DeafCourse Learning Outcomes


Interact appropriately with deaf community members at an advanced level. 1.

Demonstrate interpreting skills in a variety of professional settings at an advanced level. 2.

Translate ASL in a variety of professional and formal settings at an advanced level. 3.





TUTOR 100 OVERVIEW The following information will appear in the 2014 - 2015 catalog

TUTOR 100—INTRODUCTION TO GENERAL TUTORING 1 UNITS

Formerly listed as: TUTOR - 50: Tutor Training 18 Lecture Hours , 36 Outside-of-Class Hours = 54 Total Student Learning Hours Limitations on Enrollment: Enrollment limited to students selected as tutors for the Library& Learning Center.

Introductory tutoring course limited to students selected as tutors for the Learning Center. Designed totrain students to become peer tutors. Introduces students to their role as a peer tutor and to the methodsof effective tutoring. Cross-cultural understanding and working with students with diverse abilities isemphasized. Field trips are not required. Not repeatable. (P/NP Only) Transfer: (CSU)

I.


COURSE CONTENT

Required Content:

Tutorial SessionsA.

Process1.

Expectations2.

Evaluation3.

Time ManagementB.

Scheduling1.

Strategies2.

Tutoring TechniquesC.

Preparation1.

Questioning skills2.

Difficult tutoring situations3.

Campus support servicesa.

Study SkillsD.

1.

A.

II.

Division: Library and Learning Resources 1 of 5 Printed on: 05/19/2020 10:23 AM

Meeting Date: TUTOR 100EFFECTIVE: Spring 2015 (Expedited Request) Discipline(s)

ACTIVE COURSE Education (M)

Note taking1.

Memory aids2.

Audiovisual aids3.

Test Taking SkillsE.

Anxiety1.

Objective exams2.

Essay exams3.

Cultural UnderstandingF.

Value clarification1.

ESL students2.

Different learning abilities3.

Learning styles4.



Enrollment limited to students selected as tutors for the Library & Learning Center.

1.

B.

HOURS AND UNITS


C.


Lecture1.

Demonstration of specific tutoring scenarios using instructional videos and role-playing2.

Instructor-facilitated group discussions of assigned readings as well as material not in text.3.

D.



1.

E.




Weekly entries in reflective tutoring journalsA.

Weekly quizzes/assignmentsB.

At least one self-evaluations per termC.

Two papers per termD.

Two case studies per termE.


Sample paper prompt: Moving beyond gender and race, describe three ways in which thestudent population at MJC is diverse. How does this diversity impact a student's attitude towardasking for help? Explain the opportunities and challenges presented by this diversity in thecontext of the tutoring session.

A.

Sample case study prompt: Choose one of the students you are working with this semster andidenitfy their background and learning attributes. Based on this, develop a comprehensivelearning plan for the student. Fully explain your reasoning behind each step of this plan.

B.

2.


Book: Lipsky, Sally (2011). A Training Guide for College Tutors and Peer Educators BostonPearson.

1.

F.



Design, conduct, and evaluate a tutoring session. a.

Identify the emotional, environmental, and academic barriers to student success and be willingto discuss them with the student.

b.

Differentiate among a variety of students' learning styles. c.

Demonstrate increased sensitivity to the needs of the students from diverse culturalbackgrounds.

d.

Demonstrate increased sensitivity to the needs of the students with learning disabilities andphysical limitations.

e.

Identify appropriate campus learning and support services and refer to students when needed. f.

Use effective communication skills, including the Socratic questioning method and activelistening.

g.

Anticipate possible conflicts in tutoring and develop approaches to correct problems. h.

Critically evaluate his/her tutoring experiences and tutoring scenarios. i.

Demonstrate how study strategies can help students improve memory, manage time, takeeffective notes, reduce test anxiety, and organize course work more effectively.

j.

1.

A.

III.





Quizzes1.

Participation in role-playing scenarios2.

Journal entries3.

Case studies4.

Self evaluations5.

Class Presentations6.

A.


Student participation1.

Final essay examination2.

Appraisal of tutoring sessions3.

B.

IV.




TUTOR - 100: Introduction to General TutoringCourse Learning Outcomes


Apply the tutoring cycle to peer sessions.1.

Employ a variety of effective techniques in peer tutoring. 2.

Demonstrate sensitivity to the needs of students from diverse cultural backgrounds and learning abilities. 3.

Critically evaluate his/her tutoring experiences. 4.




· 2020-08-05 · Modesto Junior College Course Outline of Record AGM 200 OVERVIEW The following...

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