Course Descriptions and Outlines

RADT 1032 - Anatomy and Positioning II

1. Anatomy of the Vertebral Column
2. Anatomy and Radiographic Positioning of the Cervical Spine
3. Special Radiographic Projections of the Cervical Spine
4. Anatomy and Radiographic Positioning of the Thoracic Spine
5. Anatomy and Radiographic Positioning of the Lumbosacral Spine
6. Special Radiographic Projections of the Thoracic and Lumbar Spine
7. Anatomy and Radiographic Positioning of the Sacrum / Coccyx / Sacro-iliac Joints
8. General Skull Anatomy: Sutures / Skull Morphology / Skull Topography
9. Anatomy of the Frontal / Ethmoid / Parietal Cranial Bones
10. Anatomy of the Occipital / Sphenoid / Temporal Bones
11. Anatomy of the Facial Skeleton
12. General Radiography of the Skull
13. Routine Projections of the Skull
14. Special Radiographic Projections of the Skull
15. Radiographic Positioning of the Facial bones / Paranasal Sinuses
16. Radiographic Positioning of the Mandible
17. Contrast Media Composition/Administration/Risk Factors
18. Anatomy of the Digestive System
19. Anatomy of the Biliary System
20. Fluoroscopic Imaging
21. Radiography of the Esophagus
22. Radiography of the Stomach / Small Intestine
23. Radiography of the Large Intestine
24. Radiography of the Biliary System
25. Anatomy and Radiographic Positioning of the Urinary System
26. Specialized Contrast Procedures
27. Anatomy of the Cardiovascular System
28. Angiography

1. describe the routine radiographic images performed of vertebral column
2. describe the routine radiographic images performed of the skull.
3. identify anatomical structures of the vertebral column on radiographs
4. describe skull topographical landmarks used in radiographic positioning of the skull.
5. identify anatomical structures of the skull and facial bones on radiographs.
6. describe the basic composition of various contrast media and their administration.
7. describe the signs of a contrast media reaction and the emergency protocol to perform.
8. describe various contrast procedures performed using fluoroscopic and tomographic equipment.
9. identify anatomical structures of the digestive, biliary, and urinary systems on radiographs.
10. identify anatomical structures on specialized contrast procedures to include myelogram, hysterosalpingogram (HSG) and arthrogram.
11. describe the fundamental principles of angiography.
12. identify the anatomical structures of the cardiovascular system.
13. explain the technical components and equipment utilized in angiography.
14. describe specific vascular procedures performed using the Seldinger technique.
15. define interventional angiography and describe specific examples of vascular and non-vascular interventional procedures.

Courses and Registration

RADT 1040 - Radiographic Exposure Factors

1. Beam Restricting Devices
2. Computers and The Digital Image
3. Conventional Film Processing and Chemistry
4. Digital Radiography Acquiring, Processing, Viewing, and Analyzing
5. Geometric Factors of Detail and Distortion
6. Grid Construction and Performance
7. Intensifying Screens
8. Pathology and Radiation Absorption
9. Picture Archiving and Communication Systems (PACS)
10. Radiographic Film
11. Radiographic Technique
12. X-ray Emission - Quantity versus Quality Mathematics relevant to X-ray Exposure

1. discuss the various types of radiographic film.
2. describe computed radiography readout parameters and practical considerations in digital image display.
3. describe the affect of scattered radiation on radiographic images.
4. analyze digital imaging post-processing parameters to include contrast enhancement, windowing, and edge enhancement.
5. evaluate radiographic image quality, given a combination of hypothetical radiographic exposure factors.
6. explain the importance of proper image processing.
7. describe the components of radiographic film.
8. state the optimal characteristics of intensifying screens.
9. explain the components of a picture archiving and communication system (PACS).
10. differentiate between x-ray quality and x-ray quantity.
11. explain the characteristics of digital images, image matrix and dynamic range.
12. describe the various types of beam restricting devices used to minimize patient dose.

Courses and Registration

RADT 1781 - Clinical Radiography I

1. Radiology Reception Desk
2. In-patient Transportation
3. Bedside Radiography
4. General / Orthopedic Radiography
5. Fluoroscopy
6. Surgery

1. Perform routine chest, abdomen, extremity and vertebral column radiographic examinations with direct supervision until competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I  and RADT 1040 - Radiographic Exposure Factors .
2. Perform digital computed radiography (CR) processing by applying the theoretical components discussed in RADT 1040 - Radiographic Exposure Factors .
3. Perform portable chest, abdomen and extremity radiographic examinations with direct supervision until competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , and RADT 1040 - Radiographic Exposure Factors .
4. Perform fluoroscopic procedures with direct technologist supervision until competency has been achieved by applying the relevant theoretical components of RADT 1031 - Anatomy and Positioning I  and RADT 1040 - Radiographic Exposure Factors  
5. Locate and describe hospital departments and patient care units within the hospital/medical center as described in RADT 1020 - Fundamentals of Radiography .
6. Locate all supplies used to perform radiographic procedures in each rotation area and replenish stock daily/when necessary as discussed in RADT 1020 - Fundamentals of Radiography  and RADT 1031 - Anatomy and Positioning I .
7. Demonstrate appropriate communication and patient care skills when interacting with patients and other hospital personnel as discussed in RADT 1020 - Fundamentals of Radiography .
8. Apply basic radiation safety practices when performing all radiographic procedures using the ALARA (as low as reasonably achievable) principle as discussed in the theoretical content of RADT 1040 - Radiographic Exposure Factors  to protect patients, hospital personnel and self.
9. Apply principles of body mechanics and safety as discussed in RADT 1020 - Fundamentals of Radiography  when transporting patients and life support equipment.
10. Assist technologist when performing surgical radiographic procedures.
11. Discuss the relevant theoretical content of RADT 1031 - Anatomy and Positioning I  and RADT 1040 - Radiographic Exposure Factors  during Image Analysis sessions with Clinical Coordinator.
12. Locate emergency equipment within the Radiology Department and demonstrate understanding of emergency protocol as discussed in RADT 1020 - Fundamentals of Radiography .
13. Perform specific rotation objectives in assigned clinical rotations.
14. Perform examinations with limited supervision after competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , and RADT 1040 - Radiographic Exposure Factors .

Courses and Registration

RADT 1782 - Clinical Radiography II

1. Bedside Radiography
2. Clinic Affiliate
3. Fluoroscopy
4. General / Orthopedic Radiography
5. Pediatric Radiography
6. Surgery

1. Perform routine chest, abdomen, extremity, vertebral column, and skull radiographic examinations with direct supervision until competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , and RADT 1040 - Radiographic Exposure Factors .
2. Perform digital computed radiography (CR) processing by applying the theoretical components discussed in RADT 1040 - Radiographic Exposure Factors .
3. Perform portable chest, abdomen and extremity radiographic examinations with direct supervision until competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , and RADT 1040 - Radiographic Exposure Factors .
4. Perform fluoroscopic procedures with direct technologist supervision until competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , and RADT 1040 - Radiographic Exposure Factors .
5. Locate and describe hospital departments and patient care units within the hospital/medical center as described in RADT 1020 - Fundamentals of Radiography .
6. Locate all supplies used to perform radiographic procedures in each rotation area and replenish stock daily/when necessary as discussed in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , and RADT 1032 - Anatomy and Positioning II .
7. Apply basic radiation safety practices when performing all radiographic procedures using the ALARA (as low as reasonably achievable) principle as discussed in the theoretical content of RADT 1040 - Radiographic Exposure Factors  to protect patients, hospital personnel and self.
8. Apply principles of body mechanics and safety as discussed in RADT 1020 - Fundamentals of Radiography  when transporting patients and life support equipment
9. Assist technologist when performing surgical radiographic procedures.
10. Demonstrate appropriate communication and patient care skills when interacting with patients and other hospital personnel as discussed in RADT 1020 - Fundamentals of Radiography .
11. Discuss the relevant theoretical content of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , and RADT 1040 - Radiographic Exposure Factors  during Image Analysis sessions with Clinical Coordinator.
12. Locate emergency equipment within the Radiology Department and demonstrate understanding of emergency protocol as discussed in RADT 1020 - Fundamentals of Radiography .
13. Perform examinations with limited supervision when competency has been achieved by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , and RADT 1040 - Radiographic Exposure Factors .
14. Perform specific rotation objectives in assigned clinical rotations.

Courses and Registration

RADT 2000 - Radiation Biology and Protection

1. Acute radiation syndrome
2. Biologic factors of radiosensitivity
3. Cellular biology
4. Dose-response relationships
5. Early and late effects of radiation
6. Health physics
7. In-vivo radiation
8. Physical factors of radiosensitivity
9. Radiation rules
10. Radiation safety
11. Radiosensitivity of cells and organs

1. Describe the molecular composition of the human body and cellular theory.
2. List the biologic and physical factors affecting radiation response.
3. Create a radiation dose response relationship based on given facts.
4. Identify the chemical reactions involved in water radiolysis.
5. Explain the effects of radiation and major macromolecules and DNA.
6. Predict the probability of early and late effects of radiation based on given radiation doses.
7. Identify the risks of low dose radiation to fertility and pregnancy.
8. State the Federal and State radiation guidelines relative to both diagnostic and fluoroscopic equipment.
9. Apply ALARA principles to patient and occupational radiation safety.
10. Summarize the radiosensitivity of various human tissues and organs.
11. Differentiate between the processes of meiosis and mitosis.
12. Summarize the types of occupational dosimeters.

Courses and Registration

RADT 2010 - Imaging Pathology

1. General pathology terms
2. Introduction to other imaging modalities
3. Pathology of body systems
4. Radiographic exposure techniques

1. Describe changes in technical factors to obtain diagnostic radiographs.
2. Explain the radiographic appearance of common disorders of the following body systems: Respiratory Skeletal Gastrointestinal Urinary Reproductive Nervous Cardiovascular
3. State the imaging modality that will best demonstrate a specific disease/disorder.
4. Differentiate between additive and destructive diseases of the body.

Courses and Registration

RADT 2020 - Introduction to Sectional Anatomy

1. Body planes and sections
2. Introduction to basic terms of sectional anatomy
3. Specific anatomy of the:
   1. Cranium
   2. Brain
   3. Spine
   4. Neck
   5. Thorax
   6. Abdomen
   7. Pelvis
   8. Extremities
   9. Joints
4.  Imaging techniques of CT and MRI

1. Describe the differences between CT and MRI images.
2. Identify on an image/ diagram the related anatomical structures of the following body structures:
   1. Chest
   2. Abdomen
   3. Male pelvis
   4. Female pelvis
   5. Head
   6. Neck
   7. Spine
   8. Joints
3. Distinguish various tissue densities on diagnostic images.

Courses and Registration

RADT 2030 - Radiation Physics and Quality Control

1. Computers in radiology
2. Digital vs. computerized radiography
3. Electromagnetic radiation
4. Fluoroscopy
5. Quality control
6. The X-ray imaging system
7. The X-ray tube
8. X-ray emission spectrum
9. X-ray interaction with matter
10. X-ray production

1. Discuss the electromagnetic spectrum in relation to x-rays.
2. Draw a schematic of a basic x-ray imaging system and label major components of the unit.
3. Describe the general design of an x-ray tube.
4. Interpret various x-ray tube heating and anode charts.
5. Differentiate between characteristic and bremsstrahlung x-rays by discussing origin of production.
6. State the four principle factors influencing the shape of an x-ray emission spectrum.
7. Describe the five major ways x-rays interact with matter.
8. Identify the purpose of each component of the fluoroscopic imaging intensifying tube.
9. Define basic terms related to computer processing and application programs.
10. Identify the properties of both electricity and magnetism that are applicable to radiation physics.
11. Analyze several basic quality control tests in the radiology department.
12. Describe an adequate quality assurance program as prescribed by the JCAHO.
13. Explain the significance of PACS in modern diagnostic imaging departments.

Courses and Registration

RADT 2060 - Radiography Seminar

1. Patient Care in Radiology
2. Anatomy and Positioning Application
3. Radiographic Exposure Techniques Assessment
4. Radiation Safety Guidelines
5. Physical Concepts of Radiographic Equipment
6. Quality Management Practices

1. apply basic radiation protection rules and principles to self and others when performing radiographic procedures in the clinical setting.
2. describe positioning methods to be used by a radiographer when completing any required radiographic procedure.
3. summarize the significance of continuing life-long education.
4. list the qualities of a professional radiographer entering todays workplace.
5. state the correct radiographic exposure technique to use during a radiologic exam.
6. explain the function of specific x-ray producing equipment used in todays radiology department.
7. communicate with other healthcare professionals and/or patients in a professional manner.

Courses and Registration

RADT 2090 - Topics in Radiology

1. Cultural Diversity
2. Ethical Issues in Health Care
3. Medicolegal Terminology / Issues
4. Professional Development

1. Demonstrate an awareness of cultural diversity by describing a variety of health care beliefs and treatment options.
2. Investigate employment opportunities in the field of Radiology.
3. Analyze and discuss ethical standards of the radiography profession.
4. Upon reviewing various legal case studies, identify legal issues relevant to the field of radiography.
5. Describe the significance of participating in future continuing education activities in the field of radiography.

Courses and Registration

RADT 2100 - Introduction to Computed Tomography

1. Computed Tomography Fundamentals
2. Equipment and  Instrumentation
3. Data Acquisition
4. Image Processing and Reconstruction
5. Patient Safety in Computed Tomography
6. Image Quality
7. Radiation safety in Computed Tomography
8. Use of contrast medium in Computed Tomography
9. CT Protocols for head, neck, chest, abdomen and musculoskeletal system
10. Specialized examinations in CT
11. Quality assurance in Computed Tomography
12. Pathological Processes in Computed Tomography imaging

1. describe the fundamental process of creating a computerized image.
2. describe the historical perspective of the CT scanner to include generations I-IV, multislice scanners and helical/spiral scanning.
3. identify the advantages and disadvantages of CT imaging.
4. list the major components of CT equipment and describe their role in generating a computerized image.
5. list the steps in acquiring a computerized image.
6. define the scanning parameters adjusted by the technologist which affects the CT image.
7. explain image manipulation techniques to include multiplanar reconstruction and retrospective reconstruction.
8. explain the radiation safety issues that must be followed when operating a CT scanner.
9. describe the use of contrast medium in computerized tomography to include intravenous, intrathecal, oral and rectal contrast medium.
10. identify assessment and safety measures for a variety of patients to include pediatrics, trauma and sedated patients.
11. identify examination protocols for variety of examinations to include:  head/brain, neck, chest, abdomen, spine, and the musculoskeletal system.
12. describe specialized CT examinations to include: CT angiography, interventional CT, 3D reconstruction, CT fluoroscopy, Virtual Reality Imaging and Positron Emission Tomography (PET) CT.
13. list the quality assurance and control tests performed on CT equipment.
14. describe the image artifacts and ways to minimize their appearance on the CT image to include:  beam hardening, partial volume averaging, motion, out of field, and tube arching.
15. distinguish between the CT appearance of normal organs and tissues from those affected by pathology.

Courses and Registration

RADT 2783 - Clinical Radiography III

1. Bedside radiography
2. Cardiovascular cath lab/interventional radiography
3. Computed tomography
4. Fluoroscopy
5. General/orthopedic radiography
6. Mammography elective
7. Pediatric radiography
8. Surgery

1. perform skull radiographic procedures with direct supervision until competency has been achieved by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
2. adapt radiographic procedures to patient age, size, and condition with technologist supervision as presented in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
3. apply basic radiation safety practices when performing all radiographic procedures using the ALARA (as low as reasonably achievable) principle as discussed in the theoretical content of RADT 1040 - Radiographic Exposure Factors  and RADT 2000 - Radiation Biology and Protection  to protect patients, hospital personnel and self.
4. perform routine surgical procedures, including supervised operation of the C-Arm.
5. perform portable radiography performance competencies by applying the theoretical components of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection ,.
6. perform routine radiographic / fluoroscopic procedures with increased confidence, efficiency and accuracy by applying the theoretical components of RADT 1031 - Anatomy and Positioning I  and RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection ..
7. prepare room and assist with minor special procedures, i.e. myelograms, arthrograms, joint injections, hysterosalpingogram by applying theory of sterile technique as presented in RADT 1020 - Fundamentals of Radiography .
8. perform radiographic procedures in which competency has been achieved with minimal assistance by applying theoretical components RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
9. Assist in special imaging modality of Computed Tomography by applying theoretical content of RADT 1032 - Anatomy and Positioning II , RADT 2000 - Radiation Biology and Protection , and RADT 2020 - Introduction to Sectional Anatomy .
10. assist with multiple and trauma radiographic examinations applying theoretical concepts discussed in RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
11. discuss the relevant theoretical content of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection  during Image Analysis sessions with Clinical Coordinator.
12. perform digital computed radiography (CR) processing by applying the theoretical components discussed in RADT 1040 - Radiographic Exposure Factors .
13. select appropriate exposure factors by applying the theoretical content of RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .

Courses and Registration

RADT 2784 - Clinical Radiography IV

1. Bedside/trauma radiography
2. Computed tomography
3. Fluoroscopy
4. General/orthopedic radiography
5. Surgery

1. perform radiographic positioning procedures by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , and RADT 2010 - Imaging Pathology  with minimal technologist assistance.
2. adapt radiographic procedures to patient condition with technologist’s supervision.
3. perform fluoroscopic competencies by applying the theoretical content discussed in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection  as well as fluoroscopic content addressed in RADT 2030 - Radiation Physics and Quality Control  
4. perform routine OR procedures, including operation of the C-arm with indirect supervision.
5. perform portable radiography competencies by applying the theoretical components of RADT 1031 - Anatomy and Positioning I  as well as the principles of radiation exposure and safety discussed in RADT 1040 - Radiographic Exposure Factors  and RADT 2000 - Radiation Biology and Protection .
6. perform routine portable examinations with minimal technologist assistance by applying the theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
7. perform routine radiographic / fluoroscopic procedures with increased confidence, efficiency, and accuracy by applying the theoretical components of RADT 1031 - Anatomy and Positioning I  and RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , and RADT 2030 - Radiation Physics and Quality Control .
8. apply basic radiation safety practices when performing all radiographic procedures using the ALARA (as low as reasonably achievable) principle as discussed in the theoretical content of RADT 1040 - Radiographic Exposure Factors  and RADT 2000 - Radiation Biology and Protection  to protect patients, hospital personnel and self.
9. demonstrate confidence when selecting appropriate exposure factors by applying the theoretical content of RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , and RADT 2010 - Imaging Pathology .
10. discuss the relevant theoretical content of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , and RADT 2010 - Imaging Pathology  during Image Analysis sessions with Clinical Coordinator.
11. observe and assist in a Computed Tomography rotation as well as special imaging modality rotations of choice by applying the theoretical content of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 2020 - Introduction to Sectional Anatomy , RADT 2010 - Imaging Pathology , and RADT 2100 - Introduction to Computed Tomography .
12. perform multiple/trauma radiographic examinations with technologist’s assistance.
13. perform radiographic procedures in which competency has been achieved with minimal assistance and repeat exposures by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II ,RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
14. perform skull radiographic procedures in which competency has been achieved with minimal assistance and repeat exposures by applying the relevant theoretical components of RADT 1020 - Fundamentals of Radiography , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , and RADT 2000 - Radiation Biology and Protection .
15. prepare room and perform minor special procedures ie. myelogram, arthrogram, and hysterosalpingram with technologist assistance as discussed in RADT 1020 - Fundamentals of Radiography , and RADT 1032 - Anatomy and Positioning II .

Courses and Registration

RADT 2785 - Clinical Radiography V

1. Bedside radiography
2. Computed tomography
3. Fluoroscopy
4. General/orthopedic radiography
5. Surgery

1. perform routine surgical procedures with limited technologist supervision to include operation of the C-arm and portable equipment by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2010 - Imaging Pathology ,
2. perform routine radiographic/fluoroscopic procedures with increased confidence, efficiency and accuracy by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2010 - Imaging Pathology .
3. adapt radiographic procedures to patient conditions with limited supervision.
4. perform radiographic procedures with minimal technologist supervision by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2010 - Imaging Pathology .
5. perform portable examinations independently with limited technologist supervision by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2010 - Imaging Pathology .
6. discuss the relevant theoretical content of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , and RADT 2010 - Imaging Pathology  during Image Analysis sessions with Clinical Coordinator.
7. perform multiple/trauma radiographic examinations with indirect technologist supervision. by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2020 - Introduction to Sectional Anatomy .
8. perform radiographic procedures in which competency has been achieved with minimal assistance and repeat exposures.
9. prepare for and perform minor special procedures, i.e. myelograms, arthrograms, and hysterosalpingograms with limited technologist assistance as discussed in RADT 1020 - Fundamentals of Radiography  and RADT 1032 - Anatomy and Positioning II .
10. successfully erform the remaining required performance competencies, to include repeat competencies, by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2010 - Imaging Pathology .
11. successfully perform the remaining required performance competencies, to include repeat competencies, by applying theoretical content covered in RADT 1020 - Fundamentals of Radiography , RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 1040 - Radiographic Exposure Factors , RADT 2000 - Radiation Biology and Protection , RADT 2030 - Radiation Physics and Quality Control , and RADT 2010 - Imaging Pathology .
12. apply basic radiation safety practices when performing all radiographic procedures using the ALARA (as low as reasonably achievable) principle as discussed in the theoretical content of RADT 1040 - Radiographic Exposure Factors  and RADT 2000 - Radiation Biology and Protection  to protect patients, hospital personnel, and self.
13. observe and assist in a Computed Tomography rotation by applying the theoretical content of RADT 1031 - Anatomy and Positioning I , RADT 1032 - Anatomy and Positioning II , RADT 2020 - Introduction to Sectional Anatomy , RADT 1032 - Anatomy and Positioning II  and RADT 2100 - Introduction to Computed Tomography .

Courses and Registration

RDNG 0900 - Fundamentals of College Reading

1. Comprehension Strategies
   1. Identify main idea/supporting detail
   2. Identify patterns of organization in essays, articles and textbook chapters
   3. Engage in Close Reading
   4. Use prior knowledge to scaffold comprehension
      1. Specific reading and study strategies
      2. Outlining
      3. Mind mapping
      4. Summarizing
      5. Paraphrasing
      6. Note taking
      7. Annotating
      8. Previewing
      9. Preparing for Tests
      10. Building background knowledge
      11. Formulating questions (oral/written) to guide reading/inquiry
2. Critical Reading and Thinking
   1. Identify and evaluate claim and evidence
   2. Distinguish fact from opinion
   3. Identify author¿s purpose, tone and intent
   4. Identify the implications of a course of action or thinking
   5. Identify figurative language and bias to clarify meaning
   6. Metacognitive strategies ¿ self-assessment/self-evaluation/self-correction
3. Vocabulary
   1. Use context to determine word meaning
   2. Develop college level vocabulary
   3. Analyze the structure of words
   4. Learn Latin and Greek word parts
4. Automaticity/Fluency
   1. Utilize repeated reading strategies
5. Academic Collaboration
   1. Participate in class discussions and activities
   2. Individual and group projects

1. analyze the structure of texts to support comprehension.
2. apply strategies to learn and use college vocabulary in reading.
3. connect readings to personal experience and prior knowledge.
4. interpret texts, including college-level texts, using critical-thinking and problem-solving approaches.
5. paraphrase passages from a variety of texts, both verbally and in writing.
6. read increasingly complex texts, including college level, fluently and effectively.
7. summarize passages from a variety of texts, both verbally and in writing.
8. use close reading to check comprehension of texts.
9. use specific reading and study systems to read and process college textbook material.

Courses and Registration

RDNG 0930 - Excellent Reading

Credits: 3
Hours/Week: Lecture 3 Lab None
Course Description: This course focuses on fluency as a tool for strengthening reading comprehension. It addresses critical reading and thinking skills necessary for the processing of college-level reading materials using an innovative approach to reading instruction.  All students registered for RDNG 0930 also register for RDNG 0940 , and STSC 1021 .
MnTC Goals
None

Prerequisite(s): Course placement into RDNG 0930.
Corequisite(s): RDNG 0940  
Recommendation: Word processing proficiency and basic computer skills.

Major Content
1. Independent, sustained reading

1. Connect readings to personal experience and prior knowledge

2. Reading strategies

1. Read increasingly complex texts
2. Paraphrase passages from a variety of texts, both verbally and in writing
3. Repeated cycling and metacognitive approach/ excellent reading

3. Close reading

1. Read for understanding yourself and others
2. Understand author’s intent
3. Identify the main idea
4. Identify supporting details

4. Critical reading, writing, and thinking

1. Introduction to the basic concepts of critical reading
2. Distinguish fact from opinion
3. Identify connotative language
4. Increase ability to verbally express evidenced-based thinking in diverse groups
5. Increase ability to think strategically about a text
6. Increase ability to listen deeply
7. Discern between faulty and correct inferences

5. Building of background knowledge

1. Reflect on reading topics and connect the themes to meaningful context in society
2. Scaffold learning through pre-reading activities

1. read increasingly complex texts, including college level, fluently and effectively.

1. develop an understanding that reading is thinking.
2. build vocabulary and concept knowledge.
3. Increase ability for sustained reading.
4. Increase understanding of text development and organization.

2. paraphrase passages from a variety of texts, both verbally and in writing.

3. summarize passages from a variety of texts, both verbally and in writing.

4. interpret texts, including college-level texts, using critical-thinking and problem-solving approaches.

5. connect readings to personal experience and prior knowledge.

6. use close reading to check comprehension of texts.

7. evaluate and select reading strategies dependent upon the purpose for reading and the nature of the reading material.
Competency 1 (1-6)
None
Competency 2 (7-10)
None

Courses and Registration

RDNG 0940 - Academic Literacy

1. Academic literacy and academic discourse
2. Independent, sustained reading
3. Text-processing strategies
4. The reading-writing process
5. Academic vocabulary building
6. Organization of ideas
7. Critical reading, writing, and thinking
8. Response to academic texts
9. Evaluating and using source materials
10. Audience awareness
11. Writing and evaluating arguments
12. Grammar, punctuation, spelling, and usage

1. use pre-reading and reading strategies to facilitate understanding of texts.
2. read actively and critically.
3. use annotation effectively.
4. employ a variety of strategies for building academic vocabulary.
5. identify abstract ideas found in complex academic texts.
6. deconstruct abstract ideas found in complex academic texts.
7. explain valid inferences based on information in texts.
8. evaluate arguments for validity and credibility.
9. synthesize ideas and information from multiple sources and varying points of view.
10. write well-organized, unified, and coherent essays with a thesis statement.
11. evaluate the validity and reliability of sources.
12. support ideas with adequate and varied evidence.
13. tailor language to address a specific audience.
14. detect and correct grammatical and mechanical errors.

Courses and Registration

RDNG 0950 - Strategies for College Reading

1. Reading and Study Systems across Disciplines
   1. SQ3R (or its many relatives)
   2. Outlining
   3. Graphic Organizers
   4. Summarizing
   5. Note Taking
   6. Annotating
2. Vocabulary
   1. Learn and apply context clues
   2. Learn and apply Latin and Greek prefixes and roots
   3. Apply structural analysis to learn word meaning
   4. Learn and apply content-specific vocabulary
3. Critical Reading
   1. Distinguish fact from opinion
   2. Identify denotative and connotative meaning
   3. Identify figurative language
   4. Identify bias/slant
   5. Recognize differences between reports, inferences, and judgments
   6. Identify and describe the context for a controversy or issue
   7. Identify the major argument or claim in a text
   8. Identify purpose, tone, and intent of author
   9. Identify and evaluate evidence offered in support of claims
   10. Identify the implications of a course of action or thinking
4. Academic Collaboration
   1. Participate in class discussions and activities
   2. Present individual and group projects
   3. Reflect on reading topics and connect the themes to meaningful context in society

1. analyze a variety of texts to determine patterns of organization and claims and evidence.
2. apply strategies to learn and use college vocabulary.
3. choose an appropriate reading and study system to read and process college textbook material.
4. determine the reliability and quality of evidence using critical reading techniques.
5. develop strategies for reading research.
6. summarize readings clearly and accurately.

Courses and Registration

RDNG 1000 - Critical Reading and Thinking for College

1. Application Non-fiction essays, texts, textbook selections, articles
2. Introduction: The Reading Process
3. Vocabulary Development: Contextual and Structural
4. Fundamentals of Conceptualizing:
   1. Modes of Discourse
   2. Structure and Patterns of Organization
   3. Academic Thought Patterns
   4. Meaning of Punctuation
5. College Textbook Processing
   1. Study Systems 
   2. Domain (discipline) Specific Questioning
6. Language Usage
   1. Denotation and Connotation
   2. Language Misuse and Abuse
   3. Figurative Language
7. Critical Reading Processes - Questioning for Analysis and Evaluation
   1. Purpose
   2. Question at Issue
   3. Information or Evidence
   4. Point of View
   5. Assumptions
   6. Implications
   7. Inference or Conclusions
   8. Concepts
8. Tone
   1. Language
   2. Intent
9. Argumentative Reading
   1. Inductive/Deductive Reasoning
   2. Detecting Bias and Propaganda

1. Question text using critical reading processes.
2. Analyze text using critical reading processes.
3. Evaluate text using critical reading processes.
4. Demonstrate an understanding that reading involves the active integration of new information with past experience.
5. Use the interactive process of conceptualizing to determine the structure of material for a variety of college curricula.
6. Identify the academic thought patterns of organization in a text.
7. Use a variety of strategies to increase vocabulary for college disciplines.
8. Apply and adapt a specific study system for analysis and evaluation of college level texts.
9. Adjust reading rate based on need and purpose.
10. Increase their reading rate.

Courses and Registration

RNEW 1507 - Digital Electronics

1. A/D & D/A conversion
2. Arithmetic circuits
3. Binary, octal, hexadecimal, and decimal number systems used in digital electronics
4. Counters
5. Digital Electronics
6. Digital systems
7. Encoding, decoding, and displays
8. Flip-Flops
9. IC specifications and interfacing
10. Logic gates and Boolean logic
11. Memories
12. Shift Registers
13. Using logic gates and truth tables

1. design and build basic digital logic decision and interface circuits.
2. convert between binary, octal, hexadecimal, and decimal number systems.
3. use a PLD (programmable logic device) to implement a Boolean logic statement.
4. write Boolean logic statements.
5. read and interpret truth tables.
6. design and build basic timing, counter circuits.
7. draw and read digital logic and schematic diagrams.

Courses and Registration

RNEW 2543 - Programmable Logic Control Fundamentals

1. Analog inputs and outputs
2. Discrete inputs and outputs
3. Function Blocks
4. Hardware configurations
5. Ladder Logic Diagrams
6. Ladder Logic
7. PLC system components
8. Programming Software
9. Safety and Safety Circuits
10. Timers and Counters
11. Troubleshooting
12. Wiring

1. implement a disaster recovery process.
2. connect analog input/output devices to the PLC.
3. connect discrete input/output devices to the PLC.
4. apply industry standards to wiring.
5. troubleshoot and repair PLC control systems.
6. read and draw electrical input/output wiring diagrams.
7. monitor and modify PLC hardware configurations and programs.
8. interpret PLC module specifications.
9. read and draw basic ladder logic diagrams and programs.

Courses and Registration

SOC 1020 - Introduction to Sociology

Credits: 3
Hours/Week: Lecture 3 Lab None
Course Description: This course is a survey of sociology’s major theoretical perspectives and research methods. Basic concepts include culture, socialization, groups, organizations, deviance, social institutions, change, and inequalities based on class, race, and gender. The course explains how sociological research is conducted using concepts, theories, and methods as well as the significance of a global perspective for understanding social behavior. This course meets the Introduction to Sociology course requirement for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 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. Sociological perspectives
2. Sociological theoretical perspectives
3. Research methodology, measurement, and ethics
4. Culture and society
5. Socialization
6. Social groups and organizations
7. Social control, deviance, and crime
8. Social stratification: U.S. and world dynamics of global inequality
9. Social inequalities, such as race, ethnicity, gender, sexual orientation, age, and ability
10. Social institutions, such as family, religion, economy, politics, health care, education, and media
11. Social movements and social change

1. identify and explain key concepts in Sociology.
2. apply key concepts in Sociology to real world examples.
3. identify and explain major theoretical perspectives in Sociology
4. analyze social phenomena using theoretical perspectives.
5. apply a sociological imagination to social issues.
6. identify and explain the causes and consequences of social inequalities.
7. compare and contrast societies based on social structure, institutions and culture.
8. identify and describe the research methods used in Sociology.

 
Competency 1 (1-6)
05. 01. Employ the methods and data that historians and social and behavioral scientists use to investigate the human condition.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
Competency 2 (7-10)
07. 02. Demonstrate an awareness of the individual and institutional dynamics of unequal power relations between groups in contemporary society.

07. 03. Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

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

SOC 1033 - Sociology of Families in Crisis

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: How are individual family problems connected to broader social systems? This course explores the social forces that influence family crises. It covers a variety of issues, such as poverty, family violence, and contemporary social problems that affect families. Relevant social policy debates are also discussed. This course meets the requirements for Elective B: Social Inequality and Stratification for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 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. A selection of contemporary family issues, such as poverty, unemployment, housing, welfare reform, divorce, parenting, childcare issues, GLBT family issues, foster care and adoption, and family violence
2. Historical development of the family and crisis issues (myth and reality)
3. Social policy and social change
4. Sociological frameworks of family and crisis

5. Families in crisis and social institutions

6. Culturally responsive approaches for professionals to work with families in crisis

1. Describe the relationship between changing social institutions and cultural norms and stress and crisis within families.
2. Explain how sociological understandings of families in crisis can be applied to everyday life.
3. Analyze how cultural and structural factors of families of the past have contributed to crises families face today.
4. Discuss core concepts, theories, and research findings related to the study of stress and crisis within families.
5. Critique social policies aimed at addressing family crises.
6. define the terms crime and crimes of violence as found in Minnesota Statute. (2.14.1.)
7. discuss the extent, causes and impact of crimes of violence including physical and sexual abuse, physical violence, harassment and stalking, and neglect. (Minn. Stat. 626.8451., Subd. 1a.) (2.14.2.)
8. discuss how anger, intimidation, isolation, restriction of freedom, economic abuse, emotional abuse, threats and psychological abuse, physical abuse and sexual abuse are methods of exerting power and control. (2.14.3.)
9. describe stalking and how it has changed with technological advances. (2.14.4.)
10. describe community resources and supportive services for individuals and families involved in abusive situations. (2.15.4.)
11. describe who is mandated to report suspected child and vulnerable adult abuse and the ramifications of not reporting. (2.15.8.)
12. explain what legally constitutes domestic abuse and assault. (2.16.1.)
13. discuss the dynamics of domestic violence including the phases of abusive behavior, the progression of violence, the use of power to attain control of a relationship, the effects of abuse, and the societal forces that may perpetuate an atmosphere conducive to abuse. (2.16.2.)
14. discuss types of abuse including physical, emotional, psychological, sexual, and economic. (2.16.3.)
15. discuss characteristics of batterers and victims and the effects of domestic violence including:
    1. how fear and social stigma related to domestic violence affect victim behavior
    2. issues related to children as victims and witnesses at domestic violence scenes. (2.16.4.)
16. define the following terms outlined in Minnesota Statute:  domestic abuse, family or household member, qualified domestic violence-related offense (QDRO), order for protection, ex parte order, domestic abuse no contact order, harassment restraining order, harassment, and stalking. (2.16.5.)
17. identify significant aspects of Minn. Stat. related to domestic abuse (Minn. Stat. 629.341 and 518.B01, 609.749, 609.2242) including what legally constitutes domestic assault, elements of various levels of domestic assault, and enhancement for prior domestic violence related offense convictions. (2.16.6.)
18. discuss family violence prevention techniques and common resources and referral agencies for victims of family violence. (2.16.7.)
19. identify and describe the dynamics associated with the victim experience and myths surrounding trauma and victimization. (2.18.1.)
20. describe the current state of victim’s rights in the criminal justice system. (Minn. Stat. 611A) (2.18.2.)
21. explain the peace officer’s role in advising victims regarding shelter and assistance and the importance of demonstrating compassion and concern for victims. (2.18.3.)
22. discuss the importance of confidentiality of a victim’s address/location, and connecting victims with victim crisis services. (2.18.4.)
23. discuss culturally responsive approaches to dealing with victims of violent crimes. (2.18.5.)
24. explain the use of the crime victim notification form. (2.18.6.)
25. explain peace officer duties relative to obtaining assistance with non-English speaking victims or victims with communications disabilities. (2.18.7.)

26.  Sociological Perspective:

1. articulate the process by which stratification affects individuals.
2. apply founding theoretical traditions and concepts in Sociology to specific processes of stratification.

27.  Social Stratification:

1. articulate how processes of stratification create and reproduce social hierarchies and inequalities in human society.
2. identify empirical patterns and effects of social inequality.

28.  Social Change:

1. describe how cultural, social, political and economic changes affect social inequality.
2. articulate how social movements contribute to social change.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
Competency 2 (7-10)
07. 02. Demonstrate an awareness of the individual and institutional dynamics of unequal power relations between groups in contemporary society.

07. 03. Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

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

SOC 1041 - Sociology of Social Problems

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: This course is a survey of the sociology of a selected set of social problems in the U.S. and globally, e.g. crime and violence, poverty, unemployment, war and terrorism, environmental degradation, and population growth. The social-structural and cultural sources of these problems are critically analyzed, and structural and cultural solutions following from such analyses are examined. This course meets the requirements for Elective B: Social Inequality and Stratification for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 9 Ethical/Civic Responsibility

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. Problems of Social Inequality (such as Class, Race/Ethnicity, Gender, Sexuality, or Age)
2. Problems of Social Institutions (such as Education, Criminal Justice, Family, Health Care, or Military)
3. Social Movements and Social Change
4. Sociological Concepts and Theories
5. Sociological Research Methods
6. Specific Social Problems (such as unemployment, population, war, terrorism, and the environment)

1. Analyze the relationship between many social problems and social inequality in society using a sociological perspective.
2. Describe the causes of various social problems.
3. Apply critical thinking skills to analyze core concepts, theories, and research findings related to the study of social problems.
4. Connect theoretical perspectives on social problems to concrete realities of everyday life and the social world.
5. Evaluate solutions to various social problems.
6. Sociological Perspective:
   1. articulate the process by which stratification affects individuals.
   2. apply founding theoretical traditions and concepts in Sociology to specific processes of stratification.
7. Stratification:
   1. articulate how processes of stratification create and reproduce social hierarchies and inequalities in human society.
   2. identify empirical patterns and effects of social inequality.
8. Social Change:
   1. describe how cultural, social, political and economic changes affect social inequality.
   2. articulate how social movements contribute to social change.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
Competency 2 (7-10)
09. 01. Examine, articulate, and apply their own ethical views.

09. 02. Understand and apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues.

09. 04. Recognize the diversity of political motivations and interests of others.

Courses and Registration

SOC 1080 - Introduction to the Criminal Justice System

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: This course provides an overview of the criminal justice system in US society, including the philosophy, history, organization, and function of the police, courts, and corrections. Sociological perspectives are applied to an analysis of crime and victimization, ethics, and the concept of justice. Topics include foundations of crime; justice and law; federal, tribal and state elements; victimization; victim rights; crime statistics and the extent of crime; police issues; juvenile justice system; juvenile delinquency; court systems; corrections, community corrections; professional career opportunities; and future trends. This course meets the requirements for Elective A: Organizations and Institutions for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 9 Ethical/Civic Responsibility

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. Causes of crime
2. Defining and measuring crime
3. Criminal law
4. Law enforcement and policing
5. Constitutional issues
6. Courts
7. Pretrial procedures and the criminal trial
8. Punishment and sentencing
9. Probation and community corrections
10. Prisons and jails
11. Juvenile justice
12. Current issues
13. System overview: crime and punishment
14. Terrorism
15. Laws and rights
16. Courts and trials
17. Legal terms

1. Explain how crime is defined and measured, including ethical issues of measurement.
2. Elucidate pretrial procedure and the criminal trial.
3. Describe procedures and ethical considerations in punishment and sentencing.
4. Articulate challenges to effective policing, including their ethical implications.
5. Describe criminal law procedure.
6. Relate the role of courts in the quest for justice and ethical considerations.
7. Articulate the goals and practices of probation and community corrections.
8. Describe the workings of the juvenile justice system.
9. Discuss significant issues affecting prisons and jails.
10. Describe the structure of the criminal justice system, including the interrelationship between police, courts, and corrections
11. Discuss the inter-relationship between core beliefs, integrity, and ethical reasoning. (1.2.1.)
12. Define the term discretion and discuss when and why peace officers use their best judgment in the administration of justice and when discretion is not allowed. (1.4.2.)
13. Describe characteristics of professional behavior and the Minnesota Standards of Conduct for licensing Minnesota peace officers. (1.7.1.)
14. Describe the repercussions for a finding of a violation of the State’s peace officer standards of conduct. (1.7.2.)
15. Discuss the historic need for rules to control human conduct, enforce societal directives, and empower authoritative enforcement of those rules. (2.1.1.)
16. Incorporate an understanding of the history of criminal justice and the contemporary system of criminal justice in the U.S. into a perspective about current peace officer duties, responsibilities, and actions. (2.1.2.)
17. Describe the history behind the ratification of the U.S. Constitution. (2.1.3.)
18. Explain the need for a balance between public safety and personal rights in a free society. (2.1.4.)
19. Identify and discuss the significance of historic and contemporary events, customs, and social mores that have influenced the current system of justice in the U.S. (2.1.5.)
20. Describe the history and impact of including women and diverse community representation in law enforcement. (2.1.6.)
21. Explain the roles of law enforcement, the courts and corrections. (2.1.7.)
22. Explain the functions and jurisdictions of law enforcement agencies, including federal, state, county, municipal, tribal, and international. (2.1.8.)
23. Explain the broad functions of the correctional system, including imprisonment, parole, and probation. (2.1.9.)
24. Identify the meaning of criminal justice system terms, e.g., custody, arraignment, circumstantial evidence, double jeopardy, entrapment, exigent circumstances, conviction, bodily harm, substantial bodily harm, great bodily harm, assault, probation, qualified domestic violence related offense (Minn. Stat. 609.02), forfeiture, “good faith” exception, exclusionary rule, indictment, inevitable discovery, probable cause, Miranda warning, reasonable suspicion, warrant, probation, and parole. (2.1.10.)
25. Describe the function and responsibility of each of the key participants involved in a typical courtroom hearing or trial, including judges, jury members, prosecuting and defense attorneys, and witnesses. (2.1.11.)
26. Describe the sources of laws in the U.S., including federal law, state law, case law, and administrative regulatory law, as well as the process by which laws, statutes, and ordinances are enacted. (2.2.1.)
27. Explain provisions of the Constitution and Bill of Rights that impact or restrict law enforcement, including the First, Second, Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments. (2.2.2.)
28. Explain how the Separation of Powers Doctrine works. (2.2.3.)
29. Distinguish between criminal law and criminal procedure and explain the difference between substantive and procedural law. (2.2.4.)
30. Summarize the forms of individual protection related to search and seizure granted by the US Constitution. (2.2.5.)
31. Explain the meaning of the “good faith” doctrine, the “fruit of the poisonous tree” doctrine, and the “inevitable discovery” doctrine as they pertain to Fourth Amendment rights. (2.2.6.)
32. State the requirements of the Fourth Amendment on the law of arrest. (2.2.7.)
33. Explain how constitutional rights in the Fifth, Sixth, and Fourteenth Amendments affect police interrogations. (2.2.8.)
34. Summarize the rights of individuals being interrogated under the Fifth and Sixth Amendments and the importance of adhering to procedures that protect those rights, including
    1. the prohibition against forced or coerced self-incrimination
    2. the Sixth Amendment right to counsel and correlating Minnesota Statute (Minn. Stat. 481.10). (2.2.9.)
35. Describe proceedings before a trial, including the roles of the law enforcement, defense attorneys, and prosecutors. (2.2.14.)
36. Summarize the rights and processes related to a fair and speedy trial and the right to a jury trial. (2.2.15.)
37. Explain the general provisions for sentencing in the Minnesota Criminal Code and the Minnesota Sentencing Guidelines. (2.2.16.)
38. Describe crime classifications misdemeanor through felony. (2.2.17.)
39. Discuss enhancements that may be applied to repeat offenders, patterned offenders, and career offenders. (2.2.18.)
40. Explain the following terms:  concurrent and consecutive sentences, imposition and execution of sentence, determinate and indeterminate sentencing. (2.2.19.)
41. List the five constitutional amendments involving equality and rights. (2.2.20.)
42. Identify the criminal and civil consequences an officer may face by violating a citizen’s constitutional right. (2.2.23.)
43. Compare and contrast characteristics of the civil and criminal justice systems. (2.2.24.)
44. Explain what constitutes an arrest and the differences between a contact, a detention and an arrest. (2.4.1.)
45. State the requirements of the Fourth Amendment on the law of arrest. (2.4.2.)
46. Discuss protocols and terms associated with arrest, including “reasonable suspicion” and “probable cause.” (2.4.3.)
47. Describe the stop and frisk standard as found in “Terry v. Ohio” and subsequent cases. (2.4.4.)
48. Describe the basic organization, purpose, definitions, and principles of the Minnesota Criminal Code. (2.5.1.)
49. Explain the Supreme Court decision “Miranda v. Arizona” and the four components of the Miranda warning. (2.6.1.)
50. Explain the history of and philosophy behind an independent juvenile justice system. (2.7.1.)
51. Define status offense, give examples of status offenses that can only be committed by a juvenile, and discuss the limits of peace officer authority in relationship to status offenses. (2.7.2.)
52. Discuss the term reasonable as it related to use of force. (2.8.3.)
53. Discuss liabilities associated with the application of force by peace officers. (2.8.10.)
54. Explain the intent of the Americans with Disabilities Act. (2.19.1.)
55. Discuss the difference between responsive and intelligence-led policing. (2.24.1.)
56. Discuss types of terrorism, weapons of terrorism, counterterrorism, basic interdiction strategies, terrorism target awareness, and the role of law enforcement related to terrorism. (2.25.4.)

57.  Sociological Perspective:

1. articulate the processes by which social forces affect individuals through organizations or institutions, and vice versa.
2. apply founding theoretical traditions and concepts in sociology to specific organizations or institutions.

58.  Social Structure:

1. explain how social structure affects human action and social life at the micro, meso, and macro levels.
2. articulate the processes through which groups, formal organizations, and social networks influence human thought and action.
3. explain how hierarchy, power and authority operate across specific organizations or institutions.

59. Socialization:

1. explain the relationship between the self and society.
2. articulate how the self is socially constructed, maintained and transformed at multiple levels through specific organizations or institutions.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
Competency 2 (7-10)
09. 02. Understand and apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues.

09. 03. Analyze and reflect on the ethical dimensions of legal, social, and scientific issues.

09. 04. Recognize the diversity of political motivations and interests of others.

Courses and Registration

SOC 1790 - Independent Study

Courses and Registration

SOC 2031 - Sociology of the Family

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: What makes a family?  This course examines the family as a social institution, focusing on how family life both shapes and is shaped by larger social forces, including the economy and public policy. The diversity of family forms and experiences, and how these change over time, are examined along the lines of gender, race, class, and sexual orientation. The course also addresses the gendered nature of family roles and experience, i.e. the way that individuals’ actions may conform to, or challenge, dominant cultural gendered expectations of family members. This course meets the requirements for Elective A: Organizations and Institutions for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 7 Human Diversity

Prerequisite(s): ENGL 1020   with a grade of C or higher OR ENGL 1021  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. General topics
   1. How sociologists study families
   2. Historical change in family forms
   3. Intersection of family experiences related to gender, race, class, and sexual orientation
2. Topics focused on the consequences of gendered role expectations within families
   1. Impacts of economic change on families
   2. Work and family
   3. Division of labor within the family
   4. Regulation of sexuality and sexual relationships
   5. Marriage, divorce, remarriage, and blended families
   6. Family violence
   7. Parents and parenting
   8. Children and childhood
   9. Families and the state, public policy affecting families including the welfare system
   10. Collective action and social movements on family issues

1. Describe the ways our ideas about family are socially constructed, including how they have changed over time and how they differ cross-culturally.
2. Analyze the gendered nature of family roles and social forces that contribute to individuals conforming to and/or challenging cultural ideals of masculinity and femininity.
3. Apply sociological concepts such as social location (e.g. race, gender, class) and the conflict and order models of society to understand the family as a social institution.
4. Critique taken-for-granted assumptions and ideas about families and family life.
5. Articulate how family forms and experiences both shape and are shaped by larger societal forces economic, political, cultural, etc.
6. Evaluate avenues for social change on public policy issues affecting families.
7. Outline the techniques sociologists use to study families.
8. Sociological Perspective:
   1. articulate the processes by which social forces affect individuals through organizations or institutions, and vice versa.
   2. apply founding theoretical traditions and concepts in sociology to specific organizations or institutions.
9. Social Structure:
   1. explain how social structure affects human action and social life at the micro, meso, and macro levels.
   2. articulate the processes through which groups, formal organizations, and social networks influence human thought and action.
   3. explain how hierarchy, power and authority operate across specific organizations or institutions.
10. Socialization:
    1. explain the relationship between the self and society.
    2. articulate how the self is socially constructed, maintained and transformed at multiple levels through specific organizations or institutions.

05. 02. Examine social institutions and processes across a range of historical periods and cultures.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
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. 03. Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

07. 05. Demonstrate communication skills necessary for living and working effectively in a society with great population diversity.

Courses and Registration

SOC 2051 - Sociology of Race and Ethnicity

Credits: 3
Hours/Week: Lecture 3 Lab None
Course Description: This course introduces students to the complexity of diverse racial/ethnic groups in the United States. It focuses on the historical development of the concept of race and the ways race is structured in a variety of social institutions. It also addresses contemporary issues of racial formation, individual prejudice and discrimination, institutional racism and discrimination, racial/ethnic identity and collective resistance, and white privilege. This course meets the requirements for Elective B: Social Inequality and Stratification for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 7 Human Diversity

Prerequisite(s): ENGL 1020  with a grade of C or higher OR ENGL 1021  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. Biology of race
2. Future of Race and Ethnicity
3. Nativism, racism, and U.S. immigration
4. Scientific constructions of race and ethnicity
5. Overview of Assimilation in America
6. Race as a social construct
7. Racial/ethnic prejudice and discrimination
8. Whiteness, white privilege, and the rise of dominant Anglo-American society
9. Racialization of African Americans, Native Americans, Latino/a Americans, and Asian Americans
10. Civil rights movements and collective resistance around race/ethnicity
11. Race in the criminal justice system
12. Racial/ethnic inequalities in social institutions
13. Intersections of race and ethnicity with other axes of inequality

1. distinguish between the biology and sociology of race and ethnicity.
2. describe the role that science played in designing a false hierarchy of racial and ethnic groups.
3. analyze the ways in which race has been central in the history and development of the United States as a nation.
4. explain theories of race and racial inequalities
5. explain sociological concepts related to the study of race and ethnicity:  assimilation, prejudice, discrimination, scapegoating, etc.
6. identify race and ethnicity as axes of inequality, along which all racial groups in society are positioned, that intersects with other axes of inequality such as sex, gender, sexual orientation, age, etc.
7. articulate how race shapes the experiences of individuals in the dominant (white) racial group as well as in subordinate racial groups.
8. suggest solutions to move this country to full equality for all racial and ethnic groups.
9. explain how intolerance, prejudice, and stereotyping impact human behavior. (1.6.1.)
10. discuss the risks and problems associated with intolerance, insensitivity, partiality, marginalizing, and unjust application of the law for both law enforcement and community members. (1.6.2.)
11. discuss how recognizing and valuing diversity, cultural differences, and varied perspectives promote community unity, facilitates information gathering, and contribute to officer safety. (1.6.3.)
12. discuss ways officers can promote positive relationships with community members of varying races, ethnicities, national origins, immigration statuses, genders, ages, economic classes, disabilities and/or sexual orientations. (Minn. Stat. 626.8455) (1.6.4.)
13. discuss how family dynamics and communication methods, both verbal and non-verbal, vary between cultures and how recognition of these variances can benefit officers and communities. (1.6.5.)
14. discuss how impartiality and social cooperation affect community perception of law enforcement. (1.6.6.)
15. discuss culturally responsive approaches to dealing with victims and perpetrators of violence. (Minn. Stat. 626.8451., Subp. 1.a. (4)) (1.6.7.)
16. research and discuss the relationship between crime and being underprivileged. (1.6.8.)
17. discuss the diverse groups that make-up Minnesota’s communities and some of the traits unique to communities that could impact law enforcement response. (1.6.9.)
18. Sociological Perspective:
    1. articulate the process by which stratification affects individuals.
    2. apply founding theoretical traditions and concepts in Sociology to specific processes of stratification.
19. Stratification:
    1. articulate how processes of stratification create and reproduce social hierarchies and inequalities in human society.
    2. identify empirical patterns and effects of social inequality.
20. Social Change:
    1. describe how cultural, social, political and economic changes affect social inequality.
    2. articulate how social movements contribute to social change.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
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. 03. Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

Courses and Registration

SOC 2053 - Sociology of Disability

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: Starting with a brief history of disability in the United States, this course examines how disability is socially constructed and forms an axis of inequality in society. Topics include disability culture and identity, disability policy, the intersection of disability and gender, portrayals of disability in the media, and disability rights movements in the US and abroad. This course meets the requirements for Elective B: Social Inequality and Stratification for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 7 Human Diversity

Prerequisite(s): ENGL 1020   with a grade of C or higher OR ENGL 1021  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. Current issues (e.g. emergency preparedness for people with disabilities)
2. Disability culture and identity
3. Disability policy (e.g. ADA, IDEA)
4. Disability rights movements in the US and abroad
5. Diversity of disability experience; hidden disabilities
6. History of disability in the United States
7. Intersection of gender, race, class, age and sexuality with disability
8. Measuring disability, statistics and demographics
9. Representations of disability in the media and popular culture
10. Societal models of disability (e.g. medical, interactional, structural, constructionist)

1. Outline the disability rights movement in the United States and at least one other country
2. Analyze media and popular culture representations in terms of the assumptions they embody about disability
3. List significant pieces of disability legislation, their intended effects, and their shortcomings
4. Articulate the significance of disability culture and identity
5. Describe how disability forms an axis of inequality in US society
6. Outline the history of disability in the United States
7. Identify sources of commonality and difference in experience among the larger disability community
8. Critique the medical model of disability
9. Describe how gender, race, class, and sexuality intersect with individuals experiences of disability
10. Explain the significance of a social constructionist approach to studying disability
11. Sociological Perspective:
    1. articulate the process by which stratification affects individuals.
    2. apply founding theoretical traditions and concepts in Sociology to specific processes of stratification.
12. Stratification:
    1. articulate how processes of stratification create and reproduce social hierarchies and inequalities in human society.
    2. identify empirical patterns and effects of social inequality.
13. Social Change:
    1. describe how cultural, social, political and economic changes affect social inequality.
    2. articulate how social movements contribute to social change.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
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. 03. Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

Courses and Registration

SOC 2071 - Mind, Self, and Society

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: Why do individuals and groups behave as they do?  This course examines from a sociological perspective such topics as building and breaching reality, symbol use, language, the self, socialization, reference groups, naming, social identities, stigma, self-presentation, emotional labor, inequality, and culture. This course meets the requirements for Elective A: Organizations and Institutions for the MN State Sociology Transfer Pathway AA.
 
MnTC Goals
5 History/Social/Behavioral Science, 7 Human Diversity

Prerequisite(s): ENGL 1020   with a grade of C or higher OR ENGL 1021  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. Collective behavior
2. Deviant behavior
3. Group structure and cohesion
4. Personality
5. Research methods
6. Self and Identity
7. Self-presentation
8. Social psychological perspectives
9. Socialization
10. Stigma
11. Symbolic communication and language
12. Theories of sociological social psychology

1. Identify research methods used by social psychologists and considerations in their use
2. Describe central concepts and social processes and explain how these affect the Self and social behavior
3. Interpret ones own observations of social life in social psychological terms
4. Apply sociological theories of social psychology to explain human social behavior
5. Sociological Perspective:
   1. articulate the processes by which social forces affect individuals through organizations or institutions, and vice versa.
   2. apply founding theoretical traditions and concepts in sociology to specific organizations or institutions.
6. Social Structure:
   1. explain how social structure affects human action and social life at the micro, meso, and macro levels.
   2. articulate the processes through which groups, formal organizations, and social networks influence human thought and action.
   3. explain how hierarchy, power and authority operate across specific organizations or institutions.
7. Socialization:
   1. explain the relationship between the self and society.
   2. articulate how the self is socially constructed, maintained and transformed at multiple levels through specific organizations or institutions.

05. 03. Use and critique alternative explanatory systems or theories.

05. 04. Develop and communicate alternative explanations or solutions for contemporary social issues.
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. 03. Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

07. 05. Demonstrate communication skills necessary for living and working effectively in a society with great population diversity.

Courses and Registration

SOC 2087 - Criminology and Criminal Behavior

Credits: 3
Hours/Week: Lecture None Lab None
Course Description: Why do people break the law, and how do societies respond to criminal behavior?  This course presents sociological understandings of criminally deviant behavior. Topics include theories of crime, trends in criminal behavior, and methods of criminological investigation.  U.S. and international public policy implications are considered. The global focus of this course draws from cross-cultural, transnational, and international examples, such as the drug trade, human trafficking, or terrorism. This course meets the requirements for Elective A: Organizations and Institutions for the MN State Sociology Transfer Pathway AA.
MnTC Goals
5 History/Social/Behavioral Science, 8 Global Perspective

Prerequisite(s): ENGL 1020  with a grade of C or higher OR ENGL 1021  with a grade of C or higher.
Corequisite(s): None
Recommendation: None

Major Content

1. Criminology and sociological perspective
2. Methodology and measurement: criminology and global perspective
3. Media representation of crime in societies nationally and globally
4. Social psychological criminal personality using international comparison
5. Social structure, theoretical explanation of crime and global change
6. Social process, theories of crime and international deviant behavior
7. Critical perspectives of global crime trends and global legal issues
8. Violent crime: homicide, assault, and robbery trends in global perspective
9. Victim patterns, to include gender patterns and crimes against children
10. Property crime patterns compared cross-nationally
11. White collar crimes within global relationships and corporate culture
12. Organized crime within traditional families and new international groups
13. Public order crime as defined in communities across the globe
14. Controlling and preventing crime - policing, prosecution, and punishment
15. Future issues for crime prediction and crime reduction in world society

1. Explain results related to the utilization of behavior analysis and the sociological method used to study criminal deviance globally.
2. Review programs and policies within the criminal justice system.
3. Apply comparative methodology to study concepts of crime and criminal justice policy internationally.
4. Examine assumptions, philosophies, and major concepts in criminological and sociological theories relating to crime and criminal behavior.
5. Demonstrate awareness of ethical issues for global criminal justice research.
6. Analyze the relationship between social policy and social behavior cross-culturally.
7. Apply critical thinking using cross-national analyses of the international nature of crime.
8. Evaluate historical changes in crime trends.
9. Sociological Perspective:
   1. articulate the processes by which social forces affect individuals through organizations or institutions, and vice versa.
   2. apply founding theoretical traditions and concepts in sociology to specific organizations or institutions.
10. Social Structure:
    1. explain how social structure affects human action and social life at the micro, meso, and macro levels.
    2. articulate the processes through which groups, formal organizations, and social networks influence human thought and action.
    3. explain how hierarchy, power and authority operate across specific organizations or institutions.
11. Socialization:
    1. explain the relationship between the self and society.
    2. articulate how the self is socially constructed, maintained and transformed at multiple levels through specific organizations or institutions.

05. 02. Examine social institutions and processes across a range of historical periods and cultures.

05. 03. Use and critique alternative explanatory systems or theories.
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. 03. Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.

Courses and Registration

SOC 2991 - Data Analysis for the Social Sciences

1. Analysis of social science data using descriptive statistics
2. Analysis of social science data using inferential statistics
3. Critical evaluation of popular culture and political uses of opinion polls and surveys
4. Design of questions for opinion polls and surveys exhaustiveness and mutual exclusivity
5. Ethical issues in data analysis in the social sciences
6. Independent and dependent variables
7. Interpretation of social science data using confidence intervals
8. Introduction to SPSS
9. Levels of measurement
10. Measurement of social variable correlation using regression techniques
11. Organization and presentation of social science data
12. Purposes of data analysis in the social sciences
13. Review of sociological theories in social research
14. Social science polls and surveys
15. Use of SPSS to analyze survey data

1. Demonstrate proficiency with SPSS software.
2. Outline the central ethical issues social scientists confront in data analysis
3. Construct questions for opinion polls and surveys.
4. Compute descriptive and inferential statistics, linear regression and correlation techniques, and confidence intervals.
5. Analyze social science data in order to answer social research questions.
6. Demonstrate familiarity with a number of social science surveys
7. Organize survey data, e.g., using frequency distributions, graphs, and tables.
8. Apply functionalist, conflict, and symbolic interactionist theories in the interpretation of social science data.
9. Answer questions about the social world (including but not limited to issues of crime, poverty, social class, race, gender, sexual orientation, age, education, and politics) based on data from opinion polls and surveys.
10. Evaluate data from opinion polls and surveys.

Courses and Registration

SOC 2993 - Research Methods for the Social Sciences

1. Construction and interpretation of indexes and scales of social phenomena
2. Ethical issues in social and behavioral research
3. Modes of observation in social and behavioral research: experiments and evaluation research, survey research, field research, unobtrusive research
4. Necessary and sufficient causes for explaining social scientific phenomena
5. Overview of qualitative data analysis
6. Overview of quantitative data analysis: quantification of data, univariate and bivariate analysis, comparison of subgroups, multivariate analysis
7. Principles of conceptualization, operationalization, and measurement of social scientific concepts
8. Probability and non-probability sampling, populations and sampling frames, sampling designs
9. Reliability and validity in social research
10. Social and behavioral scientific paradigms
11. The language of variables: attributes, independent and dependent, levels of measurement
12. The role of theory in the social and behavioral scientific research process induction, deduction, and theory construction
13. The time dimension in social research: cross-sectional and longitudinal studies
14. Types of explanatory models employed in social and behavioral science nomothetic and idiographic, causality
15. Units of analysis in social and behavioral science research
16. Writing for the social sciences

1. Demonstrate the processes of conceptualization and operationalization
2. Describe the construction of indexes and scales, respectively
3. Design a research study to answer a researchable question about an aspect of social life
4. Demonstrate writing for the social and behavioral sciences, including such aspects of research proposals and reports as tone, organization, and appropriate use of sources
5. Describe common sampling procedures
6. Compare the respective advantages and disadvantages of qualitative and quantitative approaches
7. Outline how social researchers confront ethical issues in their work
8. Develop a researchable question about an aspect of social life
9. Describe the role of theory in the research process
10. Choose the most appropriate mode of observation for a given research question
11. Describe the criteria of measurement quality

Courses and Registration

SOLR 1001 - Community Solar System Installation

1. Hand and power tool use
2. Racking and mounting system assembly
3. Lubricants, fasteners, and corrosion
4. Safety issues specifically related to solar systems
5. Employer expectations

1. demonstrate the use of hand and power tools.
2. assemble solar racking and mounting systems.
3. explain basic lubricants, fasteners, and sources of corrosion.
4. explain safety issues specifically related to solar systems.
5. Describe common employer expectations.

Courses and Registration

SOLR 1020 - Introduction to Solar Assessment

1. Factors Affecting Solar Economics
2. Conventional Energy Use
3. Design tools
4. Permits and licenses
5. Photovoltaic Electrical Design considerations
6. Routing pipes and conduit
7. Solar Thermal Design considerations
8. Solar finance
9. Solar mounting considerations
10. The Solar Resource
11. Incentives and rebates
12. Write a site assessment

1. describe factors that affect the profitability of solar energy systems.
2. explain strengths and weaknesses of solar photovoltaic, hot water and air heating systems.
3. given climate data, estimate the output of solar photovoltaic and thermal panels in different orientations.
4. demonstrate proficiency in use of a site analyzer.
5. contact appropriate municipal offices for permit information.
6. identify basic components of a solar air, water, and electric system.
7. present options for mounting collectors and explain their effects on seasonal output and snow loading.
8. present choices of appropriate technology to fit customer needs. Example-flat plate vs. evacuated tube.
9. describe appropriate insulation, support and ultraviolet protection for solar wiring and plumbing and wiring.
10. describe factors that affect the efficiency of both thermal and electric solar systems.
11. gather customer information by interviewing and analyzing utility records.
12. explain strengths and limitations of the solar resource.
13. assess condition of roofing material for its appropriateness for solar.
14. calculate cost, simple payback, return on investment and cash flow for solar energy systems.
15. given a design, estimate the installed cost of a solar electric or thermal system, including materials, labor, subcontractors and permits.
16. identify common roofing materials and describe their compatibility with roof attachment hardware.
17. identify roof attachment hardware and their applications and limitations.
18. model output and economics for a photovoltaic or domestic hot water system.
19. model solar space heating and hot water output.
20. size a system to a customers needs.
21. explain when a structural engineering inspection of a roof is required.
22. write solar site assessments including costs, benefits, and customer goals.

Courses and Registration

SOLR 1030 - Solar Energy Construction Projects

1. Reading technical drawings
2. Balance of system function and mounting
3. Operation and maintenance
4. Racking and mounting Structural considerations Hardware options Design and assembly
5. Roofs and roofing Roofing care, penetration and water-proofing Roof attachment options Safety
6. Solar air heating
7. Solar photovoltaic
8. Solar water heating
9. Wire, pipe and duct work Entering a structure UV and weather protection Mounting and support

1. describe metal compatibility and identify metal fasteners and supports that work together.
2. present options for mounting collectors.
3. demonstrate appropriate fastener choices.
4. assemble systems according to technical drawings.
5. explain strengths and weaknesses of solar photovoltaic, hot water and air heating systems.
6. describe support structures commonly used in solar installations.
7. describe major components of solar air, water and photovoltaic systems.
8. safely work with power tools and roofs using personal protective equipment.
9. demonstrate proficiency in the use of solar site selection tools.
10. describe insulation, support and ultraviolet protection for solar plumbing and wiring.
11. describe the basic bonding methods for pipes, ducts and wires in solar systems.
12. identify common roofing materials.
13. describe the compatibility of common roofing material with roof attachment hardware.
14. explain when a structural engineering inspection of a roof is required

Courses and Registration

SOLR 1780 - Photovoltaic System Integration Internship

1. Creating resume and cover letter
2. Expectations of professional presentation
3. Journaling expectations
4. Documenting the experiences of the internship
5. Performing the presentation to a solar class

1. Weekly journaling assignment
2. Presentation of internship to class
3. Resume and cover letter
4. Century College performance assessment completed by internship supervisor

Courses and Registration

SOLR 1781 - Solar Thermal Installation Internship

1. Creating resume and cover letter
2. Expectations of PowerPoint presentation
3. Journaling expectations
4. Documenting the experiences of the internship
5. Presenting the PowerPoint to a solar class

1. construct a professional resume.
2. demonstrate employment interview skills.
3. design and deliver a professional presentation outlining their internship experience.
4. contribute to a solar installation as part of a team.

Courses and Registration

SOLR 2020 - Advanced Photovoltaic Systems

1. Introduction to Photovoltaic (PV) Systems
2. Solar Radiation
3. Site Surveys and Preplanning ¿ PV Specific
4. PV System Components & Configurations
5. PV Cells, Modules and Arrays
6. Battery Systems
7. Charge Controllers
8. Inverters
9. PV Systems Sizing
10. PV Integration and Mounting Systems
11. Electrical Integration
12. Utility Interconnection
13. PV System Permitting and Inspection
14. PV System Commissioning

1. compare the advantages, disadvantages to evaluate the design priorities of installing a PV system
2. describe the purposes of the major components in PV systems.
3. identify the common types of energy storage systems.
4. compare the functions of various power conditioning devices.
5. compare the features and requirements of various system configurations.
6. identify the relationships between PV cells, modules, and arrays.
7. describe the photovoltaic effect and the fundamentals of PV cells.
8. describe the photovoltaic effect and the fundamentals of PV cells.
9. describe the construction and features of modules.
10. differentiate between flat-plate collectors and concentrating collectors.
11. differentiate between solar irradiance (power) and solar irradiation (energy).
12. describe how array orientations can maximize the solar energy gain on modules.
13. demonstrate how solar radiation and climate data are used in sizing and estimating performance for PV systems.
14. explain the purposes of data monitoring and discuss options for collecting system data.
15. describe the various performance rating conditions for modules.
16. describe the operation of batteries and their discharging and charging characteristics.
17. describe major principles and considerations for designing battery banks.
18. identify the principle functions and features of charge controllers.
19. define charge regulation and load control setpoints.
20. identify basic waveform types and properties.
21. compare applications for static inverters.
22. explain the basic types of inverters used in PV systems and describe their operation.
23. understand inverter specifications and ratings.
24. describe the primary factors that affect system sizing.
25. determine the system energy and power requirements from a load analysis.
26. calculate the size and configuration of the battery bank based on system requirements.
27. calculate the size and configuration of the array based on system requirements.
28. identify the key considerations for integrating arrays on buildings and other structures.
29. identify the electrical codes, regulations, and recommendations applicable to PV systems.
30. calculate the voltage and current limits for various circuits of a PV system.
31. identify the appropriate types of conductors for PV system circuits based on application and environment.
32. describe the required types of disconnects and their installation.
33. differentiate between acceptable PV system grounding methods.
34. describe the functions and requirements of electrical balance-of-system (BOS) components.
35. identify the applicable codes and standards for utility interconnection.
36. differentiate between load-side and supply-side interconnections and identify the requirements for each type.
37. describe the common requirements for permit applications.
38. describe the labeling requirements for PV system components and configurations.
39. describe the steps involved with commissioning a new PV system.
40. identify the maintenance tasks involved with maximizing array output, battery health, and other equipment operation.

Courses and Registration

SOLR 2025 - Photovoltaic Systems Lab

1. Tools required for PV system installation
2. PPE required for PV system installation
3. PV module mounting systems
4. PV modules and related wiring
5. PV inverters and related wiring
6. PV charge controllers and related wiring
7. Battery system wiring and maintenance

1. describe the tools required for PV system installation and their use.
2. describe the PPE required for PV system installation and applications where it is required.
3. describe the components in a PV system and their location in the system chain.
4. locate applicable code requirements in the NEC for PV systems and battery systems.
5. install a typical PV mounting system.
6. mount and wire PV module strings.
7. mount and wire a PV inverter.
8. mount and wire a PV charge controller.
9. perform PV System Maintenance and Troubleshooting.
10. describe battery system containment vessels.
11. wire a battery system for a standalone PV system.
12. perform battery maintenance required for a PV battery system.

Courses and Registration

SOLR 2030 - Advanced Solar Thermal Concepts

1. Preliminary considerations
2. Roof Mounting
3. Ground mounting
4. Commissioning
   1. system
5. Controls
6. Loads
7. Maintenance
8. Monitoring and troubleshooting
9. Other system components
10. Professional mentoring and NABCEP
11. Solar plumbing
12. Storage and heat exchange
13. System types
14. The role of tradespeople

1. identify the job responsibilities for skilled and semi-skilled workers for a solar installation in a given jurisdiction.
2. distinguish between the penetration hardware and mounting options for asphalt shingles, rubber membranes, tile, and metal roofs.
3. calculate the pull-out strength of a lag bolt of given width and length in a given wood type.
4. calculate the wind load on an array.
5. demonstrate ways that rafters can be bridged and why bridging can be necessary.
6. demonstrate how pipes can penetrate shingle, metal and membrane roofs.
7. design an appropriate mounting plan for collectors at a specific site.
8. describe a method of grounding solar thermal collectors and explain why grounding is necessary.
9. compare different pipe routing methods.
10. evaluate the structure of a typical roof and identify when remediation may be necessary.
11. describe how roof structures can be reinforced to increase their strength.
12. demonstrate methods of minimizing roof damage while installing and assessing.
13. apply safety considerations to working on roofs.
14. identify common roofing types, their expected lifespan and signs of obvious wear
15. calculate the head loss and pressure drop in solar hot water systems made of copper tubing.
16. compare the composition, function and efficiency of seasonal and year-round solar pool systems.
17. demonstrate how sensors and photovoltaic pump modules are mounted and wired to the controller or pump.
18. determine a method for routing pipes that minimizes length and visibility.
19. diagram a bypass valve assembly and describe its use and function.
20. diagram the major components and placement of a pressurized and a drain back domestic hot water system.
21. evaluate options for energy storage and heat exchange for a domestic hot water system.
22. evaluate the advantages and disadvantages of a ground mount.
23. measure the energy production and efficiency of a solar hot water system.
24. troubleshoot common problems in solar thermal systems.

Courses and Registration

SOLR 2035 - Solar Thermal Lab

1. Roof Work
2. Collector Mounting
3. Collector Plumbing
4. Controls, gauges and meters.
5. Storage and heat exchanger
6. System types
7. Commissioning a solar thermal system
8. Load Types
9. Normal operation of solar thermal systems
10. Maintenance
11. Troubleshooting

1. demonstrate proficiency in locating roof rafters.
2. apply appropriate caulks to roof penetrations and flashings.
3. successfully install a roof boot into an asphalt shingle roof.
4. install mounting clips onto a standing seam metal roof.
5. mount solar thermal panels using a variety of hardware.
6. demonstrate proficiency in laying out, measuring, cutting, reaming, and soldering copper pipes.
7. demonstrate proficiency in preparing and tightening threaded connections.
8. support piping and wiring to code.
9. flush and commission a solar hot water system.
10. symmetrically lay out a solar array on a roof.
11. install lag bolts into rafters and verify they are structurally sound.
12. collect flow, pressure, and temperature measurements for a solar hot water system.
13. describe the function of all components in a solar thermal system.
14. label all major components in a solar thermal system.
15. critique the installation details of a solar hot water system.
16. explain the regular operation of a solar hot water system and describe typical pressure, temperature and flow readings.

Courses and Registration

SPAN 1011 - Beginning Spanish Language and Culture I

Credits: 5
Hours/Week: Lecture None Lab None
Course Description: This course is an introduction to the Spanish language as well as a survey of Spanish-speaking civilizations and cultures and their societies, arts, and humanities. It stresses basic grammar, communicative proficiency (in reading, writing, speaking and listening), and cultural competency. Students are required to listen to the text audio program and practice their conversation skills in the language laboratory for two hours each week.
MnTC Goals
6 Humanities/Fine Arts, 8 Global Perspective

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

Major Content

1. Grammar and Structures:

   1. Nouns and articles: gender and number

   2. Adjectives: gender, number and position

   3. Present tense of regular and irregular verbs

   4. Question and answer format, negation

   5. Reflexive verbs (reflexive pronouns)

   6. Recurring patterns

   7. Creative use of language structures to increase self-expression 

2. Vocabulary:
   1. Use a dictionary.
   2. Recognize cognates.

   3. Develop vocabulary to make introductions; express likes/dislikes, obligations, preferences, abilities, plans, activities; describe college, classroom, courses, objects; talk about weather, time, numbers, colors; talk about countries, nationalities, origin, languages; talk about house, rooms, furniture; talk about family, relatives, relationships; discuss beliefs, behaviors, and cultural aspects of the Spanish speaking world.

3. Writing:
   1. Short cohesive compositions using correct grammar and appropriate vocabulary.
4. Speaking and Communication Strategies:
   1. Greeting people appropriately, according to situation and relative status
   2. Making the most of a limited vocabulary (circumlocution)
   3. Expressing compliments and apologizing
   4. Requesting and giving information
   5. Making invitations; politely accepting or declining them
   6. Agreeing, disagreeing
   7. Making requests appropriately and thanking
   8. Expressing feelings: (dis)likes, fear, love, etc.
   9. Expressing intentions, plans, desires
   10. Asking for and giving advice
   11. Soliciting opinions
   12. Making generalizations, opinions or judgments about others’ actions (subjunctive mood)
5. Reading and Culture:
   1. Reading selections in the textbook and supplemental readings that provide an in-depth look at the Spanish speaking world and feature information in different fields (arts, culture, history, etc.)
   2. Strategies to read and analyze authentic materials (cognates, prior knowledge, contextual clues, etc.)

1. demonstrate speaking and listening skills in paired and group activities within limits of linguistic ability.
2. demonstrate writing skills in the form of compositions, letters, and journal entries.
3. read cultural commentaries on the countries and important representatives of the Spanish speaking world.
4. articulate knowledge of beliefs, behaviors, and cultural aspects of the Spanish speaking world.
5. discuss cultural aspects of contemporary Hispanic communities in the United States and Canada.

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.

06.05. Articulate an informed personal reaction to works in the arts and humanities..
Competency 2 (7-10)
08. 02. Demonstrate knowledge of cultural, social, religious and linguistic differences.

08. 03. Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.

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

Courses and Registration

SPAN 1012 - Beginning Spanish Language and Culture II

Credits: 5
Hours/Week: Lecture 5 Lab None
Course Description: This course is the continuation of Spanish Language and Culture I as well as a survey of Spanish-speaking civilizations and cultures and their societies, arts, and humanities. It stresses basic grammar, communicative competency (in reading, writing, speaking and listening), and cultural competency. Students are required to listen to the text audio program and practice their conversation skills in the language laboratory for two hours each week.
MnTC Goals
6 Humanities/Fine Arts, 8 Global Perspective

Prerequisite(s): SPAN 1011 
Corequisite(s): None
Recommendation: None

Major Content

1. Grammar and Structures:
   1. Comparisons of equality and inequality
   2. Indefinite and negative words
   3. Present progressive
   4. Past tenses: preterit and imperfect
   5. Formal commands
   6. Direct and indirect object pronouns; double object pronouns
   7. Introduction to subjunctive mood
   8. Recognition of recurring patterns
   9. Creative use of language structures to increase self-expression
2. Vocabulary:
   1. Strategies to “gist” meanings (make educated guesses).
   2. Recognition of cognates.
   3. Vocabulary to express past events, comparisons, references to people and things using pronouns, negative and indefinite expressions, commands and  implied commands, content material (food, travel, holidays, hobbies, housework, health, emotions, countries, nationalities, etc.)
3. Writing:
   1. Short cohesive and well-organized compositions using good grammar
4. Speaking and Communication Strategies:
   1. Use of present tense (expressing routine or habitual actions)
   2. Use of present progressive tense to express things that are happening right now
   3. Use of preterit and imperfect tenses to express past actions
   4. Clarification
   5. Comparisons and contrasts
   6. Compliments and apologizing
   7. Requesting and giving information
   8. Tag questions
   9. Feelings and behaviors
   10. Advice
   11. Soliciting opinions
   12. Commands
   13. Subjunctive: generalizations, opinions or judgments about others’ actions
5. Reading and Culture:
   1. Cultural section in the textbook and supplemental materials in Spanish that provide an in-depth look at the Spanish speaking world and feature information about prominent figures; the arts, politics, history; celebration of holidays, etc.
   2. Strategies for reading and analysis of authentic materials: newspaper articles, poems, songs, and short literary excerpts

1. demonstrate speaking and listening skills in paired and group activities within appropriate expectations for the level.
2. demonstrate writing skills in the form of compositions, letters, and journal entries.
3. answer questions about reading selections on countries, cultures, arts, and important representatives of the Spanish speaking world.
4. articulate examples of beliefs and other cultural aspects of the Spanish speaking world.

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. 05. Articulate an informed personal reaction to works in the arts and humanities.
Competency 2 (7-10)
08. 02. Demonstrate knowledge of cultural, social, religious and linguistic differences.

08. 03. Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.

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

Courses and Registration

SPAN 1790 - Independent Study

Courses and Registration

SPAN 2021 - Intermediate Spanish Language and Culture I

Credits: 5
Hours/Week: Lecture None Lab None
Course Description: This course will begin with a comprehensive review of concepts covered in first-year college Spanish. It entails further development of oral proficiency, reading comprehension and composition, cultural knowledge and critical thinking. Students will study a variety of texts related to the arts, literature, and cultural and social issues. Two hours per week in the Language Laboratory (or one in the Language Lab and one in Service Learning) are required.
MnTC Goals
6 Humanities/Fine Arts, 8 Global Perspective

Prerequisite(s): SPAN 1012  
Corequisite(s): None
Recommendation: Contact Spanish instructor if unsure of level.

Major Content

1. Social/ Cultural Themes:
   1. Present selected works of literature, art, music, etc., in cultural and historical context.
   2. Present selected current and historical issues and events in comparative and historical perspective.
   3. Present cross-cultural differences and similarities, worldviews, beliefs, attitudes, values, etc.
   4. Assign analysis of the above in class discussions and written form.
2. Social/ Cultural Themes:
   1. Present selected works of literature, art, music, etc., in cultural and historical context.
   2. Present selected current and historical issues and events in comparative and historical perspective.
   3. Present cross-cultural differences and similarities, worldviews, beliefs, attitudes, values, etc.
   4. Assign analysis of the above in class discussions and written form.
3. Vocabulary:
   1. Vocabulary review from Beginning I and II.
   2. Vocabulary related to cultural themes.
   3. Vocabulary for written exposition, such as expressions for causation, transitions, etc.
   4. Vocabulary for critical thinking and discussion in the language, such as asking for clarification, circumlocution, developing an argument, etc.
   5. Analysis of different forms of the same root word, cognates, etc.
   6. Strategies for effective communication, including vocabulary choice when using a dictionary.
4. Writing:
   1. Writing for various purposes.
   2. Critical thinking and self-editing skills.
5. Reading:
   1. Variety of literary genres and authentic materials.
   2. Strategies for determining meanings, such as contextual and grammatical clues, cognates, previous content knowledge, prediction, logic, and knowledge of the genre.
   3. Literary and sociohistorical analysis.
6. Oral Communication:
   1. Speaking for various purposes about a variety of themes.
   2. Strategies for changing topics, expressing opinions, agreeing, disagreeing, telling stories, etc.
   3. Strategies for circumlocution and “gisting”.

1. demonstrate correct use of Spanish tenses and other grammatical points in written and oral form.
2. incorporate new Spanish vocabulary in written and oral form.
3. analyze selections comprising various genres of literature and other authentic materials from the Spanish speaking world.
4. demonstrate knowledge of selected cultural topics.
5. apply critical thinking skills to complex issues.

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. 05. Articulate an informed personal reaction to works in the arts and humanities.
Competency 2 (7-10)
08. 02. Demonstrate knowledge of cultural, social, religious and linguistic differences.

08. 03. Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.

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

Courses and Registration

SPAN 2022 - Intermediate Spanish Language and Culture II

Credits: 5
Hours/Week: Lecture None Lab None
Course Description: This course is a continuation of SPAN 2021: Intermediate Spanish I, and involves further development of oral proficiency, reading comprehension and composition, cultural knowledge and critical thinking. Students will study a variety of texts related to the arts, literature, and cultural and social issues. Two hours per week in the Language Laboratory (or one in the Language Lab and one in Service Learning) are required.
MnTC Goals
6 Humanities/Fine Arts, 8 Global Perspective

Prerequisite(s): SPAN 2021  
Corequisite(s): None
Recommendation: Contact Spanish instructor if unsure of level.

Major Content

1. Social/ Cultural Themes:
   1. Present selected works of literature, art, music, etc., in cultural and historical context.
   2. Present selected current and historical issues and events in comparative and historical perspective.
   3. Present cross-cultural differences and similarities, worldviews, beliefs, attitudes, values, etc.
   4. Assign analysis of the above in class discussions and written form.
2. Grammar and Structures:
   1. Review of grammar and structures from Intermediate Spanish I (including present, preterit and imperfect tenses, present progressive tense, object pronouns, present subjunctive mood and other grammatical points).
   2. Perfect tenses, future and conditional tenses, and the past subjunctive mood (Other points will vary somewhat depending on the textbook and instructor).
3. Vocabulary:
   1. Review of vocabulary from previous levels.
   2. Vocabulary related to new cultural themes.
   3. Vocabulary for written exposition, such as expressions for causation, transitions, etc.
   4. Vocabulary for critical thinking and discussion in the language, such as expressing disagreement, discussing consequences, requesting clarification, circumlocution, etc.
   5. Analysis of different forms of the same root word, cognates, etc.
   6. Strategies for effective communication, including vocabulary choice when using a dictionary.
4. Writing:
   1. Writing for various purposes.
   2. Critical thinking and self-editing skills.
5. Reading:
   1. Variety of literary genres and authentic materials.
   2. Strategies for determining meanings, such as using contextual and grammatical clues, cognates, previous content knowledge, prediction, logic, and knowledge of the genre.
   3. Literary and sociohistorical analysis.
6. Oral Communication:
   1. Speaking for various purposes and about a variety of themes.
   2. Strategies for changing topics, expressing opinions, agreeing, disagreeing, telling stories, etc.
   3. Strategies for circumlocution and “gisting”.

1. demonstrate correct use of Spanish tenses and other grammatical points in written and oral form.
2. incorporate new Spanish vocabulary in written and oral form.
3. analyze selections comprising various genres of literature and other authentic materials from the Spanish speaking world.
4. demonstrate knowledge of selected cultural topics.
5. apply critical thinking skills to complex issues.

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. 05. Articulate an informed personal reaction to works in the arts and humanities.
Competency 2 (7-10)
08. 02. Demonstrate knowledge of cultural, social, religious and linguistic differences.

08. 03. Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.

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

Courses and Registration

SPAN 2790 - Special Topics

Courses and Registration

STSC 1021 - College Success Strategies

1. Orientation to College College culture
   1. Unwritten rules and expectations
   2. High school to college transition
   3. How to navigate large classes
   4. Working with college instructors
2. Century resources
   1. Academic support services
   2. Student life
3. Century Campus technology
   1. Learning management system
   2. eServices
   3. Email
4. Connecting to diverse classroom and campus communities
   1. Intercultural dynamics
   2. Working with others
5. Self-awareness
   1. Personal responsibility
   2. Self-advocacy
   3. Mindset
   4. Emotional intelligence
   5. Time management
   6. Motivation
   7. Stress/anxiety management
6. Academic skills
   1. Academic expectations
   2. Note taking
   3. Test-taking strategies
   4. How memory and learning take place in the brain
   5. Evaluating the effectiveness of personal learning strategies
   6. Discipline specific skills
   7. Information literacy
7. Future planning
   1. Academic planning
   2. Career planning
   3. Goal setting
   4. Financial literacy
      1. Financial aid
      2. Financial planning

1. describe how behaviors, patterns of thought, and actions support or inhibit achieving goals.
2. utilize human and technical resources to maximize a comprehensive and healthy college experience.
3. describe the role of diverse perspectives in successful collaboration to achieve academic, personal, and career goals.
4. employ techniques to strengthen self-awareness and emotional intelligence to accomplish educational, personal, and career goals.
5. articulate personal, career and academic plans, recognizing how finances impact and are impacted by those plans.
6. develop and employ learning strategies in order to achieve academic, career, and personal goals, including but not limited to navigating the unwritten rules and expectations of college, and recognizing the need for information, as well as finding and evaluating information.

Courses and Registration

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

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 Working with the senses Given circumstances (Who, What, Where, When?) Units and objectives Logic and believability Creative state of mind Learning to enter the creative state of mind Sensory memory Spheres of attention
9. Techniques for Physical and Vocal Warmups
10. Use of the voice Abdominal breathing Phonation Resonance Pitch Intonation Topping in on a line Using phonation and pitch to explore character 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. IDesign from a Critical/Historical Perspective
   1. Greek
   2. Roman
   3. Renaissance
   4. Illusionistic
   5. Realistic
   6. Anti-Realistic
   7. Postmodern
3. IThe 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: Historical context of a play. Cultural context of a play. Political and societal context of a play.
2. For each play, the following topics will be explored/discussed/covered: Structure/plot of the play. Use of imagery, metaphor, and theme in the play. Discovering the authors point of view Discovering the students point of view
3. Overview of the World of Drama Historical periods Genres Cultural contexts Political contexts Structures and types of drama 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. Greek/Roman Middle Ages Renaissance (Europe) Early Realism (Europe) American Realism African and/or African American Asian and/or Asian American Native North or South American Hispanic/Latin American Existentialism Epic/Brechtian Absurdism Postmodernism
5. Point of view/perspective Discovering the playwrights perspective Formulating your own point of view on a play Articulating one or more perspectives Comparing and contrasting points of view
6. Tools for exploring play texts Structure/plot components Literary analysis Character exploration 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. Shakespeares Contrasts¿Antithesis
12. Shakespeares 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. (at least 6 texts from categories below will be read by the class) Greek or Roman Renaissance Restoration Realism Anti-Realism or Theatricalism Non-Western Perspectives Post Modernism
2. Director/Designer Collaboration
3. Foundational aspects of a text
4. Genre, Plot/movement, Imagery, Dialogue, etc. Interpreting texts:
5. Overview of noteworthy interpretations How plays ¿live¿ (responding as an artist) Artistic/production perspectives on a text Directing Acting Scenery and Properties Design Costume Design Lighting Design
6. 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

1.1. Application
1.2. Communication

2. Expectations of Professional Internships

2.1. Theatre Department Expectations
2.2. Site Expectations

3. Complete Internship Contract with Site Supervisor

3.1. 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

Credits: 1
Hours/Week: Lecture None Lab None
Course Description: This course is an orientation to the field for individuals who are interested in learning about translation and interpreting as potential careers. It introduces basic concepts and terminology, including codes of ethics and standards of practice, and provides an important conceptual foundation for individuals who are interested in studying translation and interpreting. It also provides an opportunity for individuals to assess their readiness for and interest in a career in interpreting and/or translation.
MnTC Goals
None

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

Major Content
1. Overview of translation and interpreting as a professional career

a. What interpreters/translators do

b. Settings and domains in which interpreters/translators work

c. Types of texts/discourse that interpreters/translators encounter

2. Introduction to professional codes of ethics and standards of practice

a. Codes & standards in different settings (e.g., medical, legal)

b. Basic application of codes of ethics and standards of practice

3. Regulatory framework for provision of language services in public service settings (e.g., medical, educational, legal)

4. Overview of skill and knowledge needed by interpreters/translators

a. linguistic skill and knowledge

b. cognitive skill and knowledge

c. interactional/communicative skill and knowledge

d. decision-making skill and knowledge

5. Assessment of readiness for further study & goal-setting
Learning Outcomes
At the end of this course students will be able to:

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.
Competency 1 (1-6)
None
Competency 2 (7-10)
None

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 a. 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.   Childrens 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

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.
Competency 1 (1-6)
None
Competency 2 (7-10)
None

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 2022 - Intermediate Skills of Interpreting

1. Simultaneous interpreting
   1. Lag-time
   2. Visualizing
   3. Identifying the main idea
   4. Pacing and rate of speed
   5. Omissions
   6. Unknown words
   7. Self-assessment
2. Consecutive Interpreting
   1. Refine linguistic and paralinguistic elements
3. Sight Translation
   1. Chunking
   2. Paraphrasing
4. Preparing for an interpreting assignment
   1. Types of settings and assignments
   2. Researching processes and terminology
   3. Information requests
5. Standards of Practice and Code of Ethics
   1. Dilemmas
6. Interpreting theory and research

1. demonstrate skill progression in consecutive interpreting and note-taking skills.
2. demonstrate skill progression in sight translation skills
3. demonstrate beginning simultaneous interpreting skills.
4. apply topic preparation skills.

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. Professional interactions and behavior with site supervisors, team members, and other professionals encountered during the internship

2. Application of theory and practice acquired in classroom settings in a professional environment

3. Reflection on personal and professional growth during internship experience
Learning Outcomes
At the end of this course students will be able to:

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.
Competency 1 (1-6)
None
Competency 2 (7-10)
None

Courses and Registration

TRIN 2790 - Special Topics

1. demonstrate translation and interpreting skills relevant to topic.
Competency 1 (1-6)
None
Competency 2 (7-10)
None

Courses and Registration

VCT 1012 - Principles of Digital Communications 1

1. VCT lab concepts, rules, procedures and equipment
2. Acquisition, Scanning, and Retouching
3. Careers in Digital Video
4. Careers in Graphic Design
5. Careers in Interactive Media
6. Careers in Photography
7. Concepts of client interaction
8. Design for print
9. Developing a professional image
10. Digital Photography concepts and applications
11. GPS LifePlan resources
12. Graphic Design computer applications
13. Interactive Media concepts and applications
14. Raster and vector graphic formats
15. The creative design process
16. Video assets, timelines, and linking
17. Video editing concepts and applications
18. Web Design assets and linking
19. Adding media to a portfolio
20. Creating a professional Web page
21. Researching and following copyright laws

1. function in a computer lab environment.
2. use the Macintosh computer platform to execute course assignments.
3. use a creative design process
4. apply the basic concepts of visual communications within a variety of projects
5. create projects using a comprehensive set of visual communication software.
6. use various resources to accomplish educational and career goals.
7. explain the importance of a portfolio.
8. describe the importance of creating a professional identity.
9. solve creative problems through the use of critical thinking.
10. define copyright laws.

Courses and Registration

VCT 1013 - Design Basics

1. Design process
2. Balance
3. Classifications of type
4. Color and value
5. Critique process
6. Designing with type
7. Document terminology
8. Emphasis
9. Introduce the formal elements and principles of design
10. Line and shape
11. Positive and negative space
12. Rhythm and unity
13. Secondary meanings of type
14. Spatial Illusion
15. Texture and format
16. Type families and foundries
17. Typography anatomy
18. Design a magazine spread
19. Logo design
20. Poster design
21. Visual identity system

1. apply the formal elements and principles of design to create effective communication.
2. complete projects by using the four components of a graphic design process to solve a design problem.
3. demonstrate acquired typographic skills while creating design solutions.
4. complete projects by using a creative design process to complete projects and exercises.
5. complete projects by addressing the needs of a client by creating design solutions to communicate to a designated audience.
6. articulate creative design solutions through the use of drawn thumbnails and roughs.
7. research subject to effectively communicate client¿s message.
8. complete critiques by using the vocabulary of design to describe the effectiveness of a design solution.
9. complete projects by using type effectively to communicate primary and secondary meanings.

Courses and Registration

VCT 1015 - Project Planning

1. What is multimedia 
2. Closeout and assessment of project
3. Contracts and legal issues
4. Create a project charter
5. Create a project plan
6. Creating successful projects
7. Implement a project
8. Multimedia planning documents
9. Scripts, storyboards
10. Splash vs. Home
11. Team dynamics
12. Thumbnails, roughs, comp
13. Video vs. Multimedia
14. Visual plan

1. identify steps in project planning.
2. prepare budgets for a specific project.
3. identify pre-production elements.
4. prepare outlines, thumbnails, scripts, storyboards.
5. implement a project.
6. prepare a closeout summary.
7. identify target audience for a specific project.
8. identify delivery of message
9. prepare a project charter.
10. select appropriate media for a specific project.
11. prepare project treatments.

Courses and Registration

VCT 1018 - Digital Imaging

1. Creative use of digital imagery
2. Raster vs. Vector Imagery
3. Introduction to Adobe Photoshop program
4. Creating raster images
5. Raster based editing techniques
6. Creating vector images
7. Introduction to Adobe Illustrator program
8. Photo editing techniques
9. Research Copyright laws
10. Research, use and value stock photography
11. Vector based editing techniques

1. complete projects by using industry standard graphics applications
2. complete projects by using text, graphics and photos.
3. recognize different graphic file formats.
4. create digital imagery for a portfolio.
5. complete projects by using a standard design process.
6. comply with copyright laws.

Courses and Registration

VCT 1019 - Principles of Digital Communications II

1. GPS LifePlan resources
2. 3D Animation concepts and applications
3. Adobe Flash Essential Training
4. Careers in 3D Animation
5. Careers in Web Design
6. Cinema 4D Essential Training
7. Concepts of client interaction
8. Create DVD Portfolio
9. Creating a personal Web page
10. Creating an Interactive Media application
11. Developing a professional attitude
12. Dreamweaver Essential Training
13. Electronic Publishing concepts
14. Illustrator Essential Training
15. Personality Inventory
16. Practice Career Networking
17. Professional Identity
18. iDVD Essentials Training
19. Careers in Video Production

1. apply a creative design process to complete multiple projects.
2. apply the concepts of visual communications to a variety of projects.
3. create projects using a comprehensive set of visual communication software.
4. explore careers in visual communications using a specific set of resources.
5. create the structure of a professional identity.
6. prepare media for an electronic portfolio.
7. exhibit the foundations of a professional attitude.

Courses and Registration

VCT 1060 - Typography

Credits: 3
Hours/Week: Lecture 2 Lab 2
Course Description: This hands-on course is an introduction to the expressive and functional use of typography in design. Topics include typographic terms and technologies; early writing systems as well as computer-generated type and fonts; the aesthetic, emotional, and intellectual aspects of typography as an expressive medium. Activities help students learn the important concepts and skills needed to use and create meaningful type.
MnTC Goals
None

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

Major Content

1. The history of type
2. Physical attributes of type
3. Type family classification
4. Legibility and readability
5. Layout design aspects
6. Using grids
7. Type in a digital environment
8. Designing type
9. Creative uses of type

 
Learning Outcomes
At the end of this course students will be able to:

1. identify ancient writing systems and their influence on early typefaces.
2. identify the relationship between type form and advances in technology.
3. describe the different parts of a letterform.
4. recognize the influence of early typefaces on contemporary letterforms.
5. create type systems to organize and prioritize content.
6. compare the different digital font technologies and file types.
7. use different font management software.
8. recognize the historical context and meaning of certain typefaces.
9. describe typographic conventions and their appropriate use in different situations.
10. recognize how the appearance of a typeface can influence the message.

Courses and Registration

VCT 1061 - Graphic Design I

1. The creative design process
2. Presenting a finished product
3. Real Estate Flyer
4. Articulating the needs of your client
5. Tri-fold brochure
6. Creating graphic elements
7. Working with InDesign
8. Typography and InDesign
9. Digital images and InDesign
10. Printing through InDesign

1. use industry standard software to design, create, print and assemble a variety of standard design products.
2. participate in a creative design process to develop and execute graphic design projects.
3. apply the formal elements and principles of design to projects that combine type, images and graphic elements in creative ways.
4. complete and present their projects in a professional manner, meeting specified deadlines, and articulating how successfully they addressed their clients’ needs.
5. complete and present their projects in a professional manner, meeting specified deadlines, and articulating how successfully they addressed their clients’ needs.

Courses and Registration

VCT 1063 - Imaging and Printing Methods

1. The evolution of graphic symbols
2. Traditional foundry type and letterpress printing
3. Paper and Ink
4. Digital pre-press and output
5. Offset Printing
6. Gravure Printing
7. Screen Printing
8. Flexographic printing
9. Type and printing
10. Photographic images and printing
11. Digital printing
12. Careers in the design and printing industry

1. explain the history and development of graphic symbols.
2. explain the historical context of moveable metal type on contemporary typography and design.
3. identify similarities and differences in contemporary printing technologies.
4. perform prepress operations for several printing technologies.
5. adapt their graphic designs to accommodate the strengths and limitations of different printing technologies.
6. explore different career opportunities in the graphic design and printing industry.

Courses and Registration

VCT 1071 - Introduction to Professional Photography

1. Purchasing a digital single lens reflex camera
2. Operating a digital single lens reflex camera
3. Correctly exposing an image
4. Shutter speed
5. Aperture
6. ISO
7. Advantages of the Raw format
8. Camera settings
9. Using Rules-of-Thirds for composition
10. Exploring symmetry in photography
11. Using shutter speeds to enhance action photography
12. Exploring types of low-light photography
13. Processing Raw images
14. Composition
15. Careers in Photography

1. operate a digital single lens reflex camera.
2. expose digital images with and without an 18% grey card.
3. recite Shutter Speed, Aperture, and ISO settings.
4. capture action images using slow or fast shutter speeds.
5. apply principles of depth of field.
6. test a digital single lens reflex camera’s ISO setting.
7. articulate the advantages of the Raw format.
8. capture images in the Raw format.
9. process images using Camera Raw.
10. calculate equivalent exposures.
11. recognize images that are marketable in the professional photography field.
12. expose low-light images.
13. perform local and global corrections using editing software.
14. implement ISO Expansion on DSLR cameras
15. demonstrate the professional benefits of Live View
16. articulate the importance of camera metering modes
17. demonstrate selective focus control
18. demonstrate proper use of photographic lens filters
19. evaluate careers in professional photography
20. capture images using professional composition techniques
21. capture images of industry relevant content
22. employ long exposure techniques

Courses and Registration

VCT 1073 - Photography Editing 1

1. Standard professional digital workflow
2. Image white and black points
3. Characteristics of photographic paper
4. Choosing the appropriate paper
5. Calibrating monitors
6. Using a professional photo lab
7. Photo manipulations
8. Creative effects

1. use a standard professional digital workflow.
2. adjust the white and black point in an image.
3. articulate characteristics of photographic paper.
4. choose an appropriate photographic paper to enhance an image.
5. calibrate a monitor.
6. prepare images for a professional photography lab.
7. create images using advanced Camera Raw techniques.
8. apply creative effects using Photoshop.
9. create photo-realistic manipulations.

Courses and Registration

VCT 1076 - Photography Lighting 1

1. Bouncing light
2. Camera settings for flash photography
3. Exploring lenses and filters
4. High-speed sync
5. Lifestyle photography
6. Light sources
7. Lighting terms
8. On-camera flash
9. Planning a photo shoot
10. Purchasing a flash unit
11. Qualities of light
12. White balance

1. identify traits of light including color and quality.
2. identify various light sources.
3. identify different lenses.
4. apply various methods of focusing.
5. set camera’s white balance by measuring ambient light.
6. use ambient light and fill cards during a portrait session.
7. identify various traits of flash units including power, slaves, etc.
8. operate a flash unit.
9. identify camera sync speed.
10. use various camera settings while using a flash unit.
11. operate a flash unit in manual and auto modes.
12. use the sun as a hair light, and a bounce card to fill.
13. bounce light using a flash unit.
14. use a flash to fill ambient light.
15. plan a photo shoot.
16. prepare model releases.
17. practice professional photography.
18. use a handheld light meter measure light
19. demonstrate safe usage of studio lighting and equipment.
20. employ different exposure modes.

Courses and Registration

VCT 1078 - Photography Lighting 2

1. Studio lights &  equipment
2. Lighting styles
3. Incorporating texture and color
4. Camera triggers and long exposures
5. Off-camera flash
6. Flash unit modifiers and equipment
7. Types of studio lighting
8. 1 strobe setups
9. 2 strobe setups
10. 3 strobe setups
11. Sculpting light with modifiers

1. describe the effects of the inverse square law on lighting.
2. identify types of studio lights.
3. use flash unit lighting modifiers.
4. use gels to create color for both studio and flash units.
5. use a 2 light setup with flash units while on location.
6. use off-camera flash with light stands and umbrella adapters.
7. create texture with shadow.
8. implement tethered shooting.
9. use angle of incidence to photograph people with eyeglasses.
10. operate basic studio equipment such as stands, weights, backdrop stands, backdrops, and sandbags.
11. operate a light meter.
12. pose models for a photo shoot.
13. plan a photo shoot.
14. identify other professionals involved with a professional photo shoot.
15. use monolight strobes.
16. employ 1, 2, and 3 light setups to photograph a portrait session.
17. operate studio lighting with a boom.
18. use gobos, cookies, and flags to sculpt light.
19. use an opaque and translucent background.
20. create sets.
21. model professional Photography
22. use up to 4 studio strobes to photograph products.
23. use advanced studio light modifiers.
24. apply the 4 basic lighting styles and basic lighting ratios based on facial analysis.
25. demonstrate control of mixed lighting.
26. identify types of lighting such as low key and high key.