Course Descriptions and Outlines

STSC 1050 - Essential Study Skills for College Success

1. Self-Assessment of Learning Attitudes and Preferences
   1. Learning Preferences
   2. Science of Learning
   3. Metacognition
   4. Motivation
2. Vocabulary Development
   1. Building vocabulary strategies for comprehension
   2. Memorization and application strategies
   3. Discipline/program specific vocabulary
3. Information Processing
   1. Memory tools
   2. Text and lecture material synthesis
   3. Strategies for learning in both large and small class sizes
4. Reading across Disciplines
   1. Critical perspectives of a discipline
   2. Organizational patterns
   3. Comprehend complex texts in academic disciplines
   4. Strategies for active reading:  previewing, skimming, patterns of organization and structure
5. Time Management Systems
6. Note Taking
   1. Effective listening and note-taking strategies for lecture
   2. Adaptation of note-taking and study systems by discipline/program
7. Test-taking
   1. Strategies for before, during and after a test
   2. Reducing Test Anxiety
8. Annotation/Marking Text
9. Identify, locate, and evaluate information
   1. library resources/databases
   2. resources/services of the college

1. identify cognitive, motivational, and/or learning attitudes and preferences as it relates to college coursework.
2. apply the principles of learning and memory to college coursework.
3. use vocabulary acquisition strategies for both general and discipline/program specific vocabulary.
4. apply the principles of information processing to college coursework.
5. apply active reading strategies to discipline/program specific material.
6. apply study skill strategies to discipline/program specific material.
7. evaluate academic information as relates to college coursework.

Courses and Registration

THTR 1011 - Practicum in Stage Performance

1. Basic vocabulary and etiquette for working backstage, onstage, and with theatre personnel
2. Information necessary to complete tasks in creating and performing a role as assigned by a crew supervisor, director, or faculty member
3. Overview of expectations for student actors during rehearsals and performances
4. Overview of rules and safety issues for performing on stage
5. Overview of theatre production facilities at Century College

1. describe the importance of time management and responsibility required in theatre arts.
2. articulate how their specific work on their roles contributed to the staging of the work and the performance as a whole.
3. discuss the collaborative aspects of theatre, especially the collaboration between director and actor.
4. demonstrate basic vocabulary of onstage and offstage areas related to performing.

Courses and Registration

THTR 1012 - Practicum in Stage Technology

1. Basic vocabulary and etiquette for backstage, and whatever specific area a student is assigned to: scene shop, costume shop/ready room, light booth and lighting positions, front of house, backstage, or alternate rehearsal spaces
2. Knowledge necessary to complete tasks as assigned by a crew supervisor, director, or faculty member
3. Overview of expectations for building crews, running crews, stage management or other positions
4. Overview of safety issues for each area of theatre participation
5. Overview of theatre production facilities at Century College

1. describe the importance of time management and responsibility required in theatre arts.
2. articulate how their specific work in their assigned area contributed to the staging of the work and the performance as a whole.
3. discuss the collaborative aspects of theatre.
4. demonstrate basic vocabulary of the technical area to which they were assigned.

Courses and Registration

THTR 1020 - Introduction to Theatre

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: This course introduces the student to the art and craft of theatre. An overview of many aspects of theatre including: design, acting, directing, backstage work, history and plays will be provided. Students also view certain theatrical works using cultural, social and political lenses. A study of the process by which the play moves from printed page to stage is included. This course serves students who are interested in pursuing performing arts, and those who would just like to know more about this unique field. Students may explore practical aspects of theatre by working backstage or in the theatre shops.
MnTC Goals
6 Humanities/Fine Arts, 8 Global Perspective

Prerequisite(s): Course placement into college-level English and Reading OR completion of ENGL 0950  with a grade of C or higher OR completion of RDNG 0940  with a grade of C or higher and qualifying English Placement Exam OR completion of RDNG 0950  with a grade of C or higher and ENGL 0090  with a grade of C or higher OR completion of ESOL 0051  with a grade of C or higher and ESOL 0052  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. What goes into Theatre? What is the nature of “performing?”
   1. Community, Ritual, Professional/Amateur
2. Theatre Production Process
   1. Design- Stage Design, Costume Design, Lighting Design
   2. Performance- Acting, Directing
3. Theatre History
   1. Origins of Theatre
   2. Greece
   3. Rome
   4. Middle Ages
   5. Renaissance
      1. Origin and Movement Throughout Europe
      2. Shakespeare and Elizabethan England
   6. Realism
      1. American Realism
      2. American realistic play ( example: And the Soul Shall Dance)
         • Traditional Culture as Found in the Play
         • Evidence of Cultural Stresses on the Characters
         • Evidence of Racism in the Play
         • U.S. Race and Cultural Relations Contemporary to the Play
         • Playwright’s Use of Props to Represent Characters
   7. Anti Realism
      1. Dada
      2. Expressionism
      3. Absurdism
         • WWII and Absurdism, Minimalism and Metaphysics, Samuel Beckett, Beckett and the French Resistance
      4. Epic Theatre
         • The Challenge to Aristotle, WWII and Epic Theatre, Bertolt Brecht, Society Can Change
   8. Anti Realistic Play (example: Angels in America)
      1. AIDS and Politics in the U.S. in the 1990s
      2. Gay Culture in the U.S. in the 1990s
      3. Religious Values Present in the Play
   9. Post Modernism
      1. Robert Wilson, Politics and the Funding of Avant-Guard Art
4. Non Western Theatre Forms (At least three areas from this list)
   1. Japan, India, Africa, Peru, Bali, China, Mexico, Native North America
      1. Comparison of Non-Western Forms to Western Theatre Forms
      2. Comparison of Cultural Values Found in Non-Western and Western Forms
5. Dramatic Structure
   1. Play with a traditional dramatic structure (example: Joe Turner’s Come and Gone)
      1. Setting and Historical/Cultural Background (Slavery in the U.S., Jim Crow Laws, etc.)
      2. Protagonist as a Representative of the Cultural, Legal, and Economic Struggles of Black Americans
      3. Dramatic Structure
6. Student Scene Projects
   1. Playwrights of scenes performed
   2. Creating a Ground Plan, Use of Props, Creating Movement, Acting/Performing Basics, Use of Costuming, Rehearsal Etiquette and Expectations

1. analyze theatre to discover cultural, political, societal, and/or historical influences
2. use terminology and concepts relevant to a practical, cultural, dramatic, and historical discussion of theatre.
3. describe relationships between theatre, society, politics, and culture.
4. demonstrate comprehension of factual information in selected areas of theatre history.
5. describe with some detail, what constitutes theatre, as a unique, temporal art. apply theatre concepts to dramatic literature.

06. 02. Understand those works as expressions of individual and human values within an historical and social context.

06. 03. Respond critically to works in the arts and humanities.

06. 04. Engage in the creative process or interpretive performance.
Competency 2 (7-10)
08. 01. Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.

08. 02. Demonstrate knowledge of cultural, social, religious and linguistic differences.

08. 04. Understand the role of a world citizen and the responsibility world citizens share for their common global future.

Courses and Registration

THTR 1031 - Beginning Acting

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: This course teaches students the basics of acting. In addition to training and developing the actor’s voice and body, students are taught methods to enter a creative state, create the world of a play, create characters and play scenes. Students use vocal and physical warm ups, read plays, apply acting vocabulary and concepts, write performance plans, work with physical and imaginative exercises, analyze play texts, and attend and evaluate the acting in a live theatre production. The course works with students at all levels to increase the student’s abilities in the performing arts.
MnTC Goals
6 Humanities/Fine Arts

Prerequisite(s): None
Corequisite(s): None
Recommendation: None

Major Content

1. Analyzing Acting
2. Audition Techniques, Head Shots, Resumes
3. Choosing performance pieces that are right for you
4. Finding the Objective and Through Line.
5. Improvisation to develop characters
6. Laban movement
7. Principles of Warming up the Voice and Body
8. Stanislavsky
   1. Working with the senses
   2. Given circumstances (Who, What, Where, When?)
   3. Units and objectives
   4. Logic and believability
   5. Creative state of mind
   6. Learning to enter the creative state of mind
   7. Sensory memory
   8. Spheres of attention
9. Techniques for Physical and Vocal Warmups
10. Use of the voice
    1. Abdominal breathing
    2. Phonation
    3. Resonance
    4. Pitch
    5. Intonation
    6. Topping in on a line
    7. Using phonation and pitch to explore character
    8. Placement of the Voice
11. Using Tactics and Committing to the Objective
12. Vocal and physical anatomy primer

1. make informed acting choices based on knowledge of what makes a successful performance.
2. define and apply acting vocabulary to character creation.
3. synthesize vocal and physical skills with analysis, creativity, insight and emotional commitment to create a compelling character.
4. create the environment of a scene using non verbal means.
5. use their bodies with an increased range of flexibility and gesture.
6. determine appropriate character objectives, and what stands in the character’s way.
7. enter a creative state of consciousness using a variety of possible cues.
8. demonstrate creativity (originality and insight) through monologue and scenework.
9. use their voices with greater volume, projection, and clarity.

06. 03. Respond critically to works in the arts and humanities.

06. 04. Engage in the creative process or interpretive performance.

Courses and Registration

THTR 1033 - Acting for the Camera

1. Acting is Collaboration
   1. Trust exercises
   2. Observation exercises
2. Actor as Creative Artist
   1. Who am I
   2. Use of self in the acting process
   3. Song exercise
3. Analyzing the Script
   1. Interpreting the who, what, when, where, how of a script
   2. Finding the essence of a character in the film script   
   3. Acting methods to bring a character to life in a scene
   4. Action in the script translated to “blocking” in front of the camera
4. Analyzing Film and Video
   1. Recognizing and analyzing word choices in the script
   2. Determining and evaluating what is communicated in a given scene
   3. Recognizing and evaluating the actor’s contribution to the communication and aesthetic
5. Who’s who on a film/television set
   1. Directing
   2. Camera
   3. Wardrobe/makeup
   4. Lighting, sound
6. Acting on Camera
   1. Running the camera
   2. Setting up your scene
   3. Making sure your artistic choices appear in the performance
   4. Overacting and underacting
   5. Artistic choices for acting in comedy
7. Location filming
   1. Similarities and Differences with studio acting
   2. Using the location to inspire you as an artist
   3. Challenges to the acting/creating process when on location
8. Rights and Responsibilities of Video, Film, Television Actors
   1. AFTRA
   2. AEA

1. create practical and artistic ideas related to acting for the camera.
2. interpret the words of characters to create compelling scenes on screen.
3. perform basic on-camera acting techniques.
4. analyze scripts and characters for artistic details important to creating roles on camera.
5. determine their own strengths and challenges regarding acting on camera.
6. collaborate successfully to record an acting scene on camera.
7. evaluate acting performances in film.
8. describe how camera movement interacts with the actor’s work to produce various artistic effects.
9. list the positives and negatives of movement and positioning choices an actor can make for a specific scene.
10. identify acting styles in a variety of aesthetic films.

Courses and Registration

THTR 1041 - Theatre Production and Design

1. The Building/Running Process
   1. Scenery & Props
   2. Costumes
   3. Lighting & Sound
   4. Stage Management
2. Design from a Critical/Historical Perspective
   1. Greek
   2. Roman
   3. Renaissance
   4. Illusionistic
   5. Realistic
   6. Anti-Realistic
   7. Postmodern
3. The Designers’ Role
   1. Communication/Cooperation/Creativity
      1. Working with the Director
      2. Working on the Design Team
      3. Working with the Stage Manager
   2. Reinforcing the Action as well as the Script
   3. Scenery & Props
      1. Period style & form
      2. Building, buying, or renting?
   4. Costumes
      1. Period style & form
      2. Building, buying, or renting?
   5. Lighting & Sound
      1. Color in light and emotion
      2. Creating an atmosphere
4. Basic Design Principles
   1. Elements of Design:  Line, shape, color, texture, style, action
   2. Principles of Composition
      1. Harmony, Contrast, Variation, Pattern, Gradation
5. Scene Design Realization Process
   1. Director’s Floor Plan
   2. Painter’s Elevation
   3. White Model
   4. Shop Floor Plan
   5. Rear Elevation

1. identify the purpose of individual technical apparatus.
2. define terms used in the production of technical theatre.
3. identify and describe the purpose of individual technical apparatus.
4. identify and describe the purpose of individual technical apparatus.
5. identify and describe the purpose of individual technical apparatus.
6. Identify and discuss the technical elements of a live professional production using terms and principles gained in class.
7. critique the artistic use of technical media in production.

Courses and Registration

THTR 1051 - Creative Dramatics

1. Analyzing and Adapting Folktales
2. Comic Inspiration for Improvisation
3. Creating Community- Icebreakers and Teambuilding
4. Drama Tools for Personal Growth
5. Planning, Leading, Evaluating Creative Group Activities
6. Using Music to Inspire Creativity/ Making Music to Inspire Creativity
7. Using Objects/Props to Inspire Creativity and Storymaking
8. Using Pictures to Inspire Creativity

1. Employ improvisation exercises for group work
2. Adapt fairytales/folktales for group performance
3. Lead a forty minute creative class session using small groups
4. Plan a forty minute creative class session for small groups
5. Apply music, art, props/objects, visual images to creative play

Courses and Registration

THTR 1071 - Musical Theatre

1. History of the musical theatre form including Restoration origins (1660), 19th Century evolution, 20th Century flowering, and 21st Century present
2. Structural composition/elements of the modern musical play
3. Writing a play review
4. Research and choose a musical production currently playing in the Twin Cities area, purchase a ticket, see the production, and write a play review
5. The relationship of musical theatre to socio-political activities worldwide
6. Performance techniques in the areas of acting, singing, and dancing in the genre

1. discuss the history and evolution of the musical play form from 1660 to present.
2. explain the structural elements of the modern musical play form.
3. write a play review of a musical play in performance.
4. explain the relationship between a musical and the historic period in which it is set.

Courses and Registration

THTR 1081 - World of Drama

Credits: 3
Hours/Week: Lecture 3 Lab None
Course Description: Play texts open up exciting, fictional worlds for the reader, and contain clues to the actual historical and cultural worlds from which they emerged. In this course, a variety of important plays will be read, studied, discussed, written about, and read aloud. The structure and language of plays will be carefully explored. Historical, cultural, and political contexts of plays will be examined and evaluated. Through reading plays, participating in discussions, listening to lectures, engaging in research, and thinking and responding creatively, students can begin to unlock the world of dramatic art.
MnTC Goals
6 Humanities/Fine Arts, 7 Human Diversity

Prerequisite(s): Course placement into college-level English and Reading OR completion of ENGL 0950  with a grade of C or higher OR completion of RDNG 0940  with a grade of C or higher and qualifying English Placement Exam OR completion of RDNG 0950  with a grade of C or higher and ENGL 0090  with a grade of C or higher OR completion of ESOL 0051  with a grade of C or higher and ESOL 0052  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. For each play, one or more of the following will be explored:
   1. Historical context of a play.
   2. Cultural context of a play.
   3. Political and societal context of a play.
2. For each play, the following topics will be explored/discussed/covered:
   1. Structure/plot of the play.
   2. Use of imagery, metaphor, and theme in the play.
   3. Discovering the authors point of view.
   4. Discovering the students point of view.
3. Overview of the World of Drama
   1. Historical periods
   2. Genres
   3. Cultural contexts
   4. Political contexts
   5. Structures and types of drama
   6. Oral and written traditions
4. Play texts will be drawn from at least eight of the categories listed below. Some texts can relate to two or more categories. Zoot Suit, for example, by Luis Valdez, is both Brechtian and by a Hispanic- American author.
   1. Greek/Roman
   2. Middle Ages
   3. Renaissance (Europe)
   4. Early Realism (Europe)
   5. American Realism
   6. African and/or African American
   7. Asian and/or Asian American
   8. Native North or South American
   9. Hispanic/Latin American
   10. Existentialism
   11. Epic/Brechtian
   12. Absurdism
   13. Postmodernism
5. Point of view/perspective
   1. Discovering the playwrights perspective
   2. Formulating your own point of view on a play
   3. Articulating one or more perspectives
   4. Comparing and contrasting points of view
6. Tools for exploring play texts
   1. Structure/plot components
   2. Literary analysis
   3. Character exploration
   4. Brief look at theoretical lenses (Marxist, Feminist, Psychoanalytic, etc.)

1. analyze a play text for plot structure and character development.
2. employ vocabulary and concepts germane to a deeper understanding of dramatic texts.
3. identify specific uses of imagery, metaphor, and theme by a playwright.
4. describe the values and constructs of the world created within the play text.
5. discuss the influence of history, culture, and politics on playwrights.
6. identify ways in which history, culture, and politics have shaped plays.
7. articulate their responses to plays, and their objective and subjective reasons for them.
8. formulate ideas about how aspects within the play text reflect contemporary society.
9. list the positives and negatives of specific dramatic choices the playwright makes.

06. 02. Understand those works as expressions of individual and human values within an historical and social context.

06. 03. Respond critically to works in the arts and humanities.

06. 04. Engage in the creative process or interpretive performance.
Competency 2 (7-10)
07. 01. Understand the development of and the changing meanings of group identities in the United States’ history and culture.

07. 02. Demonstrate an awareness of the individual and institutional dynamics of unequal power relations between groups in contemporary society.

07. 04. Describe and discuss the experience and contributions (political, social, economic, etc.) of the many groups that shape American society and culture, in particular those groups that have suffered discrimination and exclusion.

Courses and Registration

THTR 1790 - Independent Study

1. demonstrate application of advanced knowledge and/or skills identified in the learning plan objectives.
2. describe how the learning has enhanced his/her development as a theatre artist/technician.
3. construct a project which demonstrates the learning gained.

Courses and Registration

THTR 2031 - Intermediate Acting

1. Cues for Emotion, Movement, Body Energy in Word Choice, Consonants and Vowels
2. Marking Units (Beats) and Determining Objectives
3. Musical Theatre Technique
4. Orchestrating the Scene or Monologue
5. Playing Within A Style
6. Playing “Beats” and “Objectives”
7. Presentation Techniques and Focus
8. Resumés, Head Shots, Audition Ettiquette
9. Scansion/Rhythm in Elizabethan Verse
10. Shakespeare - A Dream of Passion
11. Shakespeare’s Contrasts - Antithesis
12. Shakespeare’s Imagery - Tasting Language
13. Spheres of Attention
14. Stanislavsky
15. The Creative State

1. determine appropriate character objectives
2. define acting vocabulary in written and oral work
3. apply acting vocabulary in written and oral work
4. mark a text for beats
5. create characters with insight, emotional commitment, integrity and impact.
6. create the environment of a play using non verbal means
7. orchestrate a monologue with appropriate vocal dynamics and movement
8. present a successful audition
9. scan the work of Shakespeare for vocal performance

Courses and Registration

THTR 2081 - Script Analysis

1. Interpreting texts (at least 6 texts from categories below will be read by the class):
   1. Greek or Roman
   2. Renaissance
   3. Restoration
   4. Realism
   5. Anti-Realism or Theatricalism
   6. Non-Western Perspectives
   7. Post Modernism
2. Director/Designer Collaboration
3. Foundational aspects of a text
   1. Genre, Plot/movement, Imagery, Dialogue, etc. Interpreting texts:
4. Overview of noteworthy interpretations
5. How plays “live” (responding as an artist)
6. Artistic/production perspectives on a text
   1. Directing
   2. Acting
   3. Scenery and Properties Design
   4. Costume Design
   5. Lighting Design
7. Presentation of Projects

1. interpret a text using director, actor, and designer frameworks.
2. employ tools to take apart the inner workings of play texts.
3. analyze a text from director, actors, and designers points of view.
4. describe how specific texts delineate and demand specific parameters for interpretation.
5. articulate how a play moves, looks, sounds, and feels on stage.
6. create a visual representation of their ideas for staging a specific text.
7. describe (in verbal and written forms) their process of interpreting a text from page to stage.

Courses and Registration

THTR 2780 - Theatre Internship

1. Securing an Internship
   1. Application
   2. Communication
2. Expectations of Professional Internships
   1. Theatre Department Expectations
   2. Site Expectations
3. Complete Internship Contract with Site Supervisor
   1. Verify hours and duties expected with Site and Century supervisor
4. Perform Assigned Tasks
5. Communicate weekly or biweekly with Century supervisor
6. Meet with Site Supervisor at project finish and complete Summary Form
7. Update portfolio, e-folio, and/or resume
8. Prepare and deliver presentation of intern’s learning experience.

1. Utilize a well-constructed resume of efolio in the internship application process.
2. Demonstrate interview skills.
3. Demonstrate professional demeanor while on the job site.
4. Apply knowledge and experience to the internship work assignments
5. Document salient points of the internship in written form.
6. Create productive work relationships with site employees.
7. Comprehend the relationship of workload to time and resource constraints.

Courses and Registration

TRIN 1000 - Orientation to Translation and Interpreting

1. What interpreters/translators do
2. Settings and domains in which interpreters/translators work
3. Types of texts/discourse that interpreters/translators encounter

1. Codes & standards in different settings (e.g., medical, legal)
2. Basic application of codes of ethics and standards of practice

1. linguistic skill and knowledge
2. cognitive skill and knowledge
3. interactional/communicative skill and knowledge
4. decision-making skill and knowledge

1. discuss translation and interpreting as professional activities.
2. name tenets of the medical and legal codes of ethics and standards of practice for interpreters.
3. describe legal and regulatory requirements for provision of interpreter services in public service settings.
4. describe skills and knowledge that interpreters and translators need.
5. assess individual readiness for further training as a translator/interpreter.

Courses and Registration

TRIN 1021 - Translation Skills I

1. Overview of major theories of translation
2. Overview of translation as a professional activity
3. Text analysis, including purpose and audience
4. Translation processes & strategies
5. Use of online and traditional reference sources for terminology development
6. Planning & revision

1. apply practical and theoretical knowledge in the course of completing a translation task.
2. analyze a text for linguistic and paralinguistic features.
3. employ appropriate strategies to evaluate and revise their translation output.
4. make appropriate use of a variety of reference tools in the course of completing a translation task.
5. describe the entirety of the translation process, including interactions with parties other than the translator.

Courses and Registration

TRIN 1032 - Ethics, Standards of Practice, and Decision-Making I

1. Codes of ethics and standards of practice for interpreters, with a special focus on those promulgated by the National Council on Interpreting in Healthcare and by the Minnesota Judicial Branch
2. Regulatory frameworks for the provision of interpreter services in public service settings
3. Major findings of scholarly research & areas of debate with regard to interpreters and interpreting in public service settings
4. Frameworks for decision-making for translators and interpreters
5. Opportunities for applying codes of ethics and standards of practice in discussions and classroom activities, including role-playing

1. explain the major tenets of codes of ethics and standards of practice for interpreters in medical and legal settings.
2. explain regulatory frameworks for the provision of interpreters in public service settings.
3. apply theoretical and contextual knowledge to resolve challenging situations.
4. articulate the reasoning behind decisions made in the course of an interpreted interaction.
5. demonstrate appropriate application of the standards of practice in a role-played  interpreted interaction.

Courses and Registration

TRIN 1033 - Interpreting Skills I

1. Introduction to dialogue interpreting as a professional activity and field of study
2. Introduction to the cognitive, interactional, and social dimensions of interpreting
3. Introduction to discourse analysis as employed in interpreting theory and practice
4. Consecutive interpreting without notes
5. Beginning-level practical application of the code of ethics and standards of practice
6. Situational management skills in triadic interpreted interactions
7. Introduction to topic preparation and terminology research
8. Introduction to note-taking for consecutive interpreting
9. Introduction to sight translation
10. Introduction to theory and practice of reflective, deliberate practice for skill improvement

1. apply theoretical and practical knowledge to successfully carry out consecutive interpretation of non-technical speeches and dialogues.
2. apply theoretical and practical knowledge to successfully employ basic consecutive note-taking techniques in the consecutive interpretation of non-technical speeches and dialogues.
3. apply theoretical and practical knowledge to successfully carry out sight translation of simple written material.
4. demonstrate progression in application of interpreting codes of ethics and standards of practice in triadic interpreting sessions.
5. apply theoretical and contextual knowledge to resolve situations related to ethical professional practice.
6. demonstrate  appropriate use of basic situational management skills in triadic dialogue interpreting sessions.
7. demonstrate appropriate use of basic topic preparation and terminology development skills in order to increase knowledge and vocabulary.
8. employ metacognitive and self-regulatory skills to assess performance and progress towards performance goals.

Courses and Registration

TRIN 1035 - Structured Language Enhancement

1. Presentation of expertise and skill acquisition theory and concept of deliberate practice
2. Modeling of metacognitive processes for ongoing self-assessment
3. Assessment of student’s current abilities and identification of individual objectives
4. Focused language enhancement exercises
5. Structured follow-up and support with language-neutral individualized feedback

1. demonstrate knowledge of the theoretical underpinnings of skill development and deliberate practice.
2. develop metacognitive skills for self-assessment and evaluation of progress.
3. employ focused techniques to improve specific areas of language performance.

Courses and Registration

TRIN 1051 - Working with Interpreters

1. Federal, state, and local laws related to the provision of translation/interpreting services
2. LEP Populations: who are they, where are they, disparities in care/service provision and outcomes
3. Overview of interpreting as a cognitive task and as a profession
4. Overview of interpreting codes of ethics and standards of practice
5. Techniques and strategies for working with interpreters

1. explain federal, state, and local legislation related to the provision of language services.
2. describe how limited English proficient clients are affected by disparities in service provision.
3. describe the complex nature of interpreting.
4. discuss interpreters’ codes of ethics and standards of practice.
5. practice working with interpreters.

Courses and Registration

TRIN 1065 - Business Skills for Translators and Interpreters

1. Professional business practices for freelance translators and interpreters
2. Developing a client base
3. Creating a resume/portfolio of sample work
4. Networking and interviewing
5. Business practices related to self-employment, including taxation and liability
6. Record-keeping and compliance, including issues of confidentiality and invoicing

1. describe professional business practices relevant to freelance translators and interpreters.
2. develop a plan for marketing to increase client base and networking opportunities.
3. create a resume and/or portfolio to showcase skills.
4. describe pre-assignment relevant questions interpreters and translators must ask before accepting an assignment.
5. describe issues of record-keeping, compliance, and taxation relevant to freelance work. 

Courses and Registration

TRIN 1071 - Reading and Writing in Spanish

1. Overview of writing conventions in Spanish
   1. Spelling
   2. Diacritical marks
   3. Punctuation
   4. Other
2. Written and spoken language registers
3. Reading and writing of non-literary texts
4. Text analysis
   1. Text types, functions, and style

1. demonstrate skill progression in written grammar and syntax in Spanish.
2. demonstrate ability to express themselves in extended discourse in Spanish.
3. demonstrate progression in Spanish reading comprehension.
4. state and support an argument in spoken and written Spanish.

Courses and Registration

TRIN 1073 - Reading and Writing in Hmong

1. Sound-letter correspondences in Hmong
2. Tonal notation in Hmong
3. Phonological inventory of Hmong
4. Tonal inventory of Hmong
5. History of written Hmong
6. Reading practice in Hmong
   1. Children’s Books
   2. Letters
   3. Documents
   4. Translations of formal documents
7. Compound words in Hmong
8. Differences in writing conventions between Green and White Hmong
9. Writing practice in Hmong

1. decode words written in Hmong.
   1. sound out words in Hmong.
   2. identify sound-letter correspondences in Hmong.
   3. use tone consonants at the end of words.
2. group written Hmong words phrasally when reading.
3. identify differences between Green and White Hmong writing conventions.
4. explain the history of the Hmong writing system.

Courses and Registration

TRIN 1075 - Reading and Writing in Somali

1. Written vs Spoken registers of language
2. Formal and informal registers of language
3. Dialectal and regional variation
4. Basic sound-letter correspondences
   1. Long and short vowels
   2. Geminate consonants
   3. Dialect variations
      1. -r, -dh
      2. -ey, -ay
   4. Disputed spellings
   5. Diphthongs
5. Bound morpheme categories
6. Free morpheme categories
7. Declarative Markers, Topic Markers, and Focus Markers
8. Sound change rules reflected in the orthography
9. History of written Somali
10. Frequent writing assignments

1. explain writing conventions surrounding topic markers, declarative markers, and focus markers.
2. identify words with long and short vowels.
3. identify words which are disputed and may vary by dialect.
4. explain regular sound change rules reflected in the orthography.
5. identify bound morpheme categories and free morpheme categories.
6. analyze the orthographic structure of a translated text.
7. explain the history of the Somali writing system.
8. identify words with geminate consonants.

Courses and Registration

TRIN 1083 - Interpreting Skills II

1. Intermediate-level study of dialogue interpreting as a professional activity and field of study
2. Cognitive, interactional, and social dimensions of interpreting
3. Theoretical constructs relevant to the study of dialogue interpreting
4. Consecutive interpreting with and without out notes
5. Sight translation
6. Introduction to fundamentals of simultaneous interpreting
7. Intermediate-level practical application of the code of ethics and standards of practice in dialogue settings
8. Situational management skills in triadic and multi-party dialogue interpreting sessions
9. Topic preparation and terminology research for specialized subjects
10. Reinforcement of theory and practice related to reflective, deliberate practice for development interpreting skills.

1. apply practical and theoretical knowledge to successfully carry out consecutive interpretation and sight translation of speeches and dialogues requiring knowledge of specialized vocabulary and concepts.
2. apply practical and theoretical knowledge to successfully employ consecutive note-taking techniques in the consecutive interpretation of dialogues and speeches requiring knowledge of specialized vocabulary and concepts.
3. apply practical and theoretical knowledge to successfully sight translate documents requiring knowledge of specialized vocabulary and concepts.
4. demonstrate progression in application of interpreting codes of ethics and standards of practice in more complex interpreting assignments.
5. apply theoretical and contextual knowledge to resolve increasingly challenging situations.
6. demonstrate appropriate use of situational management skills in triadic and multi-party dialogue interpreting sessions.
7. demonstrate appropriate use of topic preparation and terminology development skills in order to prepare for interpreting assignments involving specialized vocabulary and concepts.
8. employ metacognitive and self-regulatory skills at an intermediate level in order to assess performance and progress towards performance goals.

Courses and Registration

TRIN 1790 - Independent Study

Credits: 1-4
Hours/Week:
Course Description: This course provides the opportunity for students to enhance their learning experience or explore a specialty area through independent study. Projects will be developed cooperatively between the student and the instructor in order to help the student pursue specific areas of interest related to translation and interpreting. Language proficiency level equivalent to the American College Teachers of Foreign Languages (ACTFL) Oral Proficiency Interview (OPI) advanced-high or higher rating in the weaker language; advanced-mid is accepted on a case-by-case basis and requires a commitment to further language study.
MnTC Goals
None

Prerequisite(s): TRIN 1021 , TRIN 1032 , and TRIN 1033  with a grade of C or higher, and instructor consent.
Corequisite(s): None
Recommendation: None

Major Content
To be determined by the student and instructor on an individual basis
Learning Outcomes
At the end of this course, students will be able to:

1. demonstrate advanced knowledge of the subject area identified in the independent learning plan.

2. explain results of the independent study in a formal presentation or report to the instructor and/or industry stakeholders.

3. reflect on personal and intellectual growth in the subject area identified in the plan.

Courses and Registration

TRIN 2021 - Translation Skills II

1. Relevant concepts from translation theory and research
2. Translation as a professional activity
3. Ethical issues related to translation and translators
4. Text Analysis, including purpose and audience
5. Translation processes & strategies
6. Use of online and traditional reference sources for terminology development
7. Use of translation technologies, including at least one CAT tool
8. Planning & revision

1. apply practical and theoretical knowledge in the course of completing translation tasks involving specialized vocabulary and concepts.
2. discuss professional and personal ethical issues related to translation as human and social activity in a globalized world.
3. evaluate and revise translations involving specialized vocabulary and concepts.
4. make appropriate use of a variety of reference tools in the course of completing translation tasks involving specialized vocabulary and concepts.
5. independently carry out the entirety of a translation process, including interactions with parties other than the translator.
6. make appropriate use of translation technologies, including at least one CAT tool.

Courses and Registration

TRIN 2023 - Interpreting Skills III

1. Uses of simultaneous interpreting within the field of interpreting, including dialogic (both triadic and multi-party) and non-dialogic settings.  
2. Advanced exploration of the cognitive, interactional, and social dimensions of interpreting
3. Theoretical constructs relevant to the study of simultaneous interpreting
4. Simultaneous interpreting, progressing from non-technical texts to texts containing specialized vocabulary and concepts
5. Sight translation of texts containing specialized vocabulary and concepts
6. Practical application of the code of ethics and standards of practice in triadic and multi-party interactions
7. Situational management skills in dialogue sessions involving simultaneous interpreting
8. Topic preparation and terminology research for simultaneous interpreting of specialized subjects
9. Reinforcement of theory and practice related to reflective, deliberate practice for development of simultaneous interpreting skills.

1. apply theoretical and practical knowledge to successfully carry out simultaneous interpreting of speeches and dialogues.
2. apply theoretical and practical knowledge to successfully sight translate documents requiring knowledge of specialized vocabulary and concepts.
3. demonstrate progression in application of interpreting codes of ethics and standards of practice in increasingly complex interpreting assignments.
4. apply theoretical and contextual knowledge to resolve challenging situations that may be encountered in triadic and multi-party dialogue interpreting sessions.
5. demonstrate appropriate use of situational management skills in triadic and multi-party dialogue interpreting sessions.
6. demonstrate appropriate use of topic preparation and terminology development skills in order to prepare for simultaneous interpreting assignments involving specialized vocabulary and concepts.

Courses and Registration

TRIN 2032 - Ethics, Standards of Practice, and Decision-Making II

1. Relevant concepts from theory and research
2. Application of knowledge of codes of ethics and standards of practice to real-world experiences, including during instructor-led and/or -supervised experiential learning activities.
3. Internship reflection and evaluation  

1. discuss application of the code of ethics and standards of practice to real-world events experienced in their internship field experience.
2. articulate connections between their knowledge of theoretical concepts and scholarly research and their internship field experience.
3. reflect on their internship field experiences in light of their personal and professional goals and development.

Courses and Registration

TRIN 2035 - Interpreting in Education

1. Overview of the K-12 educational setting in the United States and Minnesota
2. Regulatory frameworks related to language access in educational settings, both mainstream and special education
3. Characteristics of and specialized vocabulary related to settings and situations in which interpretation may be required, including but not limited to special education, mental health, and student assessment
4. Ethical behavior and decision-making in educational settings, including with regard to bilingual liaisons and  dual-role interpreters
5. Consecutive interpreting and sight translation practice with domain-specific materials

1. describe the principal features of the K-12 educational system in the United States and Minnesota as they relate to interpreters and interpreting.
2. explain regulatory frameworks for the provision of interpreter services in educational settings.
3. apply theoretical and contextual knowledge to resolve challenging situations.
4. articulate the reasoning behind decisions made in the course of an interpreting assignment.
5. demonstrate appropriate use of topic preparation and terminology development skills in order to increase domain-specific knowledge and vocabulary.
6. apply practical and theoretical  knowledge to successfully carry out consecutive interpretation and sight translation of domain-specific texts.

Courses and Registration

TRIN 2036 - Interpreting in Healthcare

1. Overview of the healthcare system in the United States and Minnesota
2. Regulatory frameworks related to language access in healthcare settings
3. Characteristics of and specialized vocabulary related to settings and situations in which interpretation may be required
4. Ethical behavior and decision-making in healthcare settings, including with regard to dual-role interpreters
5. Consecutive interpreting and sight translation practice with domain-specific materials
6. Overview of the national certification exams available for healthcare/medical interpreters

1. describe the principal features of the healthcare system in the United States and Minnesota as they relate to interpreters and interpreting.
2. explain regulatory frameworks for the provision of interpreter services in healthcare settings.
3. apply theoretical and contextual knowledge to resolve challenging situations.
4. articulate the reasoning behind decisions made in the course of an interpreting assignment.
5. demonstrate appropriate use of topic preparation and terminology development skills in order to increase domain-specific knowledge and vocabulary.
6. apply practical and theoretical   knowledge to successfully carry out consecutive interpretation and sight translation of domain-specific texts.
7. assess individual readiness for taking one of the national certification exams for interpreters working in medical/healthcare settings.

Courses and Registration

TRIN 2037 - Interpreting in Legal Settings

1. Overview of the judicial system in the United States and Minnesota
2. Regulatory frameworks related to language access in legal settings
3. Characteristics of and specialized vocabulary related to settings and situations in which interpretation may be required
4. Ethical behavior and decision-making in legal settings, including with regard to dual-role interpreters
5. Consecutive interpreting, simultaneous interpreting, and sight translation practice with domain-specific materials
6. Overview of the state court certification exam

1. describe the principal features of the judicial system in the United States and Minnesota as they relate to interpreters and interpreting.
2. explain regulatory frameworks for the provision of interpreter services in legal settings.
3. apply theoretical and contextual knowledge to resolve challenging situations.
4. articulate the reasoning behind decisions made in the course of an interpreting assignment.
5. demonstrate appropriate use of topic preparation and terminology development skills in order to increase domain-specific knowledge and vocabulary.
6. apply practical and theoretical  knowledge to successfully carry out consecutive interpretation, simultaneous interpretation, and sight translation of domain-specific texts.
7. assess individual readiness for taking the state courts certification exam.

Courses and Registration

TRIN 2780 - Internship

Credits: 1-2
Hours/Week: Lecture None Lab None
Course Description: Students will have the opportunity to spend time observing professional interpreters and/or performing supervised work in the industry to gain experience and advance their skills. Certificate students are required to complete 1 credit (minimum 50 hours) of internship. Diploma students are required to complete 2 credits (minimum 100 hours) of internship; these may be completed as two separate one-credit enrollments. Students who are working as interpreters while enrolled in the internship may use paid working hours for up to 30% of the required internship hours. A Minnesota Department of Health and Human Services Background Study with no restrictions may be required for this course. This course may be repeated for a total of two credits.
MnTC Goals
None

Prerequisite(s): TRIN 1083  with a grade of C or higher or concurrently enrolled and instructor consent.
Note: students concurrently enrolled in prerequisite course must contact Records Office for verification.

 
Corequisite(s): None
Recommendation: None

Major Content

1. discuss principal areas of personal and professional growth obtained from field experience.
2. make connections between in-class learning and real-world situations.
3. demonstrate appropriate behavior in a professional environment, including adhering to domain-specific protocols and to interpreting codes of ethics and standards of practice.
4. observe and/or perform specific interpreting and/or translation tasks under the supervision of a supervisor or mentor.
5. build professional network contacts in the field.

Courses and Registration

TRIN 2790 - Special Topics

1. demonstrate translation and interpreting skills relevant to topic.

Courses and Registration

TRIN 2996 - Undergraduate Research in Translation and Interpreting

1. Experimental or Survey design
2. Data analysis
3. Problem solving
4. Communication of findings

1. demonstrate appropriate research methodologies
2. analyze research findings
3. explain research findings

Courses and Registration

WEBD 1012 - Introduction to Visual Communications Careers

Credits: 3
Hours/Week: Lecture 2 Lab 2
Course Description: This foundational first-semester course introduces the technical practices of visual communications and how these practices are applied in various visual communications professions. The focus of this course is on a hands-on, practice-based approach to the application of common design methods. Course activities involve creating projects using industry-standard software to apply effective visual communications techniques and practices. Topics also include the variety of career paths within the visual communications field.

This Visual Communications Careers core class is intended for students pursuing an award in Web Design. Other Century College students with the right prerequisites wishing to explore the area are welcome as well.

Note: This course is cross-listed with 3DMA 1012, GRDP 1012, NVP 1012 and PHOT 1012.
MnTC Goals
None

Prerequisite(s): None
Corequisite(s): None
Recommendation: Concurrently enrolled in WEBD 1013  and WEBD 1018  

Major Content

1. Networked lab procedures and Macintosh computers
2. Professional photography computer applications
3. Careers in professional photography
4. Graphic design computer applications
5. Careers in graphic design
6. Filmmaking and video production computer applications
7. Careers in filmmaking and video production
8. Web design computer applications
9. Careers in web design
10. 3D animation computer applications
11. Careers in 3D animation
12. Researching and following copyright laws

1. use the Macintosh computer platform in a network environment.
2.  incorporate technical practices of visual communications into projects.
3. apply the basic design methods of visual communications to a variety of projects.
4. create projects using industry-standard visual communications software.
5. explore visual communications career paths.
6. follow copyright laws.

Courses and Registration

WEBD 1013 - Fundamentals of Applied Design

Credits: 3
Hours/Week: Lecture 2 Lab 2
Course Description: This course explores practical and real-world design solutions used in the visual communications industry. Topics include the elements and principles of design, spatial relationships, and imagery; the history of design movements; and personal and professional branding. Activities focus on the creative design process, including traditional tools, industry- standard visual vocabulary, client-based projects, and class critiques.

This Visual Communications Careers core class is intended for students pursuing an award in Web Design. Other Century College students with the right prerequisites wishing to explore the area are welcome as well.

Note: This course is cross-listed with 3DMA 1013, GRDP 1013, NVP 1013 and PHOT 1013.
MnTC Goals
None

Prerequisite(s): None
Corequisite(s): None
Recommendation: Concurrently enrolled in WEBD 1012  and WEBD 1018  

Major Content

1. Objective Statements and articulating client needs
2. The formal elements and principles of design
3. The creative design and ideation process
4. Typography and its marketing message
5. Appling historical art and design movements and styles
6. Branding and visual identity

1. evaluate a client’s situation, needs, and goals.
2. apply the formal elements and principles of design to create effective, client-centered communication.
3. complete projects and exercises using a creative design and ideation process.
4. critique the effectiveness of a visual communications solution using the vocabulary of design.
5. adapt the style of past art and design movements to contemporary needs.
6. evaluate their own professional identities and create appropriate branding.

Courses and Registration

WEBD 1015 - Project Planning

Credits: 3
Hours/Week: Lecture 2 Lab 2
Course Description: This course introduces established planning processes and practices as they relate to project execution in the visual communications field. Topics include the practical aspects of planning and scheduling, conducting risk assessment, resource allocation, and performance measurement, all of which are required for successful project completion.

This Visual Communications Careers core class is intended for students pursuing an award in Web Design. Other Century College students with the right prerequisites wishing to explore the area are welcome as well.

Note: This course is cross-listed with 3DMA 1015, GRDP 1015, NVP 1015 and PHOT 1015.
MnTC Goals
None

Prerequisite(s): None
Corequisite(s): None
Recommendation: Concurrently enrolled in WEBD 1019  

Major Content

1. Established planning processes and practices
2. Organizational structures
3. Teamwork and communication
4. Project proposals
5. Project scope
6. Project scheduling
7. Risk assessment
8. Resource allocation
9. Performance measurement
10. Project execution

1. identify project management methodologies, phases, processes, and tools related to visual communications.
2. explain the role that project management plays in accomplishing an organization’s strategic objectives.
3. identify effective communication strategies when managing project teams.
4. create a project plan, including proposal, scope, tasks, and schedule.
5. identify project risk elements.
6. document resource allocations.
7. identify project performance measurements.
8. contribute to a team in order to plan, complete, and evaluate a visual communications project.

Courses and Registration

WEBD 1018 - Introduction to Adobe Photoshop

Credits: 3
Hours/Week: Lecture 2 Lab 2
Course Description: This first-semester, course uses an iterative design process to create and enhance imagery using Adobe Photoshop. Course activities include applying problem-solving techniques that simulate real-world visual communications design challenges. Topics include selections, layers, resolution, file formats, color systems, retouching, and copyright.

This Visual Communications Careers core class is intended for students pursuing an award in Web Design. Other Century College students with the right prerequisites wishing to explore the area are welcome as well.

Note: This course is cross-listed with 3DMA 1018, GRDP 1018, NVP 1018 and PHOT 1018.
MnTC Goals
None

Prerequisite(s): None
Corequisite(s): None
Recommendation: Concurrently enrolled in WEBD 1012  and WEBD 1013  

Major Content

1. Introduction to Adobe Photoshop
2. Complying with copyright laws and using stock photography
3. Photo retouching techniques
4. Selections and layers
5. Masks and channels
6. Type and typography
7. Vector drawing tools
8. Compositing
9. Using the painting tools
10. Preparing images for output

1. complete projects using industry-standard graphics applications.
2. complete projects using a standard design and ideation process.
3. complete projects by acquiring, retouching, and sizing text, graphics, and photos.
4. adapt projects to different graphic file formats.
5. follow copyright laws.
6. use industry-standard techniques and practices when altering, manipulating, and sizing digital images.

Courses and Registration

WEBD 1019 - Professional Identity Development

Credits: 3
Hours/Week: Lecture 2 Lab 2
Course Description: This intermediate, second-semester course continues the exploration of the technical practices of visual communications and how these practices are applied in various visual communications professions. Course activities focus on using industry standard software to develop media reflecting professional identity and brand. Further examination of the various career paths within the industry will also be covered.

This Visual Communications Careers core class is intended for students pursuing an award in Web Design. Other Century College students with the right prerequisites wishing to explore the area are welcome as well.

Note: This course is cross-listed with 3DMA 1019, GRDP 1019, NVP 1019 and PHOT 1019.
MnTC Goals
None

Prerequisite(s): WEBD 1012  
Corequisite(s): None
Recommendation: Concurrently enrolled in WEBD 1015  

Major Content

1. Professional identity
2. Creating a professional brand
3. Advanced use of industry standard visual communications software
4. Evaluating visual communications career paths

1. incorporate advanced technical practices of visual communications.
2. evaluate visual communications career paths.
3. create professional identity projects using industry standard visual communications software.
4. apply resources and techniques in developing their professional identity and brand.
5. create a professional identity brochure.
6. create a professional identity web page.
7. create a professional identity introduction video.

Courses and Registration

WEBD 1121 - Web Design with HTML5 and CSS3

1. History of the Internet, the World Wide Web and the W3C
2. Basic HTML5: Structure
3. CSS style sheets and common conventions
4. Navigation
5. Image optimization
6. Web typography
7. Multimedia for websites
8. Validation and troubleshooting
9. Publishing with FTP
10. Git/GitHub integration

1. design and publish a complete modern website.
2. develop accurate and functional HTML5 code to structure and link multiple web pages.
3. create styles using CSS3 to format the appearance of multiple webpages.
4. describe common conventions used in the design of websites.
5. design and solve technical problems through critical thinking.
6. perform website troubleshooting.
7. publish a complete modern website using FTP.
8. perform consistent version control workflows with Git and GitHub.

Courses and Registration

WEBD 1123 - Interactive Web Design 1

1. Interactivity of professionally-designed webpages
2. Creative design process
   1. requirements gathering
   2. designing alternatives
   3. prototyping designs
   4. evaluating designs
3. Tools and techniques to create rich and functional webpages
4. Design and technical problems in webpage creation
5. Dreamweaver as a design tool
6. Webpage interactivity using Adobe Dreamweaver behaviors and snippets
7. JavaScript animation library with Adobe Dreamweaver (jQuery)
8. Integrating Adobe Animate with Adobe Dreamweaver
9. Modern JavaScript animation libraries
10. Project presentation and critiques

1. evaluate the interactivity of professionally-designed webpages.
2. employ a creative design process.
3. employ multiple tools and techniques to create rich and functional webpages.
4. solve design and technical problems in webpage creation.
5. utilize Adobe Dreamweaver as a design tool.
6. use the Snippets and Behaviors panels in Adobe Dreamweaver.
7. use a modern JavaScript UI library generated by Adobe Dreamweaver.
8. use a modern JavaScript animation library generated by Adobe Dreamweaver.
9. demonstrate how to integrate Adobe Animate with Adobe Dreamweaver.
10. critique one’s own work and that of other students in group discussions.

Courses and Registration

WEBD 1125 - Advanced Web Design with CSS3

1. Creative Design Process
2. CSS3 modules -a review of new specifications
3. CSS3 - current browser support
4. The principles and elements of web design - visual design and information design for highly creative design solution
5. Impact of CSS3 on webpage design
6. Colors/contrast and visual hierarchy
7. Units of measurement/scale
8. The BOX model and positioning
9. Advanced layouts/FlexBox/CSS Grids
10. CSS3 text properties and the @font-face Rule - designing with typography
11. Pseudo elements and classes
12. CSS3 2D and 3D transform methods
13. CSS3 transitions
14. CSS3 animations and the @keyframes Rule
15. CSS3 variables and preprocessors
16. User interfaces with the appearance property
17. Project presentation and critiques

1. employ a creative visual Web design process.
2. employ a creative informational Web design process.
3. discuss the issues of current browser support for CSS3.
4. implement highly creative visual Website design solutions with CSS3.
5. implement highly creative informational Web site design solutions with CSS3.
6. implement advanced web layouts with CSS positioning.
7. design with typography as an integral part of Web site design solutions with CSS3.
8. design with color as an integral part of website design solutions with CSS3.
9. employ pseudo elements and classes.
10. employ CSS3 2D and 3D transforms.
11. employ CSS3 transitions and animations in Web site design.
12. employ CSS3 variables and preprocessors within the design work flow.
13. create user interfaces with the CSS3 appearance property.
14. critique one’s own work and that of other students in group discussions.

Courses and Registration

WEBD 1127 - Interactive Web Design 2- SVG and Canvas

1. Canvas and SVG overview
2. Canvas Element in HTML5
3. Canvas components: line, arcs, rectangles, and polygons
4. Strokes, fills, gradients, and patterns
5. Text in Canvas
6. Images and video with Canvas
7. Animation with Canvas
8. SVG graphics: shapes and properties
9. SVG text/images
10. SVG filters/masks and symbols
11. Options for using SVG within HTML
12. Animating SVG elements

1. compare and contrast Canvas and SVG.
2. draw with the Canvas element.
3. draw lines, arcs, curves, rectangles, polygons with Canvas.
4. fill shapes with colors, gradients and patterns.
5. draw and manipulate text with Canvas.
6. add stroke and fill to text and positioning text within Canvas.
7. draw and scale images in Canvas.
8. implement animation with Canvas.
9. create SVG graphics.
10. create SVG shapes and associated properties.
11. apply SVG filters/masks/symbols.
12. incorporate SVG into HTML.
13. incorporate SVG into HTML.
14. animate SVG child elements.

Courses and Registration

WEBD 1790 - Independent Study for Web Design

1. To be determined by the student and instructor on an individual basis

1. demonstrate advanced knowledge of the subject area identified in the independent learning plan.
2. explain results of the independent study in a formal presentation or report to the instructor and/or industry stakeholders.
3. reflect on personal and intellectual growth in the subject area identified in the plan.

Courses and Registration

WEBD 2121 - Responsive Web Design for Desktop and Mobile Devices

1. Creative visual and informational web design processes
2. The concepts of responsive web design
3. Planning a responsive web site
4. Adjusting screen resolution
5. Custom layout structure
6. Showing and hiding content
7. Creating liquid and elastic layouts
8. CSS3 media queries
9. Making images flexible
10. Foreground images that scale with the layout
11. Creating sliding composite images
12. Hiding and revealing portions of images
13. Making embedded videos flexible
14. Advanced features with Flexbox, Grid, and Bootstrap
15. Templates with CSS variables and preprocessors
16. Project presentation and critiques

1. employ a creative visual Web design process.
2. employ a creative informational Web design process.
3. discuss the concepts of Responsive Web Design.
4. plan flexible design layouts for responsive websites.
5. adjust screen resolutions.
6. implement hiding and showing of content based on screen resolution.
7. create flexible web design solutions for multiple formats.
8. apply CSS3 image properties to dynamically resize images.
9. use CSS3 to allow images to reposition on flexible layouts for Responsive Web sites.
10. apply CSS3 Media Queries to implement flexible layouts for Responsive Web sites.
11. create responsive layouts with CSS Flexbox, Grid, and Bootstrap.
12. solve design and technical problems through the use of critical thinking.
13. employ CSS variables and preposessors to create template theme.
14. critique one’s own work and that of other students in group discussions.

Courses and Registration

WEBD 2123 - Interactive User Interface Design

1. Planning
   1. requirements analysis
   2. specification documents
   3. timeline/workflow management
   4. storyboarding/sitemap
   5. information design
   6. design/development/testing
   7. publishing
2. Asset management
   1. copy text
   2. images
   3. fonts
   4. audio
   5. video
   6. minification
   7. file sizes
   8. sprites
3. User research
   1. demographics
   2. webographics
   3. psychographics
4. Google material design
5. Adobe XD overview
6. UI/UX
7. Wireframes
8. Mood boards
9. Style guides
10. Principles of Design:
    1. white space, color, and contrast
    2. scale, alignment, and typography
    3. visual hierarchy
11. Prototyping
12. Web standards
13. Usability testing
    1. determine metrics
    2. create task analysis
    3. identify test type
    4. find participants
    5. conduct test
    6. analysis

1. demonstrate planning:
   1. create requirements analysis
   2. create specification documents
   3. establish timeline/workflow management and asset management
   4. create storyboarding/sitemap
   5. employ information design
   6. design webpages
   7. develop website
   8. conduct usability testing
   9. publish finished product
2. examine Google material design.
3. design with Adobe XD.
4. create wireframes.
5. create mood boards.
6. create style guides.
7. review the formal principles of design.
8. create high fidelity interactive prototypes.
9. employ UX scenarios.
10. administer web standards according to the World Wide Web Consortium.
11. distinguish audiences for intended web sites.
12. estimate a timeline to complete web site.
13. design a web site using integrated skills.
14. demonstrate the ability to separate design elements from content.
15. conduct usability testing.

Courses and Registration

WEBD 2125 - Advanced Web Concepts

1. Git Version Control System
2. Differences in browser compatibilities
3. SEO
4. Google Analytics
5. HTML Boilerplate & Bootstrap
6. Modernizr
7. Normalize.css
8. jQuery Mobile
9. jQuery UI
10. Accessibility and WAI-ARIA standards
11. LESS/SASS/SCSS
12. Font variables
13. BEM methodology (block, element, and modifier)
14. Monitoring performance/browser extensions
15. Best practices/current trends checklists:
    1. touch
    2. accordions
    3. navigation
    4. drop-downs
    5. carousel
    6. forms

1. administer Git version-control system, collaboratively.
2. analyze browser compatibilities.
3. integrate techniques for search engine optimization.
4. use oHTML5 Boilerplate template and Bootstrap.
5. use Modernizr to detect user’s browser.
6. render elements consistently using Normailze.css.
7. use jQuery Mobile.
8. use jQuery UI.
9. employ LESS/SASS/SCSS.
10. employ font variables.
11. analyze site traffic with Google Analytics.
12. discuss WAI-ARIA (Web Accessible Rich Internet Application Suite).
13. use BEM methodology.
14. analyze webpage performance with developer tools.
15. demonstrate knowledge of web design industry best-practices.

Courses and Registration

WEBD 2127 - App Design for Mobile Devices

1. The mobile design process
   1. creative visual process
   2. creative informational process
2. Concepts of mobile app design
3. Planning/Design
   1. determine apps primary task
   2. establish target audience
   3. research existing design solutions
   4. technical limitations
4. HTML5, CSS3, and jQuery Mobile: building cross-platform mobile apps
5. Designing the mobile app space GUI
6. Designing for interactivity:
   1. Material Design guidelines
   2. iOS Design guidelines
7. Wire framing and paper prototyping: designing for ergonomic interactivity
8. Prototyping mobile application design with Axure-RP
9. Design and technical problems
10. Project presentation and critiques

1. employ a creative visual and informational process for mobile apps.
2. discuss the concepts of mobile app design.
3. use a process to plan and design mobile apps.
4. evaluate the use of HTML5, CSS3, and jQuery Mobile in the development of a mobile app design.
5. design for the mobile app space or GUI.
6. design a mobile app GUI wireframe.
7. design a mobile app GUI prototype.
8. implement a mobile app design using Axure-RP.
9. solve design and technical problems through the use of critical thinking.
10. critique one’s own work and that of other students in group discussions.

Courses and Registration

WEBD 2129 - Web Design Portfolio

1. Professional identity
2. Portfolio materials
3. Researching employment opportunities
4. Participating in the portfolio show
5. Interview preparation
   1. Resume
   2. Cover letter
   3. Research on potential employers

1. explain the importance of a portfolio in the job market.
2. identify portfolio-worthy content.
3. prepare web design portfolio.
4. demonstrate the importance of presentation in the construction of a web design portfolio.
5. apply industry standard applications and techniques to create a web design portfolio.
6. present web design portfolio.
7. research current industry job postings and trends.
8. create a resume and cover letter.
9. answer common interview questions.

Courses and Registration

WEBD 2780 - Internship for Web Design

1. Communication, business, and technical skills
2. Tracking time and activities
3. Developing professional relationships
4. Adapting on the job
5. Application of the theory, practice, and skills acquired in classroom settings in a professional environment

1. apply communication, business, and technical skills.
2. demonstrate appropriate record-keeping of time spent on project activities.
3. document progress on job-related activities.

Courses and Registration

WLDG 1000 - Welding Safety

1. Welding History
2. Safety
3. General Tools
4. Overview of Welding Processes
5. Overview of Welding Power Sources

1. describe different types of welding.
2. explain differences among the types of welding.
3. demonstrate trouble shooting, problem solving, and critical thinking skills as a result of learning different types of welding.
4. set up welding tools.
5. identify welding safety techniques.
6. describe the general history of each welding process.
7. describe a safe welding environment.
8. identify welding personal protective equipment.
9. demonstrate proper use of welding personal protective equipment.

Courses and Registration

WLDG 1001 - Introduction to Oxyacetylene Welding

1. Inspecting welds
2. Metal preparation for welding
3. Perform cuts using oxyacetylene equipment
4. Perform cuts using plasma cutting equipment
5. Personal safety procedures
6. Set-up and take down procedures of oxyacetylene equipment
7. Shop and equipment safety rules and procedures
8. Weld in sheet metal in flat position with filler rod

1. identify shop equipment and personal safety procedures.
2. identify parts and accessories of oxyacetylene equipment.
3. describe safety precautions when using oxyacetylene equipment.
4. identify joint designs used in welding.
5. identify welding terminology
6. identify filler rods.
7. identify preparation of sheet and plate metal for welding.
8. demonstrate proper set-up and take down procedures of oxyacetylene equipment.
9. adjust regulators and light torch to proper flame
10. carry a puddle without filler rod.
11. demonstrate proper use of shop equipment.
12. describe gas cutting methods.
13. describe oxyacetylene welding methods.
14. identify gas cutting safety procedures.
15. identify plasma cutting safety procedures
16. inspect welds for grading.
17. perform butt, lap, corner, and tee welds on sheet metal using filler rod in the flat position using oxyacetylene equipment.
18. perform plasma cutting in the flat position.
19. perform straight, circle, and piercing cuts using oxyacetylene equipment.
20. select and carry a puddle with filler rod.
21. select tools, tips.

Courses and Registration

WLDG 1003 - Weld Symbols and Print Reading for Welding

1. General Tools
2. Basic lines, views, and dimensions on blueprints
3. Structural shapes, other views, and sections on blueprints
4. Basic weld joint fit-ups as they relate to weld symbols on blueprints
5. Weld joint fit-ups
   1. Fillet
   2. Groove
   3. Edge
6. Weld symbols
   1. Obsolete and preferred
   2. Fillet
   3. Groove
   4. Back or backing and melt-thru
   5. Plug and slot
   6. Surfacing
   7. Edge
7. Metal preparation and weld fit-up per blueprint

1. set up welding tools.
2. explain basic lines, views, and dimensions on blueprint.
3. prep material per dimensions on print.
4. describe structural shapes, other views, and sections on blueprint.
5. identify obsolete and preferred weld symbols.
6. identify basic weld joint fit-ups.
7. material prep and set up basic weld fit-ups from blueprint.
   1. groove
   2. fillet
   3. edge
8. identify and describe fillet weld symbols on blueprint.
9. identify and describe groove weld symbols on blueprint.
   1. square groove
   2. scarf groove
   3. v-groove
   4. bevel
   5. u-groove
   6. j-groove
   7. flare-v groove
   8. flare bevel groove
10. identify and describe weld symbols on blueprint.
    1. back, backing, and melt-thru
    2. plug and slot
    3. surfacing edge

Courses and Registration

WLDG 1007 - Introduction to Gas Tungsten Arc Welding

1. Arc methods
2. Inspecting welds
3. Metal preparation for welding
4. Personal safety procedures
5. Set-up and take down procedures of (GTAW) equipment
6. Shop and equipment safety rules and procedures
7. Weld in sheet metal, aluminum and stainless steel in flat position
8. Welding equipment
9. Welding terminology

1. identify shop and personal safety procedures.
2. identify parts and accessories of GTAW equipment.
3. describe safety precautions when using GTAW equipment.
4. identify joint designs used in welding.
5. utilize welding terminology.
6. select appropriate filler rods.
7. prepare sheet metal, aluminum, and stainless steel for welding.
8. demonstrate proper set-up and take down procedures of GTAW equipment.
9. select tools and tungsten.
10. adjust regulators.
11. carry a puddle without filler rod.
12. demonstrate proper use of shop equipment.
13. describe GTAW methods.
14. inspect welds for grading.
15. perform butt, lap, corner and tee welds on sheet metal using filler rod in the flat position using GTAW equipment.
16. select and carry a puddle with filler rod.
17. start the arc.

Courses and Registration

WLDG 1011 - Introduction to Metal Inert Gas Welding

1. Inspecting welds
2. Metal preparation for welding
3. Personal safety procedures
4. Plate metal welding in flat position with MIG equipment
5. Set-up, take down, and troubleshooting procedures on MIG equipment
6. Sheet metal welding in flat position with MIG equipment
7. Shop and equipment safety rules and procedures

1. identify shop equipment and personal safety procedures
2. identify parts and accessories of metal inert gas equipment.
3. describe safety precautions when using MIG equipment
4. identify joint designs used in welding
5. identify welding terminology.
6. demonstrate proper use of shop equipment.
7. prepare sheet and plate metal for welding.
8. demonstrate operating procedures of MIG equipment.
9. describe MIG welding methods.
10. inspect welds for grading.
11. perform butt, lap, corner, and tee welds on plate metal in flat position using MIG equipment.
12. perform butt, lap, corner, and tee welds on sheet metal in flat position using MIG equipment.
13. perform stringer beads with MIG equipment.
14. perform weave beads with MIG equipment.

Courses and Registration

WLDG 1013 - Gas Metal Arc Welding 1

1. Personal safety procedures
2. Shop and equipment safety rules and procedures
3. Set-up, take down, and troubleshooting procedures on GMAW equipment in short-circuit, spray and pules spray mode
4. Metal preparation for welding
5. Welding sheet metal with short-circuit and pulse spray arc transfer modes in flat and out of position welding
6. Welding plate metal with short-circuit, spray and pulse spray transfer mode in flat and out of position welding
7. Inspecting welds for defects

1. identify shop safety.
2. identify personal safety procedures.
3. identify parts and accessories of Gas Metal Arc welding equipment.
4. describe safety precautions when using GMAW equipment.
5. inspect welds for grading.
6. identify welding terminology.
7. demonstrate proper use of shop equipment.
8. prepare sheet and plate metal for welding.
9. identify joint designs used in welding.
10. demonstrate operating procedures of GMAW equipment.
11. perform stringer beads with GMAW equipment.
12. describe GMAW transfer modes.
13. perform weave beads with MIG equipment.
14. perform butt, lap, corner, and tee welds on sheet metal in flat and out of position with short-circuit, spray and pules spray transfer modes when using GMAW equipment.
15. perform butt, lap, corner, and tee welds on plate metal in flat and out of position with short-circuit, spray and pules spray transfer modes when using GMAW equipment.
16. demonstrate proper set-up, take down, and troubleshooting procedures when using short-circuit, pulse and spray arc transfer modes on GMAW equipment.
17. identify weld symbols for Groove and Fillet welds.

Courses and Registration

WLDG 1015 - Advanced Metal Inert Gas Welding II

1. Metal preparation for welding
2. Personal safety procedures
3. Set-up and take down procedures of oxyacetylene equipment
4. Shop and equipment safety rules and procedures
5. Welding in overhead positions with MIG equipment
6. Welding in vertical up positions with MIG equipment

1. identify shop equipment and personal safety procedures.
2. describe safety precautions when using MIG equipment.
3. demonstrate proper set-up, take down, and troubleshooting procedures of MIG equipment.
4. demonstrate proper use of shop equipment.
5. perform butt, lap, corner, and tee welds in vertical down position using MIG equipment.
6. perform butt, lap, corner, and tee welds in overhead position using MIG equipment.
7. inspect welds for grading.

Courses and Registration

WLDG 1019 - Flux Cored Arc Welding

1. Metal preparation for welding.
2. Personal safety procedures.
3. Set-up and take down procedures of flux cored equipment.
4. Shop and equipment safety rules and procedures.
5. Storing and shielding gas.
6. Weld inspections
7. Welding in flat, vertical up positions with flux cored equipment.
8. Welding in horizontal, overhead positions with flux cored equipment

1. identify shop equipment and personal safety procedures.
2. describe safety precautions when using flux cored arc equipment.
3. demonstrate proper set-up, take down and troubleshooting procedures of flux cored equipment.
4. demonstrate proper storage methods for types of shielding gas.
5. demonstrate proper use of shop equipment.
6. perform butt, lap, corner and tee welds in vertical up position using flux cored equipment.
7. perform butt, lap, corner and tee welds in horizontal position using flux cored equipment.
8. perform butt, lap, corner and tee welds in overhead position using flux cored equipment.
9. inspect welds for grading.

Courses and Registration

WLDG 1021 - Shielded Metal Arc Welding

1. Shop and equipment safety rules and procedures
2. Personal safety procedures
3. Set-up and take down and troubleshooting procedures of Shielded Metal Arc Welding equipment
4. Metal preparation for welding
5. Steel plate welding flat position with 6010 electrode
6. Steel plate welding flat position with 7018 electrode

1. identify shop equipment and personal safety procedures.
2. demonstrate proper set-up, take down, and troubleshooting procedures of shielded metal arc welding equipment.
3. demonstrate proper use of shop equipment.
4. perform weave weld beads with 6010 electrodes.
5. perform stringer beads with 7018 electrodes.
6. perform weave beads with 7018 electrodes.
7. perform square groove, lap, corner, and tee welds in the flat and tee welds in the flat position with 6010 electrode using arc equipment.
8. perform butt, lap, corner, and tee welds in the flat position with 7018 electrode using arc equipment.
9. perform square groove, lap, corner, and tee welds in the flat position with 7018 electrode using arc equipment.
10. preform multi pass v-groove weld with 6010 root and 7018 fill and cap passes.
11. draw three view Sketch of square and v-groove, lap, corner, and tee welds with dimensions and weld symbols.
12. inspect welds for weld defects.

Courses and Registration

WLDG 1022 - Advanced ARC Welding I

1. Inspecting welds
2. Metal for welding
3. Personal safety procedure
4. Set-up and take down procedures of arc equipment
5. Shop and equipment safety rules and procedures
6. Welding steel plate in horizontal position with 6011 rod
7. Welding steel plate in horizontal position with 6013 rod
8. Welding steel plate in vertical up position with 6011 rod
9. Welding steel plate in vertical up position with 6013 rod

1. identify shop equipment and personal safety procedures.
2. describe safety precautions when using arc welding equipment.
3. demonstrate proper use of shop equipment.
4. prepare plate metal for welding.
5. perform butt, lap, corner and tee welds in the horizontal position with 6013 rod using arc equipment.
6. perform butt, lap, corner, and tee welds in the vertical up position with 6013 rod using arc equipment.
7. perform butt, lap, corner, and tee welds in the horizontal position with 6011 rod using arc equipment
8. perform butt, lap, corner, and tee welds in the vertical up position with 6011 rod using arc equipment.
9. inspect welds for grading.

Courses and Registration

WLDG 1025 - Advanced ARC Welding II

1. Inspecting welds
2. Personal safety procedure
3. Prepare metal for welding
4. Set-up and take down procedures of arc equipment
5. Shop and equipment safety rules and procedures
6. Welding steel plate in overhead position with 6011 rod
7. Welding steel plate in overhead position with 6013 rod
8. Welding steel plate in vertical down position with 6011 rod
9. Welding steel plate in vertical down position with 6013 rod

1. inspect welds for grading.
2. describe safety precautions when using arc welding equipment.
3. prepare plate metal for welding.
4. demonstrate proper use of shop equipment. 
5. identify shop equipment and personal safety procedures.
6. perform butt, lap, corner, and tee welds in the overhead position with 6011 rod using arc equipment.
7. perform butt, lap, corner, and tee welds in the overhead position with 6013 rod using arc equipment.
8. perform butt, lap, corner, and tee welds in the vertical down position with 6011 rod using arc equipment.
9. perform butt, lap, corner, and tee welds in the vertical down position with 6013 rod using arc equipment

Courses and Registration